A TAXONOMY OF GENERATIVE ACTIVITY DESIGN SUPPORTED BY NEXT-GENERATION CLASSROOM NETWORKS

Previous work has examined how new theoretical, methodological, and design frameworks for engaging classroom learning are provoked and supported by the highly interactive and group-centered capabilities of a new generation of classroom-based networks. This network-supported interactivity, coupled with generative design, allows the environment of the classroom itself to be thought of as a group-oriented "manipulative" or mediating tool for teaching and learning. Given that this level of technologically-supported interactivity and group- oriented design is new to classrooms, new challenges for teachers, researchers, and curriculum developers relative to how to think about designing for, and working in, these types of environments need to be addressed. We present a taxonomy of generative activity design that has emerged from our work in developing and then working with next generation systems.