The intent of the book is to show how creative learning is being implemented across higher education systems and how creative learning can be used to create more effective learning environments and improved learning outcomes.
Author: Linda S. Watts
This book provides higher education faculty and administrators a scholarly resource on the most salient aspects and emerging trends in creative learning in higher education today. International contributors explore ways to foster creativity in any student, regardless of academic discipline or demographic characteristics and demonstrate that creativity is a skill all students can and should learn. Chapters analyzes how different countries and cultures implement creative learning, exploring issues of instruction, assessment, and ultimately how these practices are transforming learning. This important book helps higher education professionals understand and cultivate creative learning across disciplines in any college and university setting.
Additionally, in the current climate, creative learning research often offers itself as a form of advocacy and frequently engages with understanding the new and the innovative or different practices. This book aims to offer researchers ...
Author: Pat Thomson
It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.
help but learn when you're being creative. But creative learning is different to educational outcomes. ... theatre's potency for creative learning but resists any notion of exclusivity: 'Creativity should be across all education.
learn, negotiating about curriculum and involvement in generating possibilities for and making decisions about school priorities and directions. But while there may be commonalities about what creative learning looks like regarding ...
Author: Edward Sellman
Creative Learning to Meet Special Needs shows teachers how to use creativity in the curriculum to support the learning of pupils with special educational needs.
Harnessing the Technology for a 21st Century Education Nabil Sultan, Haifa Jamal Al-Lail. referred to as social creativity ... This facilitates creative learning, as it enables users to use technology to learn in new, creative ways.
Author: Nabil Sultan
Publisher: Cambridge Scholars Publishing
This volume brings together a collection of selected (and revised) articles that were presented at the 11th Learning and Technology Conference held by Effat University in Jeddah, Saudi Arabia, in February 2014. The conference is an annual event that explores the latest research and practice in innovative technologies and their impact on education. The contributions to this volume are all authored by practicing academics and research students, with the central theme the realisation that learning and teaching are strongly influenced by technology and innovation. Schools, colleges and academic institutes took the lead in harnessing this technology and created innovative opportunities for learning that did not exist before, one of which being the field of e-Learning. One of the latest innovations in education is the introduction of Massive Open Online Courses (MOOCs), which represents an interesting development in the use of technology and innovation by providing opportunities for learning to massive numbers of students (regardless of their location) at almost no cost. This phenomenon is subject to a great deal of analysis in this book, and will provide an interesting read for students, teachers, decision makers and ordinary people. A particular strength of this book is that the contributors are drawn from, and represent, a number of cultural backgrounds, which provides a range of insights that is often missing from other publications on such important subjects.
As long as teaching amounts to professing, and learning amounts to studying for recall, then creative learning is moot or a frill. As I see it, then, creative learning is thus opposed to “boring learning” and “unfruitful learning.
Author: Julian Sefton-Green
Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists.
The far left side of the continuum represents approaches that attempt to assess creativity and learning separately, using domain general assessments (e.g., domain general divergent thinking tests for creativity, grade point average for ...
Author: Vlad P. Glăveanu
Originally published as a special issue of the Creativity Research Journal, this volume gives a balanced and reflective account of the challenges and opportunities of technology-enabled creative learning in contemporary societies. Providing a current and updated account of the challenges posed by the Coronavirus to online education, chapters more broadly offer conceptual reflections and empirically informed insights into the impact of technology on individual and collective creativity and learning. These thoughts are explored in relation to school achievement, the development of digital educational resources, online collaboration, and virtual working. Further, the book also considers how the creative use of technology poses risks to learning through the accidental or deliberate dissemination of misinformation, and online manipulation of common societal values in the era of COVID-19. Creative Learning in Digital and Virtual Environments looks at the connection between creativity, learning, and school achievement, and analyses the impact of virtual environments on creative expression. It will appeal to postgraduate students in the fields of creativity and learning, as well as to students and academics involved with broader research in areas such as the role of technology in education, e-Learning and distance education. Vlad P. Glăveanu is Associate Professor and Head of the Department of Psychology and Counselling at Webster University Geneva, Switzerland, as well as Associate Professor II at the University of Bergen, Norway. Ingunn Johanne Ness is a Senior Researcher at the Centre for the Science of Learning & Technology, University of Bergen, Norway. Constance de Saint Laurent is a Postdoctoral Researcher at the University of Bologna, Italy.
creative. teaching. in. relation. to. creative. learning. Developing a knowing–doing orientation for change in higher music education Pamela Burnard Learning the politics of academic culture in post-secondary publicly funded ...
