Advertisement

Emerging Scenarios to Enhance Creativity in Smart Cities Through STEAM Education and the Gradual Immersion Method

  • Jorge Sanabria-ZEmail author
  • Margarida Romero
Chapter
  • 48 Downloads
Part of the Environmental Discourses in Science Education book series (EDSE, volume 5)

Abstract

“Smart cities” are now envisioned as a way to improve civic life in the twenty-first century. In this context, smart cities need innovative industries, and innovative industries require creative people with profiles and skills, capable of solving problems through multidisciplinary means, with an acute vision for identifying opportunities and threats. These trends are driving a boom in creative spaces to learn and produce – things that break with the paradigm of traditional education, even in formal institutions. The projects that occur in these spaces are therefore disruptive: They combine, for example, the tools of digital fabrication and efforts to bring the community together, with the aim of looking for solutions to the immediate environment. The speed with which new technologies emerge stimulates a constant demand for guided learning in future scenarios of smart cities. We used the Gradual Immersion Method (GIM) to promote creativity and collaboration, taking advantage of the benefits of augmented reality in consideration of STEAM. In this chapter, we present two scenarios for applying GIM in a STEAM context, concluding with a proposal for co-creating an interactive and sustainable “smart city” environment.

References

  1. Anciaux, N., Grumbach, S., Issarny, V., Mitton, N., Morin, C., Pathak, A., & Rivano, H. (2016). Villes intelligentes: défis technologiques et sociétaux. MOOC, FUN.Google Scholar
  2. Arámburo-Lizárraga, J., & Sanabria, J. C. (2015). An application for the study of art movements. Procedia Computer Science, 75, 34–42.  https://doi.org/10.1016/j.procs.2015.12.196.CrossRefGoogle Scholar
  3. Autodesk. (2019). Tinkercad. [Website]. Retrieved from https://www.tinkercad.com/ Google Scholar
  4. Barragan Foundation. (2019). Barragan Foundation. Retrieved from http://www.barragan-foundation.org/
  5. Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, E. Care, & B. McGaw (Eds.), Assessment and teaching of 21st century skills. Dordrecht: Springer.Google Scholar
  6. Burkhardt, G., Monsour, M., Valdez, G., Gunn, C., Dawson, M., & Lemke, C. (2003). enGauge 21st century skills: Literacy in the digital age (p. 88). Retrieved from North Central Regional Education Laboratory and the Metiri group website: http://www4.unescobkk.org/ict/elearning/pdf/enGauge21st_Century_Skills_Literacy_in_the_Digital_Age.pdf
  7. Caragliu, A., del Bo, C., & Nijkamp, P. (2014). Smart cities in Europe. In M. Deakin (Ed.), Smart cities: Governing, modelling and analysing the transition (pp. 173–195). Oxon: Routledge.Google Scholar
  8. FabLearn Organization. (2017). Fablearn.org. Graduate School of Education, University of Stanford. Retrieved from http://fablearn.org/
  9. Fisher, D. [Green]. (2017, December 5). The dynamic tower. [Video file]. Retrieved from http://www.dynamicarchitecture.net/revolution/
  10. Florida, R. (2002). Bohemia and economic geography. Journal of Economic Geography, 2(1), 55–71.CrossRefGoogle Scholar
  11. Florida, R. (2014). The rise of the creative class – Revisited: Revised and expanded. Basic Books (AZ).Google Scholar
  12. Gonzalez, D. (2017). Dionisio Gonzalez: Sandock Doro. [Website]. Retrieved from http://www.dionisiogonzalez.es/SanbockDoro.html
  13. Gouvernement du Québec. (2011). Programme de formation de l’école québécoise. Retrieved from http://www.education.gouv.qc.ca/contenus-communs/enseignants/programme-de-formation-de-lecole-quebecoise/
  14. Hutton, T. (2017). The creative city (A Research Agenda for Cities, 137). Edward Elgar Publishing Limited.Google Scholar
  15. Kamga, R., Romero, M., Komis, V., & Mirsili, A. (2016, November). Design requirements for educational robotics activities for sustaining collaborative problem solving. In International conference EduRobotics 2016 (pp. 225–228). Cham: Springer.Google Scholar
  16. Koestler, A. (1964). The act of creation. London: Hutchinson & Co.Google Scholar
  17. Mark Foster Gage Architects, LLC. (2015). House on Ile Rene-Levasseur. Retrieved August 9, 2019, from MFGA 080219 website: https://www.mfga.com/copy-of-penkridge-hall-annex
  18. McKinsey and Company. (2017). Global cities of the future: An interactive map. Retrieved on December 5, 2017, from https://www.mckinsey.com/global-themes/urbanization/global-cities-of-the-future-an-interactive-map
  19. P21. (2010, June 18). Framework for 21st century learning. Retrieved December 3, 2017, from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119
  20. Pexels. (2015). Pexels: Empowering creators. [Website]. Retrieved from https://www.pexels.com
  21. Robinson, K., & Aronica, L. (2016). Creative schools: The grassroots revolution that's transforming education. Penguin Books.Google Scholar
  22. Romero, M. (2016). Guide d’activités technocréatives pour les enfants du 21e siècle (1st ed., p. 6). Québec: Livres en Lignes du CRIRES. Retrieved from https://lel.crires.ulaval.ca/oeuvre/guide-dactivites-technocreatives-pour-les-enfants-du-21e-siecle.Google Scholar
  23. Romero, M., Lille, B., & Patiño, A. (2017). Usages créatifs du numérique pour l’apprentissage au XXIe siècle. Canada: PUQ.CrossRefGoogle Scholar
  24. Sanabria, J. (2015). The Gradual Immersion Method (GIM): Pedagogical transformation into mixed reality. Procedia Computer Science, 75, 369–374. (Elsevier).CrossRefGoogle Scholar
  25. Sanabria, J., & Arámburo-Lizárraga, J. (2017). Enhancing 21st century skills with AR: Using the gradual immersion method to develop collaborative creativity. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 487–501.CrossRefGoogle Scholar
  26. Sanabria, J. C., Chan, M. E., Mateos, L. R., Mariscal, J. L., Arámburo-Lizárraga, J., & De la Cruz, G. (2015). Applying the gradual immersion method to surrealist art creation using Interactive Whiteboards (IWBs). International Journal of Arts & Sciences, 08(06), 627–638. ISSN:1944-6934.Google Scholar
  27. Sánchez Escobedo, P. A., García Mendoza, A., & Valdés Cuervo, A. (2009). Validity and reliability of an instrument to measure creativity in adolescents. Revista Iberoamericana de Educación, 3–16. (In Spanish).Google Scholar
  28. SEP. (2017). Nuevo Modelo Educativo. Retrieved from https://www.gob.mx/sep/documentos/nuevo-modelo-educativo-99339
  29. Smart Cities Council. (2013). Smart cities readiness guide. Redmond: Smart Cities Council.Google Scholar
  30. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Wiley.Google Scholar
  31. Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects [on-line]. Retrieved from http://reusability.org/read/
  32. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.CrossRefGoogle Scholar
  33. World Economic Forum. (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Geneva: World Economic Forum.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Innovation Generation and Management ProgramUniversity of GuadalajaraGuadalajaraMexico
  2. 2.Laboratoire d’Innovation et Numérique pour l’ÉducationUniversité de Nice Sophia AntipolisNiceFrance

Personalised recommendations