Creativity for Learning: cohort 1, part 1, brief review
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Creativity for Learning: cohort 1, part 1, brief review
- 1. with Chrissi Nerantzi @chrissinerantzi
- 2. Unit learning outcomes On successful completion of this unit, you will be able to: • Critically discuss creative teaching and teaching for student creativity, as a driver for student engagement and learning in their own professional context. • Develop and implement an innovation in your own practice and appreciate how their own creativity was involved in the development and implementation process. • Critically evaluate your innovation. offered over 2 terms, for Creativity credits, FLEX credits, informal CPD, badges
- 3. The plan was TERM 1 • workshop 1 (29.1.15, 1-4pm, AS105): Unit overview, introduction to creativity in HE, enablers and barriers • workshop 2 (5.2.15, 1-4pm Manchester City Centre): Creativity in action! Let’s play the “Sell your bargains” game, where game-based learning meets problem-based learning • workshop 3 (12.2.15, 1-4pm, AS 105): The use of story for learning and teaching • workshop 4 (19.2.15, 1-4pm, AS105): Learning through making and LEGO® Serious Play® • workshop 5 (5.3.15, 1-4pm, AS105): Linking theory and practice through collaborative inquiry • BONUS: automatically join the Greenhouse, monthly gatherings with showcase events Creative Spaces • TERM 2 – action learning sets (peer support) – Face-to-face and online tutor support – 17 June showcase your innovations at the Greenhouse and BSE pre-conference event, – here on campus, more info to follow – CELT Summer Conference (July) present posters theory and practical application, activities and development of creative practices
- 4. Unit assessment Part 1 (50%) Part 2 (50%) Reflective narrative linked to the development of an innovation underpinned by literature, linked to the PSF and the SLTA were appropriate Why, what, how? Evaluation of your innovation in poster presentation format So what? 2500 words or equivalent 2500 words or equivalent portfolio- based
- 5. our open online learning space https://p2pu.org/en/courses/2615/creativity-for-learning-in-higher-education/
- 6. recognition for informal engagement
- 7. Participation modes MMU cohort size (Jan-Sep15): 12 • Creativity for Learning unit (30 credits): 8 colleagues • FLEX unit (30 credits): 1 colleague • informal CPD: 3 colleagues • Creative academic Research project: 7 participants
- 9. Who we are and our portfolios. Share and connect! Add your details! https://www.zeemaps.com/map?group=1292393
- 10. portfolio session: only 3 were there 0
- 11. 1 introduction & getting to know each other
- 13. Let’s do a creativity test ;)
- 14. https://farm9.staticflickr.com/8561/16449839941_860bbfc663_b.jpg 2 Playing games to solve problems?
- 17. First badge awarded! 6 Feb 15
- 20. new online discussion space
- 21. Linking theory and practice5
- 23. Workshop 3
- 24. after workshop 5
- 25. Our Value Jar
- 26. The content of our Value Jar
- 27. Developed: The playground model ttps://upload.wikimedia.org/wikipedia/commons/c/c5/Playground_at_Fuji-Hakone-Izu_National_Park.jpg
- 28. Playground Pedagogy Three main theories of teaching (Ramsden, 2008) Playground 1.0 supervised > feeling safe, developing trust Theory 1: Teaching as telling, transmission or delivery - PASSIVE Playground 2.0 participatory > gaining playful confidence through guided playful learning Theory 2: Teaching as organising or facilitating student activity - ACTIVE Playground 3.0 self-determined > autonomy, developing and sustaining play-active practice Theory 3: Teaching as making learning possible – SELF-DIRECTED Nerantzi, C. (2015) The Playground Model for Creative Professional Development, In: Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2A, June 2015, pp. 40-50, available at http://www.creativeacademic.uk/
- 29. Pedagogical Playground Model (Nerantzi, 2015) Playground 1.o supervised Playground 2.0 participatory Playground 3.0 self-determined
- 30. Community Spaces – Connecting people Open Spaces - Expansive minds Story Spaces - Connecting hearts Making Spaces – Connecting hands Thinking Spaces – Connecting minds Unit Learning Outcomes On successful completion of this unit, participants will be able to: • Critically discuss creative teaching as a driver for student engagement and learning in their own professional context. • Develop and implement an innovation in their own practice. • Critically evaluate their innovation. 2 terms practice-based assessment – implement and evaluate an innovation Digital portfolios owned by students
