Change Towards Creative Society: A Developed Knowledge Model for IT in Learning

Yu, Miao; Zhou, Chunfang; Wei, Xing

doi:10.1007/978-94-007-7618-0_437

Cited by 4 publications

(1 citation statement)

References 6 publications

(4 reference statements)

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“…The educators must make sure that students' creativity is nourished and developed. To achieve this goal will require us a deep understanding about the relationships between creativity, knowledge and roles of ICT in learning [19]. However, the digital divide is one of the barriers to creativity in developing context, especially for women users of Internet.…”

Section: Creating Knowledge and Learningmentioning

confidence: 99%

The Need to Foster Creativity and Digital Inclusion among Women Users in Developing Context - Addressing Second Order Digital Divide in Online Skills

Zhou

Purushothaman²

2015

Int. J. Emerg. Technol. Learn.

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Abstract-This paper provides a literature review aiming to discuss the need for fostering creativity and digital inclusion among women students in developing contexts by addressing the second order digital divide in online skills. As the literature review indicates, we are in the change towards creative society and creativity is the core competency of students to be mastered in the digital age. The digital technologies also provide conditions of developing creativity, for example, YouTube can be regarded as a creative platform. This paper also discusses the links between creativity, learning and knowledge, digital divide in developing contexts especially the second order digital divide as the main barrier to women students' learning. This further implies how to teach creativity more effectively in the future.

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Section: Creating Knowledge and Learningmentioning

confidence: 99%

The Need to Foster Creativity and Digital Inclusion among Women Users in Developing Context - Addressing Second Order Digital Divide in Online Skills

Zhou

Purushothaman²

2015

Int. J. Emerg. Technol. Learn.

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Good Practices to Substantiate Digital Learning with Textbooks

2015

Advances in Educational Technologies and Instructional Design

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At the core of any learning process is a didactic triangle with three basic components: teacher, student and didactics. Globalization places the didactic triangle in an open learning environment. The “open” didactic triangle can be considered a conceptual tool for designing new learning models, including those for digital textbooks' use and development. These textbooks are more than digitalized versions of printed textbooks. Connected to the Internet/Intranet and with advanced technologies, digital textbooks offer more freedom for teaching, learning and assessment as well as connectivity, adaptivity, flexibility and interactivity. Moreover, digital textbooks have well-established psycho-pedagogical foundations. The post-modernism philosophy indicates at keeping good practices, namely visual instruction, audiovisual instruction, programmed instruction and computer aided instruction (assessment). This chapter emphasizes the effectiveness of good practices and concludes with a call for the future research of the best solutions in the area of digital textbooks use and development.

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Supporting Creative Learning by Information Communication Technology (ICT) in Project Teams

Zhou¹

2018

Information Technology as a Facilitator of Social Processes in Project Management and Collaborative Work

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The recent studies have focused on the significance of Information Communication Technology (ICT) in developing creativity. This chapter regards creativity as a way of shaping new knowledge and it provides learners as many opportunities in exploring possible satisfying solutions of solving varies problems in project teams. Based on the foundation of social-cultural theory, this chapter firstly provides a knowledge conversation model where creativity can be regarded a driver stimulating conversations between tacit knowledge, explicit knowledge, individual knowledge, and collective knowledge. Secondly, ICT will be viewed as a useful tool in facilitating the continuous dynamic of those knowledge conversations in the process of project-based learning. Finally, strategies on how to design creative learning environments among project team members will be discussed. Briefly, this chapter contributes to bring theories on creativity, ICT, learning, and project management together in one framework and meanwhile has practical significance in better developing creative project teams and organization innovation.

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Change Towards Creative Society: A Developed Knowledge Model for IT in Learning

Cited by 4 publications

References 6 publications

The Need to Foster Creativity and Digital Inclusion among Women Users in Developing Context - Addressing Second Order Digital Divide in Online Skills

The Need to Foster Creativity and Digital Inclusion among Women Users in Developing Context - Addressing Second Order Digital Divide in Online Skills

Good Practices to Substantiate Digital Learning with Textbooks

Supporting Creative Learning by Information Communication Technology (ICT) in Project Teams

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