In this dissertation I argue that creativity should be understood as a situated and distributed process. As I develop my approach to understanding creativity over the course of this dissertation, three core claims emerge: 1) that the creative powers of particular agents are constituted within the concrete circumstances (both social and material) in which they are situated, 2) that the creative process itself unfolds across networks of associating actors, and 3) that these networks of associating actors include nonhumans of diverse sorts as active participants in the creative process. Understanding the creative process in this way distinguishes my approach from the ways in which creativity has traditionally been understood, which I argue are marked by a deep Cartesianism. This Cartesianism manifests itself in the way that creativity is predominantly studied and conceived of as a cognitive process that occurs within the minds of individuals. Because creativity is seen to occur within the minds of individuals, and because these minds are seen to function autonomously of their context, there is a resulting lack of attention to how the creative process is shaped by and extended out into the material and social environment. Furthermore, because creativity is understood to be solely a manifestation of human agency and human intentions, the active role of nonhumans in the creative process has not been taking into account. Drawing upon literature within feminist epistemology, cognitive science, science and technology studies, disability theory, and situated action theory, I argue that to better understand creativity, we must consider the creative process as it occurs within particular social and material environments, as it is distributed across diverse networks of actors, and as it is shaped in essential ways by nonhuman actors. It is only by considering creativity in its context, out in the world and in the interactions between things, that we can get an adequate understanding of the creative process. / Philosophy

Cyberlearning has the ability to connect learners from diverse settings to educational resources regardless of the learners' proximities to traditional classroom environments. Prior research has shown that hybrid learning systems more effectively improve student learning than do either traditional or cyberlearning approaches used individually. The Online Watershed Learning System (OWLS) is an interactive cyberlearning system for use in hybrid education. It serves as the end user interface of the Learning Enhanced Watershed Assessment System (LEWAS), a watershed monitoring system for use in research and education. The LEWAS/OWLS has been integrated into 26 courses. Within the theoretical framework of situated learning, the OWLS uses data and imagery to situate users at the LEWAS site. The current research has the dual goals of developing the OWLS and evaluating its effectiveness within a hybrid learning environment as part of watershed monitoring education. Within goal 1, HTML5, CSS and JavaScript code (11,112 lines) were used to achieve platform independence, and student and faculty feedback suggests a hierarchy of cyberlearning interface features, where anywhere/anytime access is the most important class of features for these users followed by real-time data visualization, system background information and how-to-use information in descending order. For students at the community college freshmen, university senior and graduate levels, goal 2 investigated how much the OWLS increases student learning of environmental monitoring topics and motivates them to study these topics. For this goal, use of the LEWAS/OWLS increased learning and motivation for most students with the caveats that the these gains were not always statistically significant and that these gains may be caused by use of the LEWAS in general rather than by the OWLS component of it. Additional studies are needed to resolve these issues. Additionally, a pilot test of anonymous user tracking (11,231 page views) showed how it can be used to obtain general information about which groups of users are accessing a cyberlearning system, how they are accessing it, and how navigation through the system can be improved to better match user goals. The full results and their limitations are included along with areas for future work. / Ph. D.

The majority of cognitive scientists today view the mind as a computer, instantiating some function mapping the inputs it gets from the environment to the gross behaviors of the organism. As a result, the emphasis in most ongoing research programmes is on finding that function, or some part of that function. Moreover, the types of functions considered are limited somewhat by the preconception that the mind must be instantiating a function that can be expressed as a computer program. I argue that research done in the last two decades suggests that we should approach cognition with as much consideration to the environment as to the inner workings of the mind. Our cognition is often shaped by the constraints the environment places on us, not just by the "inputs" we receive from it. I argue also that there is a new approach to cognitive science, viewing the mind not as a computer but as a dynamical system, which captures the shift in perspective while eliminating the requirement that cognitive functions be expressable as computer programs. Unfortunately, some advocates of this dynamical perspective have argued that we should replace all of traditional psychology and neuroscience with their new approach. In response to these advocates, I argue that we cannot develop an adequate dynamical picture of the mind without engaging in precisely those sorts of research and hypothesizing that traditional neuroscience and psychology engage in. In short, I argue that we require certain types of explanations in order to get our dynamical (or computational) theories off the ground, and we cannot get those from other dynamical (or computational) theories. / Master of Arts

Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in-action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action. / Ph. D.

