Creating Creative Technologists: playing with(in) education

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aut.relation.chapternumber3
aut.researcherConnor, Andrew Miles
dc.contributor.authorWalker, C
dc.contributor.authorConnor, AM
dc.contributor.authorMarks, S
dc.date.accessioned2015-01-27T21:49:59Z
dc.date.accessioned2015-05-11T02:14:10Z
dc.date.available2015-01-27T21:49:59Z
dc.date.available2015-05-11T02:14:10Z
dc.date.copyright2015-07-20
dc.date.issued2015-07-20
dc.description.abstractSince the industrial revolution, the organization of knowledge into distinct scientific, technical or creative categories has resulted in educational systems designed to produce and validate particular occupations. The methods by which students are exposed to different kinds of knowledge are critical in creating and reproducing individual, professional or cultural identities. (“I am an Engineer. You are an Artist”). The emergence of more open, creative and socialised technologies generates challenges for discipline-based education. At the same time, the term “Creative Technologies” also suggests a new occupational category (“I am a Creative Technologist”). This chapter presents a case-study of an evolving ‘anti-disciplinary’ project-based degree that challenges traditional degree structures to stimulate new forms of connective, imaginative and explorative learning, and to equip students to respond to a changing world. Learning is conceived as an emergent process; self-managed by students through critique and open peer review. We focus on ‘playfulness’ as a methodology for achieving multi-modal learning across the boundaries of art, design, computer science, engineering, games and entrepreneurship. In this new cultural moment, playfulness also re-frames the institutional identities of teacher and learner in response to new expectations for learning.
dc.identifier.citationCreating creative technologists: Paying with(in) education. In N. Zagalo & P. Branco (Eds.), Creativity in the Digital Age (Chapter 3, pp. 35-56). Berlin: Springer. DOI 10.1007/978-1-4471-6681-8_3
dc.identifier.doi10.1007/978-1-4471-6681-8_3
dc.identifier.isbn978-1-4471-6680-1
dc.identifier.urihttps://hdl.handle.net/10292/8657
dc.publisherSpringer
dc.relation.replaceshttp://hdl.handle.net/10292/8346
dc.relation.replaces10292/8346
dc.relation.urihttp://www.springer.com/computer/hci/book/978-1-4471-6680-1
dc.rightsAn author may self-archive an author-created version of his/her article on his/her own website and or in his/her institutional repository. He/she may also deposit this version on his/her funder’s or funder’s designated repository at the funder’s request or as a result of a legal obligation, provided it is not made publicly available until 12 months after official publication. He/ she may not use the publisher's PDF version, which is posted on www.springerlink.com, for the purpose of self-archiving or deposit. Furthermore, the author may only post his/her version provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at www.springerlink.com”. (Please also see Publisher’s Version and Citation).
dc.rights.accessrightsOpenAccess
dc.titleCreating Creative Technologists: playing with(in) education
dc.typeChapter in Book
pubs.elements-id173097
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Design & Creative Technologies
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