|Speaker||Date and Time||Location and Eventbrite link||Topic||Link to Recording|
|Prof Tim Jay||20th November, 2018, 4pm||C49, Dearing Building, Jubilee Campus|
|The RAIDING project: Designing a mobile game to promote arithmetic fluency|
The RAIDING project (Researching Adaptivity to Individual Differences in Number Games) set out to create a mobile game to promote arithmetic fluency in 7-8 year old primary school children. Working in an interdisciplinary team, we carried out a year-long iterative design research project to create a game, drawing on principles derived from research in education, psychology and computing. Initial evaluation studies carried out following the design phase suggest that the game has a strong positive effect on children’s learning. This seminar will share an account of the project so far, and of ways in which we now hope to use data from evaluation studies to refine the game and to learn more about game-based learning and mathematical cognition.
|Mark d’Inverno||22nd January 2019, 4pm||C49, Dearing Building, Jubilee Campus|
|The Future of Creativity|
There is a constant buzz around the word creativity. Reference to it has spread prolifically since the 1950s within and beyond academia, associated with novelty, value, imagination and innovation. What could be wrong with that? Plenty, we argue. Indeed it has become so ubiquitous across education, sport, marketing, politics and everyday use that it has become to mean very little more than which we approve of. We challenge the extensive and expansive use of this term – both in and out of academic - and propose an alternative terminology that regains a meaning and currency for the kind of activity we want to teach in schools and universities. We use the term “creative activity” in opposition to “creativity” and through the lens of recent research and teaching innovation at Goldsmiths, look to answer the following key questions:
1. What is human creative activity?
2. What pedagogy should we use for teaching creative activity?
3. How can we frame AI research to inspire human creative activity rather than replace it?
We look to respond to these by drawing on backgrounds in music, education and AI research.
|Sibel Erduran||26th February 2019 4pm||B33 Dearing Building|
|Visualising Epistemic Processes and Products of Science in Pre-Service Teacher Education|
Epistemic aspects of science are relatively underemphasised in science teaching and learning. Epistemic aspects of science may include the processes and products of science that concern the development of scientific knowledge. For example, scientists engage in modelling practices in formulating scientific knowledge. Scientists may use epistemic criteria such as objectivity in interpreting data. Epistemic aspects of science demand teachers and students to adopt a meta-perspective on how science works as a knowledge construction enterprise. As such, epistemic processes and products of science can be difficult to understand.
In this presentation, I draw on our work on nature of science (NOS) that capitalises on the use of visual representations to facilitate the understanding of epistemic aspects of science. Based on reviews of literature from philosophy of science, we produced a series of images that summarise some key features of the epistemic aspects of science. For example, we proposed the “Benzene Ring Heuristic” (BRH) inspired from the benzene ring structure as an analogy to highlight the dynamic nature of the epistemic, cognitive and social components of scientific practices. BRH stresses the social mediation of data, models and explanations through argumentation and social certification. In this presentation, I will illustrate how we have used these visual representations in a pre-service science teacher education programme, and what impact they had on pre-service teachers’ own visual representations of epistemic aspects of science.
Earlier Seminars (imported from an earlier website with the help of The Way Back Machine) can be found here