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Generative Design |
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Generative
Design
Generative Design New
theoretical, methodological, and design frameworks for
engaging classroom learning are supported by the highly
interactive and group-centered capabilities of a new
generation of classroom-based networks. For our
work, networked teaching and learning can be understood as
situated relative to a dialectic of (1) seeing mathematical
and scientific structures as fully situated in
socio-cultural contexts and (2) seeing mathematics as a way
of structuring our understanding of and design for
group-situated teaching and learning. This dialectic
provides a different way of addressing the issues related to
pedagogical content knowledge. In our work implications for
classroom design are explicitly addressed. Our use of
the term dialectic follows its use in ancient Greek thought.
Unlike the Hegelian use that anticipates a synthesis of
opposites, we retain the earlier sense that predates Plato
and views dialogue, discourse and disputation themselves as
deepening our understanding of the world . Dialectic is a
kind of juxtaposition of ideas, often literally a debate,
rather than a resolution. Understanding emerges in the
activity of holding in tension even ideas that seem
paradoxical. We believe that careful examination of the
dialectic can have implications for evolving notions of
generative design supported by next generation network
technology. Our use of the term generative refers to
orchestrating classroom activity in ways that occasion
productive and creative engagement by participants,
characterized by increased personal and collective agency.
We see in
the dialectic a generative, creative tension between the
structuring role of math and science and the structuring
role of social activity. Designing with this dialectic in
mind moves the focus away from having to decide between the
two, to productively leveraging this generative potential.
We view this practical potential as an invitation to step
out of the binary of content versus pedagogy. This dialectic
provides a different way of addressing the question raised
by Shulman's (1983) notion of pedagogical content knowledge:
What is the relationship between content and the activities
of teaching? Additionally we use the dialectic to address
the question of the relationships between the classroom
community's knowledge and communities of mathematical and
scientific practice (Lave & Schoenfeld, 1995; Resnick
& Rusk, 1996; Newman, Secada, and Wehlage, 1995). We
propose this dialectic as a way of engaging these questions.
We have
worked closely with a major commercial partner in developing
next generation network capabilities and have received
funding from the National Science Foundation to develop
activity authoring capabilities and explore the use of
participatory simulations in classrooms. A number of other
network-supported research and development efforts are under
way including developing new research methodologies as well
as bell-to-bell functionality to support a full range of
classroom-based needs and opportunities. Work related
to the Generative Design Center is taking place at three
universities and a number of middle- and high schools. In
addition to The University of Texas at Austin we have
collaborations with: - Thomas
Hills - Biologist at The University of Texas at
Austin - Andy
Hurford and Al Schademan - The University of
Utah As part of
the NSF funded projects we work very closely with the Center
for Connected Learning at Nortwestern University - Uri
Wilensky, Director. Uri is a PI on the recently funded
Integrated Systems Modeling Environment Project funded by
the NSF. This project continues the work of the previously
funding Participatory Simulations Project. We have also
written papers with and otherwise collaborated
with: - SRI,
especially Jeremy Roschelle
-
Nancy Ares (Co-Author & Co-Director) - The University
of Roshester
-
The SimCalc Project, Jim Kaput and Stephen Hegedus