This paper recognizes the potential efficacy of MEA-related approaches in university classrooms. It explores principles associated with MEA design and raises challenges to their transfer beyond mathematical settings into natural and environmental sciences, engineering and beyond. It attempts to address the state of readiness of individuals and institutions to engage with MEA-related processes and reflects on the notion of ‘Flow’ (high order engagement of learners) as an elusive concept, arguably marginalized in current ‘learning’ environments. A first stage model of progression of learners and teachers into MEA-related activities is proposed alongside the beginnings of a set of questions and lines of enquiry intended to set the scene for emerging development and research agendas allied to MEArelated activities in universities. Attention will be paid to the deployment of elicitation activities and how the approach can be used with teachers to draw out 'models' which manifest as ways of creative working/teaching. This practical aspect is in the spirit of application and integration of models and the de novo coalescence of part-formed models into enhanced models as a function of ‘MEA dialogue spaces’. The presentation of the paper will thus include theorising of MEA approaches for further extension into other arenas. Examples include unleashing creative mathematics teaching and envisioning ‘systematic enhancement’ processes to ensure high quality of learning and teaching.
|Published - 2007
|Online video-conference presentation to engineering and learning research personnel of the United States Air Force Academy - , United States
Duration: 25 Dec 2007 → …
|Online video-conference presentation to engineering and learning research personnel of the United States Air Force Academy
|25/12/07 → …