SlideShare une entreprise Scribd logo
with Chrissi Nerantzi @chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
Workshops info
• 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 creative collaborative
inquiry
• BONUS: automatically join the Greenhouse, monthly gatherings with showcase events Creative
Spaces
• Next term:
– 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
theory and practical application, activities and development of creative practices
pre-workshop tasks
1. Look back at your idea for an innovation and
identify a clear focus.
2. Familiarise yourself with action research.
Study Action Research for Professional
Development.
3. Have a look at some other innovative
pedagogic projects in your
discipline/professional area. What do they
have in common?
Please read!
"In the varied topography of professional practice, there is a high, hard ground
overlooking a swamp. On the high ground, manageable problems lend themselves to
solution though the application of research-based theory and technique. In the
swampy lowland, messy, confusing problems defy technical solution. The irony of this
situation is that the problem of the high ground tend to be relatively unimportant to
individuals or society at large, however great their technical interest may be, while in
the swamp lie the problems of greatest human concern. The practitioner must choose.
Shall he remain on the high ground where he can solve relatively unimportant
problems according to prevailing standards of rigor, or shall he descend to the swamp
of important problems and non rigorous inquiry?“ (Schön, 1987, 3)
messy learning in the studio
using a World Cafe approach:
3 zones of explorative activities
• self-organised and self-determined learning in small
groups
• learning through social interactions and co-
construction of ideas and knowledge
• emphasis on process but also creating an output that
can be shared
• initial leads, self-selected groups, but whole groups
rotate after 40 minutes
http://www.theworldcafe.com/
Principles
• Set the context
• Create hospitable space
• Explore questions that matter
• Encourage everyone’s contribution
• Connect diverse perspectives
• Listen together for patterns and insights
• Share collective discoveries
http://www.theworldcafe.com/principles.html
• In flow (Csikszentmihaly)
• Zone of Proximal Development (Vygotsky)
• Anything else you find related to the above
• Kerry (initial lead)
In flow (Mihalyi Csikszentmihalyi)
http://indiedevstories.files.wordpress.com/2011/03/flow-channel1.png
Zone of Proximal Development
(Vygotsky, 1978)
panicalert
panic
alert
comfy
Where are you as a learner?
Where are you as a teacher?
• Four stages of learning (Maslow)
• Learning power (Claxton)
http://www.tandfonline.com/doi/pdf/10.1080
/09585170701445947#.VNPGt9KsVIE
• Anything else you find related the above
Marcin (initial lead)
4 stages of learning (Maslow)
• you know what
you know
• you don’t have
to think what
you are doing
• you know what
you don’t
know
• you don’t
know what you
don’t know
unconscious
incompetence
conscious
incompetence
conscious
competence
unconscious
competence
consciouscompetencelearningmatrix
http://www.businessballs.com/consciouscompetencelearningmodel.htm
5thstage:ReflectiveCompetence
4 stages of learning
Unconscious incompetence - This basically means that you
don't know what you don't know.
Conscious incompetence - This is where the learner is aware
that s/he does not know something or can learn something new.
Put more plainly, you realize that you are not as expert as perhaps
you thought.
Conscious competence - This is where you have to think about a
task or exercise in order to complete it correctly.
Unconscious competence - Eventually you reach a point where
you no longer have to think about what you are doing in order to
complete it correctly. True experts often do things very well without
thinking about it.
the 7 dimensions of learning power (Claxton)
strengthChanging and
Learning
Meaning Making
Critical Curiosity
Creativity
Learning
Relationships
Strategic Awareness
Resilience
weakness
Being Stuck and
Static
Data Accumulation
Passivity
Being Rule Bound
Isolation &
Dependence
Being Robotic
Fragility &
Dependence
facilitating/inhibiting learner centredness
facilitatingBelief & professional
vision
positive classroom culture
collaborative teaching
positive relationships
professional dialogue &
choice
golden moments
being empowered as a
professional
inhibiting
Covering the curriculum
results and targets
performance
management
workload
large numbers of students
policing practice
large numbers of classes
in week
lack of time
lack of know how
• Action research (Lewin)
• Case study research (Stake)
• Anything else you find related the above
• Helena (initial lead)
Action Learning
“Action Learning is a continuous process of learning
and reflection, supported by colleagues, with an
intention of getting things done. Through action
learning individuals learn with and from each other
by working on real problems and reflecting on their
own experiences. The process helps us to take an
active stance towards life and helps to overcome
the tendency to think, feel and be passive towards
the pressures of life.
