Open-ended education: how open-endedness might foster and promote technological imagination, enterprising and participation in education

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Standard

Open-ended education : how open-endedness might foster and promote technological imagination, enterprising and participation in education. / Nørgård, Rikke Toft; Paaskesen, Rikke Berggreen.

I: Conjunctions : transdisciplinary journal of cultural participation, Bind 3, Nr. 1, 2016, s. 1-25.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

APA

CBE

Nørgård RT, Paaskesen RB. 2016. Open-ended education: how open-endedness might foster and promote technological imagination, enterprising and participation in education. Conjunctions : transdisciplinary journal of cultural participation. 3(1):1-25.

MLA

Nørgård, Rikke Toft og Rikke Berggreen Paaskesen. "Open-ended education: how open-endedness might foster and promote technological imagination, enterprising and participation in education". Conjunctions : transdisciplinary journal of cultural participation. 2016, 3(1). 1-25.

Vancouver

Nørgård RT, Paaskesen RB. Open-ended education: how open-endedness might foster and promote technological imagination, enterprising and participation in education. Conjunctions : transdisciplinary journal of cultural participation. 2016;3(1):1-25.

Author

Nørgård, Rikke Toft ; Paaskesen, Rikke Berggreen. / Open-ended education : how open-endedness might foster and promote technological imagination, enterprising and participation in education. I: Conjunctions : transdisciplinary journal of cultural participation. 2016 ; Bind 3, Nr. 1. s. 1-25.

Bibtex

@article{2b8507c6ebfb4c3b83bc341b8fd8c304,
title = "Open-ended education: how open-endedness might foster and promote technological imagination, enterprising and participation in education",
abstract = "THE ARTICLE DESCRIBES OPEN-ENDED EDUCATION FOR 21ST CENTURY LEARNING AS THE COMING TOGETHER OF OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, AND OPEN-ENDED INSTITUTIONS IN WAYS THAT FOSTER AND PROMOTE FUTURE EDUCATION FOR CITIZENSHIP IN SOCIETY. THROUGH THE CASE OF THE CODING PIRATES FUTURE ISLAND, THE ARTICLE DEMONSTRATES HOW OPEN-ENDED EDUCATION CAN BE PRACTICED TO FOSTER AND PROMOTE TECHNOLOGICAL IMAGINATION, ENTERPRISING, AND PARTICIPATION. THIS PRACTICE IS THEN DEVELOPED INTO A THEORETICAL MODEL FOR THE CONCEPT OF OPEN-ENDED EDUCATION AS A WAY OF AND FRAMEWORK FOR PRACTICING FUTURE EDUCATION FOR 21ST CENTURY LEARNING WITH NEW TECHNOLOGIES. THE ARTICLE PRESENTS AN ANSWER TO THE CALL FOR 21ST CENTURY LEARNING AS THOROUGHLY COLLABORATIVE, COMMUNICATIVE, CREATIVE, AND CRITICALLY REFLECTIVE THROUGH THE CASE AND THE CONCEPT OF OPEN-ENDED EDUCATION. IT OUTLINES THE IMPLICATIONS OF THIS CALL FOR EDUCATION AND HIGHLIGHTS THE FACT THAT THE EMPHASIS IN BLOOM{\textquoteright}S REVISED TAXONOMY ON INGENUITY, ORIGINALITY, PARTICIPATION, AND ASPIRATION IMPACTS THE PRACTICE OF EDUCATION.",
keywords = "FUTURE EDUCATION, 21ST CENTURY LEARNING, OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, OPEN-ENDED INSTITUTIONS, DESIGN THINKING, CRITICAL PEDAGOGY, CODING PIRATES",
author = "N{\o}rg{\aa}rd, {Rikke Toft} and Paaskesen, {Rikke Berggreen}",
note = "RIKKE TOFT N{\O}RG{\AA}RD IS ASSISTANT PROFESSOR, PHD, AT THE CENTER FOR TEACHING DEVELOPMENT AND DIGITAL MEDIA, AARHUS UNIVERSITY, DENMARK. HER RESEARCH FOCUSES ON THE INTERSECTIONS OF EDUCATION, DESIGN, AND TECHNOLOGY WITH THE GOAL OF DEVELOPING THE FIELD OF VALUE-BASED VISION-DRIVEN EDUCATIONAL DESIGN THINKING WITH OPEN-ENDED TECHNOLOGIES. RIKKE IS ALSO ON THE BOARD OF DIRECTORS OF THE NATIONAL CODING PIRATES DENMARK AND HEAD OF DEPARTMENT OF CODING PIRATES CUDIM AND CODING PIRATES GAMEDEV. RECENT PUBLICATIONS WITHIN THIS AREA INCLUDE: “PARTICIPATORY ACADEMIC COMMUNITIES: A TRANSDICIPLINARY PERSPECTIVE ON PARTICIPATION IN EDUCATION BEYOND THE INSTITUTION” (2015) WITH JANUS HOLST AAEN, “PLA(Y)CEMAKING – WHEN CHILDREN AND ROBOTS MEET” (2016) WITH HERDIS TOFT, AND “ACADEMIC CITIZENSHIP BEYOND THE CAMPUS – A CALL FOR THE PLACEFUL UNIVERSITY” (2016) WITH S{\O}REN BENGTSEN – ALL OF WHICH DEVELOP THE FIELD OF EDUCATIONAL DESIGN THINKING IN DIFFERENT WAYS. RIKKE HAS RECENTLY GIVEN A TALK ON OPEN-ENDED EDUCATION AT DANMARKS L{\AE}RINGSFESITVAL 2016 TOGETHER WITH RIKKE BERGGREEN PAASKESEN.",
year = "2016",
language = "English",
volume = "3",
pages = "1--25",
journal = "Conjunctions : transdisciplinary journal of cultural participation",
issn = "2246-3755",
publisher = "Aarhus University, Department of Aesthetics and Communication",
number = "1",

