Applying IDC theory to education in the Alps region: a response to Chan et al.'s contribution

  • In this paper, we present a response to the Interest-Driven Creator (IDC) theory from a European perspective. Specifically, we raise six questions intended to start a dialog with respect to IDC theory’s placement in existing learning theories, its adoption in educational systems, and how it can be influenced by emerging learning technologies and digitalization, which is currently a driving force in the Alps region. By referring to our own work in vocational education and classroom orchestration, we demonstrate how IDC can begin to play a part in guiding innovations and its potential impact on education both in and outside of Asia. With respect to digitalization, rather than allowing technological innovations to fully guide educational decisions, we call for IDC theory to be part of the conversation to help guide future educational designs.

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Author:Pierre Dillenbourg, Kevin Gonyop Kim, Jauwairia NasirGND, Shuqing Teresa Yeo, Jennifer K. Olsen
Frontdoor URL
Parent Title (English):Research and Practice in Technology Enhanced Learning
Place of publication:Berlin
Year of first Publication:2019
Publishing Institution:Universität Augsburg
Release Date:2023/09/20
Tag:Management of Technology and Innovation; Media Technology; Education; Social Psychology
First Page:17
Institutes:Fakultät für Angewandte Informatik
Fakultät für Angewandte Informatik / Institut für Informatik
Fakultät für Angewandte Informatik / Institut für Informatik / Lehrstuhl für Menschzentrierte Künstliche Intelligenz
Dewey Decimal Classification:6 Technik, Medizin, angewandte Wissenschaften / 61 Medizin und Gesundheit / 610 Medizin und Gesundheit
Licence (German):CC-BY 4.0: Creative Commons: Namensnennung (mit Print on Demand)