Starting with my own travel experiences, and with the help of poets, Elizabeth Bishop, Jorie Graham, and Emily Dickinson, I create a theory of displacement, called Vertigo. Vertigo is not only a sense of falling, but a sense of detachment from reality that I felt traversing through different cultures, languages, and worlds for the first time. Vertigo is a liminal, transformative space that allows an individual to experience the created nature of their own worldview and culture. This is also a physical experience, as Bishop, Graham, and Dickinson give evidence to in their poetry, as the individual experiences a heightened sense of their physical bodies. This work acknowledges the privileged position of the traveler, and reveals that often the observations we make in this privileged position can be moves of colonization. Poetry is one way to both acknowledge these moves, and to also show what we can learn from these moments when we continue to question and explore. Additionally, poetry, as a medium of mindful reflection, allows for a language that is capable of handling the physical knowledge of the body; the mental mapping of the cultural and personal realities of the individual; and also the geographic and political landscapes that surround an individual or population, simultaneously. With this understanding, the theoretical framework for displacement, bodies, and place, which Bishop, Graham, and Dickinson give us, is the foundation for exploring how poetry can provide knowledge for more 'scientific' writing, such as, cultural geography or cognitive science. / Master of Arts

Plans do not serve the particular circumstances of a given situation, but rather serve as abstract descriptions of some future activities. The relationship between plans, which are abstract, and actions, which are concrete, is referred to as the relationship between plans and situated actions. This relationship can be formulated in the following questions: 1) How do individuals conceive of future activities? 2) How does an individual who is acting upon a plan adjust when facing contingencies? The relationship between plans and situated actions has remained a source of intense academic discussions (e.g., Bardram, 1997; Bardram & Hensen, 2010; Leudar & Costall, 1996; Ng, 2002; Schmidt, 1997; Suchman, 1987). Despite the ample research on the relationship between plans and situated actions, a review of the literature indicates that the problem has not been adequately addressed (Randall et al., 2007; Suchman 2003), which has compelled this researcher to create a theoretical model that integrates the disparate nature of plans and line of actions. Drawing on research on cognition and categorization theory, this thesis proposes a theoretical framework that conceptualizes the relationship between plans and situated actions in terms of activity categories. Specifically, the theoretical framework draws on the prototype and basic-level category theories of categorization, both of which were developed primarily by Rosch (1978), as well as the field theory developed by Lewin (1936). Categorization theories are used to address plans’ abstractness as they capture typifications of human experience. Field theory is used to address the concreteness of action as it captures dynamic properties of the situation in the here and now. The basic premise of the theoretical framework is that individuals conceive (have a knowledge) of plans and their attributes as future activity categories with a range of possibilities. These possibilities are structurally graded, ranging from highly typical to atypical. Plans are believed to be formed based on what is typical for the activity. The theoretical framework argues that an association exists between an individual’s knowledge of typical adjustment relevant to the activity and actual adjustment the individual makes while performing the activity. With this in mind, the theoretical framework considers the actor’s perspective to be central to the investigation. Based on the theoretical framework, several hypotheses are formularized and tested. An in-depth case study conducted in a ready-mix concrete company was used to examine aspects of the theoretical framework empirically. The results of the case study provide a wide range of independent evidence supporting the framework. In addition, an experimental methodology was developed for quantitative testing in the laboratory aspects of the theoretical framework not attainable in the case study. Theoretical and practical implications of the proposed framework and empirical findings are examined. Future research directions are discussed.

Situated cognition argues that learning takes place in an embedded social and physical environment, and through a social process, reality takes on meaning. This dissertation investigated if a link exists between learners’ participation and advancement within a sociocultural community of practice as specifically evidenced by higher rates of tracheal intubations on live patients and scores on the national certifying examination by paramedics. During 2006, paramedic students taking the national certifying examination were asked to answer a post-examination questionnaire quantifying the number of intubations performed during training. For intubation experience, significant odds ratios (relative to none performed) were observed for 4 to 9 performed [OR = 1.66, 95% c.i. = (1.24, 2.23)] and 16 or more performed [OR = 1.76, 95% c.i. = (1.21, 2.56)]. The male to female odds ratio [OR = 1.25, 95% c.i. = (1.04, 1.52)] was significant. For age category, significant odds ratios (relative to 40 and over) were observed for 20 to 24 [OR = 1.70, 95% c.i. = (1.27, 2.28)] and 25 to 29 [OR = 1.32, 95% c.i. = (1.00, 1.73)]. For education, the bachelor’s degree to high school odds ratio [OR = 2.56. 95% c.i. = (1.95, 3.35)] was significant. For ethnicity, significant odds ratios (relative to African-Americans) were observed for whites [OR = 1.69, 95% c.i. = (1.04, 2.74)] and others [OR = 2.33, 95% c.i. = (1.15, 4.72)].The multivariable logistic regression model results suggest that the number of tracheal intubations, sex, ethnicity and education level are all associated with greater odds of passing the certifying examination. In addition to traditional classroom lectures and activities, paramedic students also learn in clinical situations with varying levels of supervision culminating in near independent practice. Theories of situated cognition provide insight into these clinical learning situations that break from traditional models. When context, content, and community merge, knowledge is generated in new and meaningful ways. By participating in communities of practice, knowledge is transferred, created, and altered along with the learner through active engagement with all the illstructured, dynamic, and unpredicted opportunities the ‘real world’ offers. The students’ exposure to live tracheal intubations during training serve as an example of situated learning environments and its influence can be observed through the national certifying examination. The findings provide guidance for paramedic educators in creating situative learning affordances and specifically, determining the number of tracheal intubations performed during paramedic training.

