Situated design for creative, reflective, collaborative, technology-mediated learning

Aba Sah Dadzie, Laura Benton, Asimina Vasalou, Russell Beale

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    4 Citations (Scopus)


    STEM subjects are typically seen as boring, geeky, difficult to learn and with low relevance to real life. To counter this opinion, we aim to foster engagement with and curiosity about STEM subjects, through an approach to learning that facilitates the construction of understanding of key, threshold concepts (TCs). To achieve this, we engender creativity by using performance as a means of expression. We demonstrate how the process of collaboratively crafting a video to explain a TC students have been introduced to helps them to break down the concept, and through reflection on each piece of knowledge about it, build understanding about its different aspects, and further develop their knowledge. We aim through this approach to encourage students to work together to discover, explore, engage in lateral, visual thinking, and therefore develop deep, shared understanding of TCs in STEM subjects.

    Original languageEnglish
    Title of host publicationProceedings of the Conference on Designing Interactive Systems: Processes, Practices, Methods, and Techniques, DIS
    PublisherAssociation for Computing Machinery
    Number of pages10
    ISBN (Print)9781450329026
    Publication statusPublished - 2014
    Event2014 ACM SIGCHI Conference on Designing Interactive Systems, DIS 2014 - Vancouver, BC, Canada
    Duration: 21 Jun 201425 Jun 2014


    Conference2014 ACM SIGCHI Conference on Designing Interactive Systems, DIS 2014
    CityVancouver, BC


    • Research through design (RtD): CSCL: scaffolded learning
    • Video-making: touch surfaces

    ASJC Scopus subject areas

    • Software


    Dive into the research topics of 'Situated design for creative, reflective, collaborative, technology-mediated learning'. Together they form a unique fingerprint.

    Cite this