ROLE: Social Creativity and Meta-Design in Learning Communities

在我们的教育文化中，大部分教学都假定一个无所不知的教师将知识传授给不知情的学习者，而课堂外发生的大多数学习都是基于现实世界活动中的故障，导致反思和学习。传统的方法在需要交流“基础知识”的情况下有一定的有效性，但它并不适合终身学习和解决设计问题的高度情境性。虽然创造性的个人通常被认为是孤立的工作，但与其他个人的互动和合作的作用是至关重要的。我们的智慧和创造力大部分来自于利用“无知的对称性”（不同社区之间）作为权力的来源。社会创造力强调智能人类行为的核心不是个人的思想，而是相互作用的思想群体，以及与工具和人工制品的相互作用。元设计描述了创建新媒体和环境的目标、技术和过程，这些新媒体和环境允许用户充当设计师，为团队的创造力做出贡献并从中受益。该项目将：（1）发展理论框架和系统，以支持社会创造力作为终身学习的一种特殊形式;（2）研究元设计的原则，以及它们如何在学习和工作的背景下支持社会创造力;（3）与特定社区合作，以展示我们方法的可扩展性和可持续性;（4）关注特定领域，如课程信息环境的协同设计;（5）通过改变课堂环境和本科教育，探索社会创造力和元设计在实践中的作用;以及（6）评估我们的终身学习，社会创造力和元设计的理论属性如何映射到实践中，并评估我们的方法在现实环境中的优势和劣势。

Whereas much of teaching in our educational culture presumes an omniscient teacher transmitting knowledge to unknowing learners, most learning that takes place outside of the classroom is based on breakdowns in the context of real-world activities leading to reflection and learning. The traditional approach has some validity for situations in which "basic knowledge" needs to be communicated, but it is not well suited to the highly situated nature of lifelong learning and design problem solving.Although creative individuals are often thought of as working in isolation, the role of interaction and collaboration with other individuals is critical. Much of our intelligence and creativity results from exploiting the "symmetry of ignorance" (between different communities) as a source of power. Social creativity emphasizes that the heart of intelligent human performance is not the individual human mind but groups of minds in interaction with each other and in interaction with tools and artifacts. Meta-design characterizes objectives, techniques, and processes for creating new media and environments that allow users to act as designers and contribute to and benefit from the creativity of the group. The project will: (1) develop a theoretical framework and systems to support social creativity as a specific form of lifelong learning; (2) investigate principles of meta-design and how they support social creativity in the context of learning and working; (3) work with specific communities to demonstrate the scalability and sustainability of our approach; (4) focus on specific domains such as the collaborative design of course information environments; (5) explore the role of social creativity and meta-design in practice by changing classroom environments and undergraduate education; and (6) assess how our theoretical attributes of lifelong learning, social creativity, and meta-design map onto practice and evaluate the strengths and weaknesses of our approach in realistic settings.