- 31. • Innovative projects • Greenhouse contributions • Academic posters • Conference workshops • Published articles Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2a, Issue 2b, June 2015, available at http://www.creativeacademic.uk/magazin e.html
- 32. Summer Conference, 15 July 2015 my #creativeHE students in action at the conference
- 33. Some reflections • face-to-face sessions seem valuable • upbeat atmosphere and lively participation • group is bonding really well • creative confidence has developed throughout • work disseminated via conference workshops, posters, publications • group is interested in continuing working and carrying out research together after the unit, discussions about “Creativity Champions” in faculties (Kerry’s idea) Also, the group mentioned cross-disciplinary team-teaching • limited engagement online • delay in setting portfolios up and start using these • issue with technologies used? • limited use of badges for informal learning (enjoyment more important than reward? In numbers (total number of participants: 12) 8 registered for Creativity for Learning Unit (30 credits) 1 registered for FLEX Unit (30 credits) 3 non-registered participants More numbers 7 academic posters presented at conference 5 conference contributions (workshops/world café) 4 publications
- 34. 'Creative Academics': Exploring conceptions of personal creativity and how they change through purposeful professional development a longitudinal research project with Prof. Norman Jackson started in October 2015 linked to the Creativity for Learning Unit, CELT, MMU This study investigates 1) The beliefs, attitudes and values of higher education teachers in respect of their own creativity and its importance to their personal and professional identity 2) The beliefs, attitudes and values of higher education teachers in respect of their understandings of what creativity means in the context of their teaching, their curricular designs and students' development. 3) The ways in which higher education teachers encourage students to use and develop their creativity. 4) The extent to which understandings and meanings of creativity are enhanced or changed during the period of the teachers' involvement in the PgCert LTHE/HE, MA in HE and specifically as a result of the Creativity for Learning unit.
- 35. Changes made already... after workshop 5 • Moved online discussions to Google + community > as there was extremely limited participation in p2pu & I have seen the Google + community working well in other courses • Added workshops to part 1 of the unit (integrated portfolio session, added peer-led sessions) > this will help to familiarise with online course dimension for support and interaction and strengthen peer-to-peer relationships further • Still to do, finalise Unit Guide before September > especially check assessment section as there were many questions • Link-up from September with MA group from the University of Macedonia in Greece
- 36. • our online course space is at https://p2pu.org/en/courses/2615/cre ativity-for-learning-in-higher- education/ • our new online discussion space is at https://plus.google.com/communities/ 110898703741307769041 • our images on Flickr https://www.flickr.com/photos/216146 92@N02/sets/72157650429760242/ • on Youtube at https://www.youtube.com/playlist?list =PLLd5BsnHOsqd0tXnphHK- IR8QHrk8pSHr • #creativeHE on Twitter
- 37. A MASSIVE THANK YOU… … to all my students for their willingness to explore playful approaches to learning and teaching, making them their own and embracing creativity and play in their own practice to create truly stimulating learning experiences. I have loved working with you all and see you growing as pedagogic innovators. I wish you all the very best for the future and am looking forward to marking your portfolios in September. This is also an opportunity to thank Prof. Norman Jackson and Dr Sam Illingworth for their involvement with this unit for which I am extremely grateful. Chrissi,
- 38. with Chrissi Nerantzi @chrissinerantzi Creativity for Learning and FLEX artwork by artist Ellie Livermore Second cohort starts Oct 2015 Join us!!!