(McGill and Beaty, 2001)
experiential learning cycle (Kolb, 1984)
concrete
experience
reflective
observation
abstract
conceptualisation
active
experimentation
How? Reflective Cycle (Gibbs, 1988)
25
1. Description
What
happened?
2. Feelings
What were
you thinking
and feeling?
3. Evaluation
What was
good and bad
about the
experience?
4. Analysis
What sense
can you make
of the
situation?
5. Conclusion
What else
could you
have done?
6. Action plan
If it arose
again, what
would you do?
deepening reflection
describing
feeling
analysing
reasoning
stepping back
being self-critical
exploring options
linking to action
own perspective
link to
theory
colleagues
students
Brookfield Critical Lenses
Critical reflection:
“... the process by which we research the assumptions informing our own practice by viewing these through
four complementary lenses – the lenses of our students’ eyes, colleagues’ perceptions, literature and our
own autobiography. [...] Finally, we can review our personal autobiographies as learners so that we can make
visceral connections to, and gain a better understanding of, the pleasures and terrors our own students are
experiencing.” (Brookfield, 2006, 26)
Action Research Sets
• learning in a small group
• sharing and supporting
reflection
• peer support and challenge
• action planning
• everybody works on their
own project
• regular meetings to
reflect/discuss/challenge
and plan further actions
• collaboration as
learning/focus is the process
of learning
• agree working practices at
the outset
Action Learning Cycle
source: https://www.heacademy.ac.uk/sites/default/files/id291_action_learning.pdf
Project ideas (action learning set activity)
Individually:
• Brainstorming create a mindmap/use sticky notes to
put a plan together
• What is the vision?
• How will you get there?
• How will you know that it has worked? What is your
evaluation strategy?
Together:
• Share, discuss and challenge. What are your actions?
post-workshop extensions
• Reflect on what we did and identify how some of
it links to your innovation project
• Start putting some thoughts together in your
portfolio
• Think about development, implementation and
evaluation of your innovation
• What is your plan?
• Working closely with your action learning set
over the next few months! Organise regular
meetings. Update and invite me to some of them.
Timeline
• March: First action learning set meetings, to
discuss innovation projects
• April: Report progress and seek help
(development) (tutorial: 16 April, All Saints 105,
1-4pm – David and Helena, academic posters
workshop)
• May: Update and share work (implementation)
(tutorial: 14 May, All Saints 105, 1-4pm)
• June: Complete evaluation and develop poster
(tutorial: 18 June, All Saints 105, 1-4pm)
• 15 July: Present posters at the CELT Conference
Action research sets
• Helena, Najibeh, David
• Kerry, Emma, Susan
• Marcin, Haleh, Olivia, Ellie
Our first little collaborative writing
project
We agreed to all write a little something, well
300 words in response to the following
statement as contributed by Kerry and agreed
by all ;)
Playing with ideas in HE
Our contributions will be for the next Creative Academic Magazine and also become open data to write this up
as a paper. Perhaps Kerry, could lead with somebody on this, as it was her idea?
References
• Beaty, L. (2003) Action Learning, Continuing Professional Development Series No.
1, York: Learning and Teaching Support Network (LTSN), available at
https://www.heacademy.ac.uk/sites/default/files/id291_action_learning.pdf
• Brookfield, S. D. (2006) The Skilful Teacher (2nd edition) San Francisco: Jossey-Bass.
• Gibbs, G., 1998. Learning by Doing: A Guide to Teaching and Learning. London:
FEU.
• Kolb D A (1984) Experiential Learning, Prentice Hall, New Jersey: Englewood Cliffs.
• McGill, I. and Beaty, L. (2001) Action Learning. London: Kogan Page.(3rd ed.)
• Nash, R. (2004) Liberating Scholarly Writing. The Power of Personal Narrative, New
York: Teachers College Press.
• Schön, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass.
• Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Cambridge, Massachusetts: Harvard University Press
with Chrissi Nerantzi @chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore
https://p2pu.org/en/courses/2615/creativity-
for-learning-in-higher-education/
This workshop/course counts towards FLEX, which is a personalised and practice-
based CPD programme with formal and informal pathways and enables you to
get recognition via the FLEX award for your CPD activities, work towards up to 30
credits of the PgCert/MA in Academic Practice and help in preparation for an
application for professional recognition with the HEA.