Plans do not serve the particular circumstances of a given situation, but rather serve as abstract descriptions of some future activities. The relationship between plans, which are abstract, and actions, which are concrete, is referred to as the relationship between plans and situated actions. This relationship can be formulated in the following questions: 1) How do individuals conceive of future activities? 2) How does an individual who is acting upon a plan adjust when facing contingencies? The relationship between plans and situated actions has remained a source of intense academic discussions (e.g., Bardram, 1997; Bardram & Hensen, 2010; Leudar & Costall, 1996; Ng, 2002; Schmidt, 1997; Suchman, 1987). Despite the ample research on the relationship between plans and situated actions, a review of the literature indicates that the problem has not been adequately addressed (Randall et al., 2007; Suchman 2003), which has compelled this researcher to create a theoretical model that integrates the disparate nature of plans and line of actions. Drawing on research on cognition and categorization theory, this thesis proposes a theoretical framework that conceptualizes the relationship between plans and situated actions in terms of activity categories. Specifically, the theoretical framework draws on the prototype and basic-level category theories of categorization, both of which were developed primarily by Rosch (1978), as well as the field theory developed by Lewin (1936). Categorization theories are used to address plans’ abstractness as they capture typifications of human experience. Field theory is used to address the concreteness of action as it captures dynamic properties of the situation in the here and now. The basic premise of the theoretical framework is that individuals conceive (have a knowledge) of plans and their attributes as future activity categories with a range of possibilities. These possibilities are structurally graded, ranging from highly typical to atypical. Plans are believed to be formed based on what is typical for the activity. The theoretical framework argues that an association exists between an individual’s knowledge of typical adjustment relevant to the activity and actual adjustment the individual makes while performing the activity. With this in mind, the theoretical framework considers the actor’s perspective to be central to the investigation. Based on the theoretical framework, several hypotheses are formularized and tested. An in-depth case study conducted in a ready-mix concrete company was used to examine aspects of the theoretical framework empirically. The results of the case study provide a wide range of independent evidence supporting the framework. In addition, an experimental methodology was developed for quantitative testing in the laboratory aspects of the theoretical framework not attainable in the case study. Theoretical and practical implications of the proposed framework and empirical findings are examined. Future research directions are discussed.

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<p>This study aims to investigate the consequences for feminist sex therapy that it is promoted as an alternative to a mainstream approach. Analytically I focus on the relation between normativity, claims to knowledge and professional legitimacy. I study sex therapeutic academic texts, and the material is approached through a framework developed by combining Donna Haraway’s concept of situated knowledges with elements from Karen Barad’s agential realism</p><p>My analysis starts in feminist sex therapists’ criticism of how masculine norms in mainstream sex therapy lead to a flawed theory of sexual matters. Feminist sex therapists, however, allege that it is specifically feminist norms that grant a more complete theory of sex and sexual problems within feminist alternatives in sex therapy. To that effect, feminists discern sexual problems in relation to the impact a patriarchal society has on particularly women’s sexualities, and treatment is articulated as seeking to liberate women from constraints associated with gendered social positions.</p><p>In mainstream sex therapy, allegedly value-neutral insights into human physiology are called upon for the establishment of professional legitimacy. Nevertheless, normative investments are relied upon implicitly to discern sexual problems and sexual well-being with the consequence that sexual problems are understood as conditions that interfere with the ability to have sex, largely equated with coitus, and with the motivation to form coupled sexual relations. By alleviating sexual problems, these abilities and motivations are allegedly restored in the form of natural, already present, capacities for sexual functioning. Comparing my analysis to feminist critiques, I argue that the latter have not fully theorized the significance of normative investments, and have left unchallenged assumptions in mainstream therapy that enable a restorative and liberationist construal of sex therapy’s objective.</p><p>Although feminist alternatives contain a markedly different theorization of sexual problems, they have retained, from the mainstream approach, the notion that sex therapy seeks to liberate its clients. This notion stands in conflict with feminist theorizations of sexual problems, and in my conclusion I argue that feminist sex therapy would benefit from abandoning its liberationist element.</p>