Author: Elizabeth Haddon
This edited volume explores how selected researchers, students and academics name and frame creative teaching and learning as constructed through the rationalities, practices, relationships, events, objects and systems that are brought to educational sites and developed by learning communities. The concept of creative learning questions the starting-points and opens up the outcomes of curriculum, and this frames creative teaching not only as a process of learning but as an agent of change. Within the book, the various creativities that are valued by different stakeholders teaching and studying in the higher music sector are delineated, and processes and understandings of creative teaching are articulated, both generally in higher music education and specifically through their application within the design of individual modules. This focus makes the text relevant to scholars, researchers and practitioners across many fields of music, including those working in musicology, composition, performance, music education, and music psychology. The book contributes new perspectives on our understanding of the role of creative teaching and learning and processes in creative teaching across the domain of music learning in higher music education sectors.
These subject areas also offer a 'take' on learning that is slightly different from, and can throw light on, other disciplines and on pedagogic theory more generally. Art, design and media education emphasises creativity, ...
Author: Jos Boys
Looking at relationships between learning and the spaces in which it takes place, this book considers the distinctiveness of post-compulsory education, and what matters about the design of its spaces.
Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash ...
Author: Bob Jeffrey
Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses - creativity and performativity - and how they are resolved in creative teacher practice. The book complements previous work by these authors on creative teaching by giving more consideration to creative learning. The first section of the book explores the nature of creative teaching and learning by examining four key features: relevance, control, ownership and innovation. The authors devote a chapter to each of these aspects, outlining their properties and illustrating them with a wide range of examples, mainly from recent practice in primary schools. The second section presents some instructive examples of schools promoting creative learning, and how creative primary schools have responded to the policy reforms of recent years. The chapters focus specifically on: how pupils act as a powerful resource for creative learning for each other and for their teachers; how teachers have appropriated the reforms to enhance their creativity; and how one school has moved over a period of ten years from heavy constraint to high creativity. The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers.
An analysis of research and literature on creativity in education: A report prepared for the Qualifications and Curriculum Authority. Accessed at http://www.ncaction.org.uk/creativity/creativity_report.pdf Craft, A. (2005).
Author: Gloria Latham
This book builds on conversations between the author educators and other experts in the field, including authors, illustrators and teachers, to explore the benefits of discussions around quality literature within a classroom context that exercises the imagination and generates new ideas and discoveries. The book focuses on a range of strategies that can be utilised to reimagine literacy learning in a 21st century context including parent and teacher talk; active listening; fostering student driven questions; building vocabulary and imagery; and metacognitive talk. These are argued to have a hugely beneficial impact on how children learn to solve problems, engage in complex thought processes, negotiate meaning, as well as learning how to wonder, explore, create and defend ideas. The book also defends the importance of parents, teachers and academics as ‘storytellers’, using their bodies and voices as instruments of engagement and power. It will make compelling reading for students, teachers and researchers working in the fields of education and sociology, particularly those with an interest in creative methods for improving literacy.
This book, Placing Students at the Heart of Creative Learning,ispublished aspart ofa series of books, 'Creative Teaching/Creative Schools'. Theseries is written forhead teachers, curriculum coordinators and classroom practitioners who ...
Author: Nick Owen
Placing Students at the Heart of Creative Learning shows teachers of key stages 2 and 3 how to introduce creativity into what is often seen as a prescriptive and stifling curriculum, and addresses the tensions that can exist between the requirement to follow the curriculum and the desire to employ innovative pedagogies. It offers readers a range of practical and realistic ways that curriculum changing ideas can be applied to individual projects, classrooms and even entire schools. This book tracks the imaginative initiatives undertaken by six schools as they have worked to change their curriculum and teaching in order to put student experiences at the core of the learning process. Stating its observations and suggestions in a refreshingly straightforward and practicable manner, this book explores: Why a new creative curriculum is needed for the 21st century How to encourage teachers and pupils to ‘own’ the curriculum The role that pupil voice plays in a creative curriculum The environment needed to creatively manipulate the curriculum How to introduce innovation to teaching practice What actually works – considering the limits and possibilities of creative pedagogy Providing case studies and examples of the ways in which teachers have delivered the curriculum in a creative way, Placing Students at the Heart of Creative Learning is an invaluably beneficial guide for all those involved in engaging and teaching young people in key stages 2 and 3.
In Creative Learning, learner creates opportunities for learning by himself/herself by launching and implementing his/her own project, and learn through actively creating with others. How can such a Creative Learning be achieved?
Author: Takashi Iba
In Creative Learning, learner creates opportunities for learning by himself/herself by launching and implementing his/her own project, and learn through actively creating with others. How can such a Creative Learning be achieved? The secrets are scribed in this book. Learning Patterns presents 40 distinct patterns that show tips, methods, and views for a Creative Learning. The Learning Patterns are written as a pattern language that summarizes the design knowledge that develops from a person's experience into the form of a pattern. It pairs a problem that occurs in a certain context of a design with its solution and gives it a name. Read through the pages and use any or all of the Learning Patterns to make your learning more creative!
Chapter Five: Creativity and Values, introduces moral consciousness as the ultimate goal of the educational process, when creative learning becomes embedded in one's conscious living. Through deliberation, evaluation and decision, ...
