This document discusses the Creative Critical Learning Module (CILM) at the University of Warwick. It provides an overview of the module structure, content, and assessments. The module aims to develop students' career and soft skills, critical thinking abilities, and help them engage with critical issues. It uses unconventional teaching methods like performance and flexible learning spaces. Student reflections showed benefits like building confidence from the informal approach. Suggestions are made to further develop the module, including reviewing audiovisual materials, facilitators' reflections, and assessing the module against learning theories. The next steps discussed are completing the research, designing future iterations of the module, and exploring PhD students taking on facilitator roles.

1. Creative critical learning: Act 2 Grier Palmer University of Warwick Student Cast: Sophie Bennett Nicolas Bleuel Melissa Brown SeyraDagadu WafaMasfari plus Noelia –Sarah Schnurr LILAC10: Perspectives on progress . Warwick .January 30 2010

2. Helping law students viaspaces and performance Career and key/soft skills Critical issues Critical thinking Grier Palmer, Warwick Business School. Cath Lambert, Reinvention Centre and Sociology. Jonny Heron, Capital Centre; and Fail Better Productions

3. CILM content? Career and key/soft skills team self development communication Critical issues Critical thinking

4. Initial individual thoughts “I will not register voluntary for this module” “outside of my comfort zone” “seemingly a half-hearted excuse at a serious module without an exam” “unconventional teaching styles and eccentric places” “enormous learning curve” Mid module reflective pieces December 2010

5. The CILM Model: Communication and presence PERSONAL SELF DEVELOPMENT

6. CILM Assessment and structure? Book rev 1 Book rev 2 (n.b. 30 Cats) Book rev 3 Assd. Book review & Reflection (n.b. 30 CATs have different weightings ) A reflective piece, mid course (10%) Assessed coursework: a group Case presentation (20%) A book review, and reflective piece (20% + 10%) A Case based long essay (40%). Assd. Case Long Essay

8. “The birth of the reader must be at the cost of the death of the author” Barthes 1968

9. CRITICAL THINKING & ‘Book’ Reviews A suggested approach for your review is summarise the key themes. identify issues arising reflect critically on these

10. Re-enactment of CILM ‘Book review’ sessions Blight J G and Lang J. M, (2005) The Fog of War: Lessons from the Life of Robert S McNamara Lanham: Rowman and Littlefield. Gregory M, (2000) Dirty tricks: British Airway’s secret war against Virgin Atlantic London:Virgin,Ch 10 and 11 Steers I, HR fables: Schizophrenia, selling your soul in dystopia, fuck the employees, and sleepless nights. Business Ethics, A European Review, 17, 4. October 2008, pp. 391-404 Hine J A H S,The shadow of MacIntyre’s manager in the Kingdom of Conscience constrained.Business Ethics, A European Review, 16, 4, October 2007 , pp. 358-371(14)

11. CRITICAL THINKING & ‘Book’ Reviews A suggested approach for your review is summarise the key themes. identify issues arising reflect critically on these

13. My reflections on 2009/10 Term 1 experiences (incl. 53 reflective pieces) SPACE? Informal*- communicates style; reduces power hierarchy. Flexible ‘stage’ PERFORMANCE? dramatisation, engage #; coach* INTRA DYNAMICS? Sharing *; ask and give feedback – linked to Johari; Learning + Belbin Qs MATERIAL’S ISSUES? Engage with emotions, feel and see other perspectives/angles #, create impact – tell a story * REFLECTION? ‘space’, template, support* * Building confidence. # Converting scepticismto questioning.

14. Next Steps? YOUR SUGGESTIONS? Actions: complete 2009/10 research; consider design Review and learn re PhDs as ‘facilitutors’: Act 3? Introduce more audio visual material? Blog or podcast teachers' reflective feedback? ? ? Pedagogic: review against 3 core ideas ?Kolb and Kolb’s Learning Spaces (2005) ?Academic Literacies (KCL:Warwick 2009/10) ? Meyer and Land (2003)’s Thresholds – are students ‘stuck’? ? ?

15. ACT 3? ‘Facilitutors’ as an ensemble Danny Noelia Rachel Charoula Jonny Week 3 Director