FLEX activities need to have a focus on learning and teaching. To find out more
about FLEX and how to submit your claim, please visit FLEX at
http://www.celt.mmu.ac.uk/flex/ or on Twitter using the hashtag #flexcpd
FLEX lead Chrissi Nerantzi at c.nerantzi@mmu.ac.uk
practice-based CPD

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Creativity for Learning 5: Linking theory and practice through collaborative inquiry

  • 1. with Chrissi Nerantzi @chrissinerantzi Creativity for Learning and FLEX artwork by artist Ellie Livermore
  • 2. Workshops info • 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 creative collaborative inquiry • BONUS: automatically join the Greenhouse, monthly gatherings with showcase events Creative Spaces • Next term: – 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 theory and practical application, activities and development of creative practices
  • 3. pre-workshop tasks 1. Look back at your idea for an innovation and identify a clear focus. 2. Familiarise yourself with action research. Study Action Research for Professional Development. 3. Have a look at some other innovative pedagogic projects in your discipline/professional area. What do they have in common?
  • 4. Please read! "In the varied topography of professional practice, there is a high, hard ground overlooking a swamp. On the high ground, manageable problems lend themselves to solution though the application of research-based theory and technique. In the swampy lowland, messy, confusing problems defy technical solution. The irony of this situation is that the problem of the high ground tend to be relatively unimportant to individuals or society at large, however great their technical interest may be, while in the swamp lie the problems of greatest human concern. The practitioner must choose. Shall he remain on the high ground where he can solve relatively unimportant problems according to prevailing standards of rigor, or shall he descend to the swamp of important problems and non rigorous inquiry?“ (Schön, 1987, 3)
  • 5. messy learning in the studio using a World Cafe approach: 3 zones of explorative activities • self-organised and self-determined learning in small groups • learning through social interactions and co- construction of ideas and knowledge • emphasis on process but also creating an output that can be shared • initial leads, self-selected groups, but whole groups rotate after 40 minutes http://www.theworldcafe.com/
  • 6. Principles • Set the context • Create hospitable space • Explore questions that matter • Encourage everyone’s contribution • Connect diverse perspectives • Listen together for patterns and insights • Share collective discoveries http://www.theworldcafe.com/principles.html
  • 7. • In flow (Csikszentmihaly) • Zone of Proximal Development (Vygotsky) • Anything else you find related to the above • Kerry (initial lead)
  • 8. In flow (Mihalyi Csikszentmihalyi) http://indiedevstories.files.wordpress.com/2011/03/flow-channel1.png
  • 9. Zone of Proximal Development (Vygotsky, 1978) panicalert panic alert comfy
  • 10. Where are you as a learner? Where are you as a teacher?
  • 11. • Four stages of learning (Maslow) • Learning power (Claxton) http://www.tandfonline.com/doi/pdf/10.1080 /09585170701445947#.VNPGt9KsVIE • Anything else you find related the above Marcin (initial lead)
  • 12. 4 stages of learning (Maslow) • you know what you know • you don’t have to think what you are doing • you know what you don’t know • you don’t know what you don’t know unconscious incompetence conscious incompetence conscious competence unconscious competence consciouscompetencelearningmatrix http://www.businessballs.com/consciouscompetencelearningmodel.htm 5thstage:ReflectiveCompetence
  • 13. 4 stages of learning Unconscious incompetence - This basically means that you don't know what you don't know. Conscious incompetence - This is where the learner is aware that s/he does not know something or can learn something new. Put more plainly, you realize that you are not as expert as perhaps you thought. Conscious competence - This is where you have to think about a task or exercise in order to complete it correctly. Unconscious competence - Eventually you reach a point where you no longer have to think about what you are doing in order to complete it correctly. True experts often do things very well without thinking about it.
  • 14. the 7 dimensions of learning power (Claxton) strengthChanging and Learning Meaning Making Critical Curiosity Creativity Learning Relationships Strategic Awareness Resilience weakness Being Stuck and Static Data Accumulation Passivity Being Rule Bound Isolation & Dependence Being Robotic Fragility & Dependence
  • 15. facilitating/inhibiting learner centredness facilitatingBelief & professional vision positive classroom culture collaborative teaching positive relationships professional dialogue & choice golden moments being empowered as a professional inhibiting Covering the curriculum results and targets performance management workload large numbers of students policing practice large numbers of classes in week lack of time lack of know how
  • 16. • Action research (Lewin) • Case study research (Stake) • Anything else you find related the above • Helena (initial lead)
  • 17. Action Learning “Action Learning is a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done. Through action learning individuals learn with and from each other by working on real problems and reflecting on their own experiences. The process helps us to take an active stance towards life and helps to overcome the tendency to think, feel and be passive towards the pressures of life. (McGill and Beaty, 2001)
  • 18. experiential learning cycle (Kolb, 1984) concrete experience reflective observation abstract conceptualisation active experimentation
  • 19. How? Reflective Cycle (Gibbs, 1988) 25 1. Description What happened? 2. Feelings What were you thinking and feeling? 3. Evaluation What was good and bad about the experience? 4. Analysis What sense can you make of the situation? 5. Conclusion What else could you have done? 6. Action plan If it arose again, what would you do?
