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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
SketchUp is a 3D modeling computer program available as a free or a paid version, owned by Trimble, Inc. [https://www.sketchup.com].
- 2.
Aumentaty Creator is an augmented reality computer program available as free or paid version, owned by AUMENTATY, S.L. [http://www.aumentaty.com].
References
Anciaux, N., Grumbach, S., Issarny, V., Mitton, N., Morin, C., Pathak, A., & Rivano, H. (2016). Villes intelligentes: défis technologiques et sociétaux. MOOC, FUN.
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.
Autodesk. (2019). Tinkercad. [Website]. Retrieved from https://www.tinkercad.com/
Barragan Foundation. (2019). Barragan Foundation. Retrieved from http://www.barragan-foundation.org/
Bartels, F. (2017). Building by removal. Retrieved from https://3dwarehouse.sketchup.com/model/fbbbcfc92823200a98b0cf5f411dc520/Building-by-removal
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.
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
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.
FabLearn Organization. (2017). Fablearn.org. Graduate School of Education, University of Stanford. Retrieved from http://fablearn.org/
Fisher, D. [Green]. (2017, December 5). The dynamic tower. [Video file]. Retrieved from http://www.dynamicarchitecture.net/revolution/
Florida, R. (2002). Bohemia and economic geography. Journal of Economic Geography, 2(1), 55–71.
Florida, R. (2014). The rise of the creative class – Revisited: Revised and expanded. Basic Books (AZ).
Gonzalez, D. (2017). Dionisio Gonzalez: Sandock Doro. [Website]. Retrieved from http://www.dionisiogonzalez.es/SanbockDoro.html
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/
Hutton, T. (2017). The creative city (A Research Agenda for Cities, 137). Edward Elgar Publishing Limited.
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.
Koestler, A. (1964). The act of creation. London: Hutchinson & Co.
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
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
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
Pexels. (2015). Pexels: Empowering creators. [Website]. Retrieved from https://www.pexels.com
Robinson, K., & Aronica, L. (2016). Creative schools: The grassroots revolution that’s transforming education. Penguin Books.
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.
Romero, M., Lille, B., & Patiño, A. (2017). Usages créatifs du numérique pour l’apprentissage au XXIe siècle. Canada: PUQ.
Sanabria, J. (2015). The Gradual Immersion Method (GIM): Pedagogical transformation into mixed reality. Procedia Computer Science, 75, 369–374. (Elsevier).
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.
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.
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).
SEP. (2017). Nuevo Modelo Educativo. Retrieved from https://www.gob.mx/sep/documentos/nuevo-modelo-educativo-99339
Smart Cities Council. (2013). Smart cities readiness guide. Redmond: Smart Cities Council.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Wiley.
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/
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.
World Economic Forum. (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Geneva: World Economic Forum.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Sanabria-Z, J., Romero, M. (2019). Emerging Scenarios to Enhance Creativity in Smart Cities Through STEAM Education and the Gradual Immersion Method. In: Stewart, A.J., Mueller, M.P., Tippins, D.J. (eds) Converting STEM into STEAM Programs. Environmental Discourses in Science Education, vol 5. Springer, Cham. https://doi.org/10.1007/978-3-030-25101-7_14
Download citation
DOI: https://doi.org/10.1007/978-3-030-25101-7_14
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-25100-0
Online ISBN: 978-3-030-25101-7
eBook Packages: EducationEducation (R0)