The goal to stimulate perspective taking and inference making on social phenomena, such as gender roles in society, has proven to be difficult to achieve in general and in particular for primary school students. Thus, the purpose of this paper is to develop creative models and concepts for learning that provide guidance addressing these challenges.
A case study methodology, including classroom observations, teacher interviews and analysis of videos created by students, was applied within a large-scale action research project related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools.
This study reports on how teachers organized group work for their sixth grades students to reimagine and videoing fairy tales endings of Cinderella in order to explore and learn about gender roles in society in a cross-border setting. The personal, emotional and social negotiations of working with peers and giving feedback to students in other schools from other countries enhanced their learning. Results suggest that adding the framework of boundary object-driven design helps to improve the process by its focus on a shared understanding, common practice and sense-making.
The study incorporates the framework on boundary objects as a “mental design device” into a story-driven digital production project, suggesting that creativity in combination with a specific yet open task for student group work enhances learning in social science.
The paper is written within an EU-funded project, the Interreg program, related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools. The aim of the project was to develop innovative cross-border teaching models by the use of user-driven, practice-based co-design processes between practitioners and researchers. The role of the financial sponsor was to enable the co-designing practice between the researchers and practitioners to continuously collaborate without any interference from the actual design and research activities. The financer (the Interreg program) emphasized close collaboration between the Nordic partners resulting in a project outcome with added and generative cross-border value, which led to an overall research design where all project activities were transnational.
Spante, M. (2019), "Digital creativity: learning by story driven digital production", International Journal of Information and Learning Technology, Vol. 36 No. 3, pp. 182-191. https://doi.org/10.1108/IJILT-11-2018-0129
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