  • 20. deepening reflection describing feeling analysing reasoning stepping back being self-critical exploring options linking to action own perspective link to theory colleagues students Brookfield Critical Lenses Critical reflection: “... the process by which we research the assumptions informing our own practice by viewing these through four complementary lenses – the lenses of our students’ eyes, colleagues’ perceptions, literature and our own autobiography. [...] Finally, we can review our personal autobiographies as learners so that we can make visceral connections to, and gain a better understanding of, the pleasures and terrors our own students are experiencing.” (Brookfield, 2006, 26)
  • 21. Action Research Sets • learning in a small group • sharing and supporting reflection • peer support and challenge • action planning • everybody works on their own project • regular meetings to reflect/discuss/challenge and plan further actions • collaboration as learning/focus is the process of learning • agree working practices at the outset Action Learning Cycle source: https://www.heacademy.ac.uk/sites/default/files/id291_action_learning.pdf
  • 22. Project ideas (action learning set activity) Individually: • Brainstorming create a mindmap/use sticky notes to put a plan together • What is the vision? • How will you get there? • How will you know that it has worked? What is your evaluation strategy? Together: • Share, discuss and challenge. What are your actions?
  • 23. post-workshop extensions • Reflect on what we did and identify how some of it links to your innovation project • Start putting some thoughts together in your portfolio • Think about development, implementation and evaluation of your innovation • What is your plan? • Working closely with your action learning set over the next few months! Organise regular meetings. Update and invite me to some of them.
  • 24. Timeline • March: First action learning set meetings, to discuss innovation projects • April: Report progress and seek help (development) (tutorial: 16 April, All Saints 105, 1-4pm – David and Helena, academic posters workshop) • May: Update and share work (implementation) (tutorial: 14 May, All Saints 105, 1-4pm) • June: Complete evaluation and develop poster (tutorial: 18 June, All Saints 105, 1-4pm) • 15 July: Present posters at the CELT Conference
  • 25. Action research sets • Helena, Najibeh, David • Kerry, Emma, Susan • Marcin, Haleh, Olivia, Ellie
  • 26. Our first little collaborative writing project We agreed to all write a little something, well 300 words in response to the following statement as contributed by Kerry and agreed by all ;) Playing with ideas in HE Our contributions will be for the next Creative Academic Magazine and also become open data to write this up as a paper. Perhaps Kerry, could lead with somebody on this, as it was her idea?
  • 27. References • Beaty, L. (2003) Action Learning, Continuing Professional Development Series No. 1, York: Learning and Teaching Support Network (LTSN), available at https://www.heacademy.ac.uk/sites/default/files/id291_action_learning.pdf • Brookfield, S. D. (2006) The Skilful Teacher (2nd edition) San Francisco: Jossey-Bass. • Gibbs, G., 1998. Learning by Doing: A Guide to Teaching and Learning. London: FEU. • Kolb D A (1984) Experiential Learning, Prentice Hall, New Jersey: Englewood Cliffs. • McGill, I. and Beaty, L. (2001) Action Learning. London: Kogan Page.(3rd ed.) • Nash, R. (2004) Liberating Scholarly Writing. The Power of Personal Narrative, New York: Teachers College Press. • Schön, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass. • Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harvard University Press
  • 28. with Chrissi Nerantzi @chrissinerantzi Creativity for Learning and FLEX artwork by artist Ellie Livermore https://p2pu.org/en/courses/2615/creativity- for-learning-in-higher-education/
  • 29. This workshop/course counts towards FLEX, which is a personalised and practice- based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities, work towards up to 30 credits of the PgCert/MA in Academic Practice and help in preparation for an application for professional recognition with the HEA. FLEX activities need to have a focus on learning and teaching. To find out more about FLEX and how to submit your claim, please visit FLEX at http://www.celt.mmu.ac.uk/flex/ or on Twitter using the hashtag #flexcpd FLEX lead Chrissi Nerantzi at c.nerantzi@mmu.ac.uk practice-based CPD