}

RIS

TY - JOUR

T1 - Open-ended education

T2 - how open-endedness might foster and promote technological imagination, enterprising and participation in education

AU - Nørgård, Rikke Toft

AU - Paaskesen, Rikke Berggreen

N1 - RIKKE TOFT NØRGÅRD IS ASSISTANT PROFESSOR, PHD, AT THE CENTER FOR TEACHING DEVELOPMENT AND DIGITAL MEDIA, AARHUS UNIVERSITY, DENMARK. HER RESEARCH FOCUSES ON THE INTERSECTIONS OF EDUCATION, DESIGN, AND TECHNOLOGY WITH THE GOAL OF DEVELOPING THE FIELD OF VALUE-BASED VISION-DRIVEN EDUCATIONAL DESIGN THINKING WITH OPEN-ENDED TECHNOLOGIES. RIKKE IS ALSO ON THE BOARD OF DIRECTORS OF THE NATIONAL CODING PIRATES DENMARK AND HEAD OF DEPARTMENT OF CODING PIRATES CUDIM AND CODING PIRATES GAMEDEV. RECENT PUBLICATIONS WITHIN THIS AREA INCLUDE: “PARTICIPATORY ACADEMIC COMMUNITIES: A TRANSDICIPLINARY PERSPECTIVE ON PARTICIPATION IN EDUCATION BEYOND THE INSTITUTION” (2015) WITH JANUS HOLST AAEN, “PLA(Y)CEMAKING – WHEN CHILDREN AND ROBOTS MEET” (2016) WITH HERDIS TOFT, AND “ACADEMIC CITIZENSHIP BEYOND THE CAMPUS – A CALL FOR THE PLACEFUL UNIVERSITY” (2016) WITH SØREN BENGTSEN – ALL OF WHICH DEVELOP THE FIELD OF EDUCATIONAL DESIGN THINKING IN DIFFERENT WAYS. RIKKE HAS RECENTLY GIVEN A TALK ON OPEN-ENDED EDUCATION AT DANMARKS LÆRINGSFESITVAL 2016 TOGETHER WITH RIKKE BERGGREEN PAASKESEN.

