Transcending Lockdown: Fostering Student Imagination through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses.
Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities, and the social scien...
| Published in: | University of Toronto Quarterly Vol. 91; no. 1; pp. 67 - 88 |
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| Format: | Article |
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University of Toronto Press
Mar2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=155344603&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 155344603 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00420247 UTQ jtl: University of Toronto Quarterly issn: 00420247 maglogo: Y pubinfo: dt: Mar2022 vid: 91 iid: 1 pid: 678 pub: University of Toronto Press artinfo: ui: 155344603 10.3138/utq.91.1.01 ppf: 67 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 219KB tig: atl: Transcending Lockdown: Fostering Student Imagination through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses. aug: au: Martin Nolan, Edmund affil: Department of Linguistics and Applied Linguistics, York University, Toronto, Ontario, Canada Engineering Communication Program and Institute for Studies in Transdisciplinary Engineering Education and Practice, University of Toronto, Toronto, Ontario, Canada su: Engineering design Language & languages Social sciences Humanities Creative ability sug: subj: Engineering design Language & languages Social sciences Humanities Creative ability keyword: CALL collaborative learning creativity CSCL emergency online education engineering communication engineering design imagination intersubjectivity pedagogy transdisciplinary ab: Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities, and the social sciences to enter the discourse of engineering in a newly meaningful way. This article considers this development in the context of the COVID-19 pandemic and, in particular, how the creativity and imagination required to succeed in engineering design might be cultivated in emergency distance learning. I consider a plethora of sources for guidance, with a special interest in how language and communication facilitates collaborative learning, creativity, and intersubjectivity and how that mediation is further mediated by educational technology in distance learning. I focus on the challenges faced and the resulting importance of training for both instructors and students. Finally, I argue that, despite our difficult circumstances, we should aim to encourage our students to exercise their imaginations, both independently and collaboratively, through our selection, framing, and facilitation of team design projects during the pandemic. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of University of Toronto Quarterly is the property of University of Toronto Press 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. item: University of Toronto Quarterly holder: University of Toronto Press dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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