#COLLABRATIVE CREATIVE COLLECTION FULL#

Maggie Hennefeld, Cultural Studies and Comparative Literature, College of Liberal Arts, University of Minnesota Twin Cities Sonali Pahwa, Theatre Arts and Dance, College of Liberal Arts, University of Minnesota Twin Cities We are committed to a collaboratively led, emergent, creative process to cogenerate experiential modes of art that engage people in each of the three collaborative geographic nodes-Minneapolis, Minnesota Columbus, Ohio and New Orleans, Louisiana-as well as a multi-sited collaborative form that embodies our creative cycle of reciprocity and redistribution. Within this emerging ecology of practice we share a recognition that we each thrive in the interplay between creative and scholarly research, cultural and technical ways of knowing, and modes of participation and engagement that do not require that we parse ourselves into distinct disciplinary domains or practices. Our research questions consider the relationships between wholeness and health, presence and connectedness, and the fluid permutations among Culture, Healing, Art, Nature, and Technology that engage art as our primary modality. As a catalyst for creative interdependence, CHANT shapes a space for individual and collective wholeness. CHANT centers equity and justice in an ethics that relates all living beings within an ecology of reciprocity and redistribution. Jay Afrisando, School of Music, College of Liberal Arts, University of Minnesota Twin CitiesĬHANT is a collaborative of artists and community health equity leaders with a common commitment to creative interdependence that emerges from research and praxis at the nexus of Culture, Healing, Art, Nature, and Technology. Oscar Garza, College of Pharmacy, University of Louisiana Monroe New Orleans Campus Alur strategi dimulai dari keterlibatan siswa dalam berpikir dan mengidentifikasi gambar dan soal cerita.Diane Willow, Art, College of Liberal Arts, University of Minnesota Twin CitiesĬalvin Stalvig, Art, College of Liberal Arts, University of Minnesota Twin Cities Strategi ini diperkenalkan oleh Huinker dan Laughlin, pada dasarnya stategi ini dibangun melalui kegiatan berpikir (think), berbicara (talk),dan menulis (write). Desain pengembangan desain didaktis menggunakan strategi “think-talk-write”.

Berdasarkan latar belakang tersebut, maka tujuan dari prosisi ini adalah untuk mengembangkan desain didaktis berupa bahan ajar terhadap kemampuan komunikasi matematis siswa pada materi pembelajaran operasi hitung bilangan pecahan. Sehingga siswa sulit dalam memberikan penjelasan yang benar, jelas dan logis atas jawabannya. Selama ini kita menyadari bahwa dalam pelaksanaan pembelajaran matematika siswa jarang sekali diberikan kesempatan untuk mengkomunikasikan ide-idenya.

Disamping itu, salah satu tujuan pembelajaran matematika menurut Depdiknas yaitu mengomunikasikan gagasan dengan simbol, tabel, diagram, atau media lain untuk memperjelas keadaan atau masalah. Adapun pembelajara abad 21 ini mengembangkan keterampilan 4C yaitu critical thinking, creativity, communication, dan collaboration. Komunikasi menjadi sangat penting dalam pembelajaran karena dalam kurikulum 2013 diharapkan dapat diimplementasikan pembelajaran abad 21, hal ini untuk menyikapi. Prosisi ini berdasarkan learning obstacle terhadap kemampuan komunikasi matematis siswa pada materi operasi hitung bilangan pecahan, dimana siswa sulit untuk mengkomunikasikan pemikiran matematika dalam bentuk lisan ataupun tulisan. These findings also suggest that coworking space operators may want to further encourage collaboration and incentivize learning in their space. Furthermore, these findings position collaborative learning as a theory that deserves further attention in coworking space research. These findings demonstrate how collaborative learning can be key in improving individual work performance in coworking spaces.

#COLLABRATIVE CREATIVE COLLECTION FULL#

It is found that individual motivation to learn positively impacts collaborative learning, collaborative learning positively impacts individual work performance, and that collaborative learning acts as a full mediator between individual motivation to learn and individual work performance. Next, a survey study was conducted of 169 coworking space members and PLS-SEM was used to do a factor analysis and evaluate the structural model created. Exploratory factor analysis to establish the reliability and validity of this framework. This research identifies collaborative learning as a major collaborative practice within coworking spaces, and develops a conceptual framework including two other variables: individual motivation to learn and individual work performance. Yet, there is a lack of research on the mechanisms of the collaborative practices within coworking spaces. Throughout literature, coworking spaces are commonly known as collaborative environments.

Coworking spaces are becoming increasingly popular.

Collabrative creative collection