PY - 2016

Y1 - 2016

N2 - THE ARTICLE DESCRIBES OPEN-ENDED EDUCATION FOR 21ST CENTURY LEARNING AS THE COMING TOGETHER OF OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, AND OPEN-ENDED INSTITUTIONS IN WAYS THAT FOSTER AND PROMOTE FUTURE EDUCATION FOR CITIZENSHIP IN SOCIETY. THROUGH THE CASE OF THE CODING PIRATES FUTURE ISLAND, THE ARTICLE DEMONSTRATES HOW OPEN-ENDED EDUCATION CAN BE PRACTICED TO FOSTER AND PROMOTE TECHNOLOGICAL IMAGINATION, ENTERPRISING, AND PARTICIPATION. THIS PRACTICE IS THEN DEVELOPED INTO A THEORETICAL MODEL FOR THE CONCEPT OF OPEN-ENDED EDUCATION AS A WAY OF AND FRAMEWORK FOR PRACTICING FUTURE EDUCATION FOR 21ST CENTURY LEARNING WITH NEW TECHNOLOGIES. THE ARTICLE PRESENTS AN ANSWER TO THE CALL FOR 21ST CENTURY LEARNING AS THOROUGHLY COLLABORATIVE, COMMUNICATIVE, CREATIVE, AND CRITICALLY REFLECTIVE THROUGH THE CASE AND THE CONCEPT OF OPEN-ENDED EDUCATION. IT OUTLINES THE IMPLICATIONS OF THIS CALL FOR EDUCATION AND HIGHLIGHTS THE FACT THAT THE EMPHASIS IN BLOOM’S REVISED TAXONOMY ON INGENUITY, ORIGINALITY, PARTICIPATION, AND ASPIRATION IMPACTS THE PRACTICE OF EDUCATION.

AB - THE ARTICLE DESCRIBES OPEN-ENDED EDUCATION FOR 21ST CENTURY LEARNING AS THE COMING TOGETHER OF OPEN-ENDED TECHNOLOGY, OPEN-ENDED PROJECTS, AND OPEN-ENDED INSTITUTIONS IN WAYS THAT FOSTER AND PROMOTE FUTURE EDUCATION FOR CITIZENSHIP IN SOCIETY. THROUGH THE CASE OF THE CODING PIRATES FUTURE ISLAND, THE ARTICLE DEMONSTRATES HOW OPEN-ENDED EDUCATION CAN BE PRACTICED TO FOSTER AND PROMOTE TECHNOLOGICAL IMAGINATION, ENTERPRISING, AND PARTICIPATION. THIS PRACTICE IS THEN DEVELOPED INTO A THEORETICAL MODEL FOR THE CONCEPT OF OPEN-ENDED EDUCATION AS A WAY OF AND FRAMEWORK FOR PRACTICING FUTURE EDUCATION FOR 21ST CENTURY LEARNING WITH NEW TECHNOLOGIES. THE ARTICLE PRESENTS AN ANSWER TO THE CALL FOR 21ST CENTURY LEARNING AS THOROUGHLY COLLABORATIVE, COMMUNICATIVE, CREATIVE, AND CRITICALLY REFLECTIVE THROUGH THE CASE AND THE CONCEPT OF OPEN-ENDED EDUCATION. IT OUTLINES THE IMPLICATIONS OF THIS CALL FOR EDUCATION AND HIGHLIGHTS THE FACT THAT THE EMPHASIS IN BLOOM’S REVISED TAXONOMY ON INGENUITY, ORIGINALITY, PARTICIPATION, AND ASPIRATION IMPACTS THE PRACTICE OF EDUCATION.

KW - FUTURE EDUCATION

KW - 21ST CENTURY LEARNING

KW - OPEN-ENDED TECHNOLOGY

KW - OPEN-ENDED PROJECTS

KW - OPEN-ENDED INSTITUTIONS

KW - DESIGN THINKING

KW - CRITICAL PEDAGOGY

KW - CODING PIRATES

UR - http://www.conjunctions-tjcp.com/article/view/23630/20687

M3 - Journal article

VL - 3

SP - 1

EP - 25

JO - Conjunctions : transdisciplinary journal of cultural participation

JF - Conjunctions : transdisciplinary journal of cultural participation

SN - 2246-3755

IS - 1

ER -