Author: Moira T. Carley
Publisher: Trafford Publishing
Category: Creative thinking
The fact that computers can do so much for students -- even write their papers -- creates a new incentive to ask questions about the diminishing human element in the teaching-learning process. When thirty-two commerce students submitted identical papers taken from the internet, there was a flurry of excitement about plagiarism in the local press, but not much interest in the teaching strategy that could have allowed this to happen. The human exchange between teacher and student -- once thought essential to the teaching-learning process -- has disappeared from the very structure of educational systems beyond the primary level. Where is the human element to be found in education today? In his signature book, Insight: A Study of Human Understanding, the Canadian philosopher-theologian, Bernard Lonergan (1904-1984) claims that human learning flourishes best when students experience their own minds at work asking questions and finding answers for themselves. As a long time student of Lonergan's work, I have mined his thought on human understanding to uncover a model of teaching and learning that suggests a new educational ideal for our times. This book is written out of my own desire to make accessible to readers the freedom and capacity of their own minds to learn what is real or true or valuable. It is my own attempt to contribute the human element to the educational system of our time by engaging students in their own learning process. It has become the story of students yielding to my desire to engage them in their own learning and suggesting that I write it down!
... steps required to build something alone may not be easy for young children, but through bringing many together and building collectively with Super 4Dframe, they will learn cooperation, confidence, creativity and spatial awareness.
Author: Hogul Park
Publisher: 4D Land Inc.
Category: Biography & Autobiography
4Dframe - the best teaching tool for convergence and mathematics as an aid in fostering creative talent in the 21st century. 4Dframe is the educational tool that takes the basic concepts of shape via a framework and turns them into finished works. The key elements—tubes and connectors—are perfect materials to help to make anything that we imagine. This creative tool helps children develop their creativity while aiding in learning flexibility and spatial thinking. Amazing learning effects beyond just play 4Dframe’s elements—tubes and connectors—are light in weight and safe to use. Children, who are nowadays used to playing alone, are given opportunities for group activities that encourage cooperation. It is not just for learning mathematics, but also can be applied in the arts, science, technology and engineering. The future requires both creative ideas and convergence thinking, and 4Dframe is a great tool for helping to foster these creative talents that will be needed. 4Dframe is spreading around the world 4D Land, Inc. has been recognized for its abilities to spread this educational tool to numerous institutions around the globe with the Foundation for the Advancement of STEAM. We never stop developing research and fostering talented people who have high-level skills in problem solving, can specify and express ideas logically and are able to lead through teamwork. 4D Land, Inc., which has distributed products in 26 countries, including Sweden, Finland, China, the Unites States, Oman and Qatar, will continue to reach out to youths around the world. 4DFRAME is a creative educational tool, which can help to make transformable infinitely with safety! You can make anything with this simple tool!
The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, 3, 226–240. Eysenck, H.J. (1997). Creativity and Personality. In M.A. Runco (Ed.). The Creativity Research Handbook ...
Author: Gayle Brewer
Educators and education policy has increasingly acknowledged the value of creativity and creative approaches to education in particular. This book highlights a range of innovative teaching techniques successfully employed by teachers from a range of disciplines and education levels in order to share knowledge regarding creative education.
Teaching, open-ended, needed for creative thinking, 10 Teaching physical education creatively, 188-192 The Carnival of the Animals, 177 The Sorcerer's Apprentice, 167 Three Stooges, 178 Tic-tac-toe with letters as exercise in creativity ...
humans and other species learn to account for and handle unexpected events, establish and practice social relationships, self-assess and consider risks, stimulate mental development, and practice imagination and creative adaptation.
Author: Danah Henriksen
This book focuses on rethinking creativity for 21st century education. The specific emphasis examines the way that creativity spans disciplines, through a set of common thinking skills that the most accomplished thinkers in any field use. These seven transdisciplinary thinking skills are rooted in historical exemplars of creativity across disciplines. We examine these skills in more detail, chapter by chapter, to offer examples of what each skill looks like in disciplines ranging from art to science, or music to math, and beyond. This set of thinking skills reflects the way that creativity may look different across fields, yet there are common paths of creative thinking that cut across disciplinary boundaries. Beyond this each chapter also considers applications for such skills in 21st century educational contexts, with an eye toward creative teaching and technology. In all of this, the book weaves together broad cultural examples of creativity and the seven transdisciplinary skills, alongside specific application-based examples from technology and teacher education.
The diversity of problem solving and learning preferences one might have for engaging in creative learning is also a productive focus of learning. Learners can be taught to identify creative strengths, potential deficits, ...
Author: Barbara Kerr
The three-volume Encyclopedia of Giftedness, Creativity, and Talent presents state-of-the-art research and ready-to-use facts from the fields of education, psychology, sociology, and the arts.