IDC theory: creation and the creation loop.
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| Title: | IDC theory: creation and the creation loop. |
|---|---|
| Authors: | Chan, Tak-Wai1 (AUTHOR), Looi, Chee-Kit2 (AUTHOR), Chang, Ben3 (AUTHOR) bchang.tw@gmail.com, Chen, Wenli2 (AUTHOR), Wong, Lung-Hsiang2 (AUTHOR), Wong, Su Luan4 (AUTHOR), Yu, Fu-Yun5 (AUTHOR), Mason, Jon6 (AUTHOR), Liu, Chen-Chung7 (AUTHOR), Shih, Ju-Ling1 (AUTHOR), Wu, Ying-Tien1 (AUTHOR), Kong, Siu-Cheung8 (AUTHOR), Wu, Longkai2 (AUTHOR), Chien, Tzu-Chao9 (AUTHOR), Liao, Calvin C. Y.10 (AUTHOR), Cheng, Hercy11 (AUTHOR), Chen, Zhi-Hong12 (AUTHOR), Chou, Chih-Yueh13 (AUTHOR) |
| Source: | Research & Practice in Technology Enhanced Learning. 12/30/2019, Vol. 14 Issue 1, p1-29. 29p. |
| Subject Terms: | *Psychological feedback, *Holistic education, *Education theory |
| Geographic Terms: | Asia |
| Abstract: | The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by interest, can be engaged in the creation of knowledge (generating ideas and artifacts). By repeating this creation process in their daily learning routines, they will excel in learning performance, develop twenty-first-century competencies, and form creation habits. We hope that with such practices in education, our future generations will ultimately become lifelong interest-driven creators. In IDC Theory, there are three anchored concepts, namely, interest, creation, and habit. Each anchored concept comprises three component concepts which form a concept loop. For example, the creation loop consists of three component concepts—imitating, combining, and staging. Imitating is concerned with taking in (or inputting) an abundant amount of existing knowledge from the outside world to form one's background knowledge. Combining refers to delivering (or outputting) new ideas or artifacts prolifically by synthesizing existing information encountered in the world and thoughts arising from the students' background knowledge. Staging relates to frequently demonstrating the generated ideas or artifacts to the relevant communities and receiving feedback from these communities to improve the novelty and value of the demonstrated outcomes while gaining social recognition and nurturing positive social emotions. This paper focuses on describing the three components of the creation loop. We provide three case studies to illustrate the creation loop at work, as well as how it intertwines with both the interest and habit loops in supporting students to develop their creation capabilities. In presenting this iteration of the creation concept, an anchored concept in IDC theory, we acknowledge the roles played of imitation, combination, and staging in different learning and education contexts—indeed, there are multiple theories that inform and intersect with it. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by interest, can be engaged in the creation of knowledge (generating ideas and artifacts). By repeating this creation process in their daily learning routines, they will excel in learning performance, develop twenty-first-century competencies, and form creation habits. We hope that with such practices in education, our future generations will ultimately become lifelong interest-driven creators. In IDC Theory, there are three anchored concepts, namely, interest, creation, and habit. Each anchored concept comprises three component concepts which form a concept loop. For example, the creation loop consists of three component concepts—imitating, combining, and staging. Imitating is concerned with taking in (or inputting) an abundant amount of existing knowledge from the outside world to form one's background knowledge. Combining refers to delivering (or outputting) new ideas or artifacts prolifically by synthesizing existing information encountered in the world and thoughts arising from the students' background knowledge. Staging relates to frequently demonstrating the generated ideas or artifacts to the relevant communities and receiving feedback from these communities to improve the novelty and value of the demonstrated outcomes while gaining social recognition and nurturing positive social emotions. This paper focuses on describing the three components of the creation loop. We provide three case studies to illustrate the creation loop at work, as well as how it intertwines with both the interest and habit loops in supporting students to develop their creation capabilities. In presenting this iteration of the creation concept, an anchored concept in IDC theory, we acknowledge the roles played of imitation, combination, and staging in different learning and education contexts—indeed, there are multiple theories that inform and intersect with it. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17932068 |
| DOI: | 10.1186/s41039-019-0120-5 |
