Skip to main content Accessibility help
×
Hostname: page-component-77c89778f8-cnmwb Total loading time: 0 Render date: 2024-07-18T06:46:55.361Z Has data issue: false hasContentIssue false

Introduction: Pedagogies at the Intersection of Disciplines

Published online by Cambridge University Press:  04 July 2017

Michael Filimowicz
Affiliation:
Simon Fraser University, British Columbia
Veronika Tzankova
Affiliation:
Simon Fraser University, British Columbia
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anders, G. (2015, July 29). That “useless” liberal arts degree has become tech's hottest ticket. Forbes. Retrieved from www.forbes.com/sites/georgeanders/2015/07/29/liberal-arts-degree-tech/#3ade8b335a75. Accessed online March 3, 2016.Google Scholar
Arfield, J., Hodgkinson, K., Smith, A., and Wade, W. (2013). Flexible learning in higher education. London: Routledge.Google Scholar
Berry, D.M. (2011). The Computational Turn: Thinking about the digital humanities. Culture Machine 12, n.p. Retrieved from www.culturemachine.net/index.php/cm/issue/view/23. Accessed online March 3, 2016.Google Scholar
Bødker, S. (2015) Third-wave HCI, 10 years later – participation and sharing. Interactions 22(5), 24–31. DOI: http://dx.doi.org/10.1145/2804405 Retrieved from http://interactions.acm.org/archive/view/september-october-2015/third-wave-hci-10-years-later-participation-and-sharing. Accessed online March 3, 2016.Google Scholar
Bogost, I. (2007). Persuasive games: The expressive power of videogames. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Brockman, J. (1995). Third culture: Beyond the scientific revolution. New York: Simon & Schuster.Google Scholar
Cross, N. (2001). Design cognition: Results from protocol and other empirical studies of design activity. In Eastman, C.M., McCracken, W.M., and Newstetter, W.C. (Eds.), Design knowing and learning: Cognition in design education. Oxford, England: Elsevier.Google Scholar
Cross, N. (2006). Designerly ways of knowing. London: Springer.Google Scholar
Ferenstein, G. (2014, March 3). Study: Massive online courses enroll an average of 43,000 students, 10% completion. Techcrunch. Retrieved from http://techcrunch.com/2014/03/03/study-massive-online-courses-enroll-an-average-of-43000-students-10-completion/. Accessed online March 3, 2016.Google Scholar
Ferster, B. (2013). Interactive visualization: Insight through inquiry. Cambridge, MA: MIT Press.Google Scholar
Greenberg, I. (2007). Processing: Creative coding and computational art. Berkeley, CA; New York: Friends of Ed. Distributed to the book trade worldwide by Springer-Verlag.Google Scholar
Harrison, S., Tatar, D., and Sengers, P. (2007). The three paradigms of HCI. Proceedings of the conference on human factors in computing systems (CHI 2007). San Jose, CA, 1–18.Google Scholar
Keramidas, K. (2012). The DML and the digital humanities. Journal of Interactive Technology & Pedagogy (2). Retrieved from http://jitp.commons.gc.cuny.edu/afterword-the-dml-and-the-digital-humanities/. Accessed online March 3, 2016.Google Scholar
Kurzweil, R. (2011). The law of accelerating returns. Retrieved from http://bigthink.com/in-their-own-words/the-difference-between-linear-and-exponential-thinking. Accessed online March 3, 2016.Google Scholar
Kwastek, K. (2013). Aesthetics of interaction in digital art. Cambridge, MA: MIT Press.Google Scholar
Loh, H.L.K., Chai, C.S., Wong, B., and Hong, H.Y. (2015). Design thinking for education: Conceptions and applications in teaching and learning. Singapore: Springer ebook.Google Scholar
McKeough, A., Lupart, J.L., and Marini, A. (Eds.) (2013). Teaching for transfer: Fostering generalization in learning. London: Routledge.Google Scholar
Miller, C.H. (2008). Digital storytelling: A creator's guide to interactive entertainment (2nd edn.). Amsterdam; Boston, MA: Focal Press.Google Scholar
Moore, G. and Lottridge, D. (2010). Interaction design in the university designing disciplinary interactions. Proceedings of the conference on human factors in computing systems (CHI 2010), Atlanta, GA, 2735–43. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/24390/1/p2735.pdfGoogle Scholar
Nielsen, J. (1995, January 1). 10 Usability heuristics for user interface design. Nielsen Norman Group. Retrieved from www.nngroup.com/articles/ten-usability-heuristics/. Accessed online March 3, 2016.Google Scholar
Noble, J.J. (2012). Programming interactivity (2nd edn.). Beijing; Sebastopol, CA: O'Reilly.Google Scholar
Popper, F. (2007). From technological to virtual art. Cambridge, MA: MIT Press.Google Scholar
Popper, K. Three worlds. The Tanner lecture on human values. Delivered at the University of Michigan April 17, 1978. Retrieved from http://tannerlectures.utah.edu/_documents/a-to-z/p/popper80.pdf. Accessed online March 3, 2016.Google Scholar
Reas, C. and Fry, B. (2007). Processing: A programming handbook for visual designers and artists. Cambridge, MA: MIT Press.Google Scholar
Sanchez-Vives, M.V. and Slater, M. (2005). Opinion: From presence to consciousness through virtual reality. Nature Reviews Neuroscience, 6(4), 332–9. Retrieved from http://doi.org/10.1038/nrn1651. Accessed online March 3, 2016.Google Scholar
Schön, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
Simon, H. (1996). The sciences of the artificial (3rd edn.). Cambridge, MA: MIT Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×