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15 JULY 2013

New International Journal of Design Creativity and Innovation

"International Journal of Design Creativity and Innovation is an international publication that provides a forum for discussing the nature and potential of creativity and innovation in design from both theoretical and practical perspectives. Design creativity and innovation is truly an interdisciplinary academic research field that will interest and stimulate researchers of engineering design, industrial design, architecture, art, and similar areas. The journal aims to not only promote existing research disciplines but also pioneer a new one that lies in the intermediate area between the domains of systems engineering, information technology, computer science, social science, artificial intelligence, cognitive science, psychology, philosophy, linguistics, and related fields. The journal welcomes various kinds of research papers (analytical studies, constructive studies, case studies, field studies, literature surveys, etc.) that will establish the basis for the academic discipline of design creativity and innovation."

TAGS

2013academic journal • analogical reasoning • architectural designartificial intelligencecognitive scienceconcept generation • constructive studies • creativity and innovation • design creativity • design creativity and innovation • design educationdesign innovationdesign inspirationdesign researcher • design synthesis • design theoryengineering design • field studies • in-betweenindustrial designinformation technologyinnovative explorations • innovative process • interdisciplinary researchinternational journal • inventive process • inventive worklinguisticsliteraturephilosophypsychology • research field • research papersocial science • systems engineering • Taylor and Francis • theories on design • visual arts research

CONTRIBUTOR

Simon Perkins
26 DECEMBER 2010

Envisioning the Post-LMS Era: The Open Learning Network

"Institutions, teachers, and learners are increasingly turning to the open architecture and customizability of the web. In doing so, they are leveraging the tools and resources of the larger PLE to create their own personal learning networks (PLNs) to manage information, create content, and connect with others. Whether termed PLEs or PLNs, these approaches 'represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize.' Scott Leslie's impressive collection of PLE diagrams reminds us that PLNs are infinitely configurable to meet individual needs and preferences. They are, after all, 'personal.'

The vision of individually constructed PLNs and their potential to transform learning extends beyond merely aggregating and using a smorgasbord of web–based tools and content. Gardner Campbell advocated the cultivation of 'personal cyberinfrastructures' that teachers and learners can leverage to become the 'system administrators of their own digital lives.' Instead of implementing tools that simply help instructors 'manage learning,' Campbell argued that we should embrace technologies that enable co–learners to frame, curate, share, and direct learning 'engagement streams.' John Seely Brown and Richard Adler argued that learning with Web 2.0 tools is so different that we ought to call it 'learning 2.0.' They asserted that, unlike old passive forms of learning, the new learner–centric paradigm (facilitated and reinforced by new tools) emphasizes participation over presentation, encourages focused conversation over traditional publication, and 'facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.' The net result is an 'open participatory learning ecosystem.'"

(Jonathan Mott, 2010)

Mott, J. (2010). 'Envisioning the Post–LMS Era: The Open Learning Network.' Educause Quarterly 33(1).

Fig.1 Vahid Masrour 'synthetic view of what a PLN/E is, and what it enables'.
Fig.2 Scott Leslie 'collection of PLE diagrams'.

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CONTRIBUTOR

Simon Perkins
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