Designing Framing and Reflective Scaffolds to Develop Design Thinking and Transfer of Learning: Theorizing for Pre-school
2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT) (2014)
July 7, 2014 to July 10, 2014
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/ICALT.2014.33
Open access to formal and informal learning implies both cognitive and digital access. However, cognitive access can result only if there are suitable methods which design for generative processing (meaningful deep learning) and transfer of learning despite limited cognitive capacities. We aim to develop design thinking and increase transfer of learning through design principles, framing and metacognitive reflective scaffolds. Subsequently, we use context as a schematic construct for structuring content, providing interaction options and achieving compositional coherence. Findings indicate increase in students' intrinsic motivation, development of reflection generalizations which encompass multiple design levels with design principles as strategies and changes in students' perception towards technology-assisted learning and towards design. Significance of the study are development of scaffolds for generative designs and inclusion of design principles in describing reflection generalizations, CSCL practices and context. These are useful as seed knowledge base for increasing cognitive access to all students and the development of creativity.
Context, Reflection, Design methodology, Educational institutions, Multimedia communication, Conferences
Chien-Sing Lee, K. Daniel Wong, "Designing Framing and Reflective Scaffolds to Develop Design Thinking and Transfer of Learning: Theorizing for Pre-school", 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT), vol. 00, no. , pp. 80-81, 2014, doi:10.1109/ICALT.2014.33