Creativity In Education Part 3
Over the last year I have been participating in an interesting study entitled PLPConnectU. Set up by the department of education and in co run by a group Powerful Learning Practice (PLP) it has been tremendous for my own thinking in regards to education.
I am placed in a group called Creativity (which suits me just fine) and as part of our learning we were required to set up a project for our students under the guidelines of a PBL (project based learning) structure.
Together with my colleague Kristen Swenson we developed a unit of work around game creation. If you are interested in reading about the planning for this unit and how we are trying to fit it into the PBL structure Kristen has written and excellent blog charting the planning our big question, learning aims and sub questions as well as and our own reflection.
But to quickly summarize the students had developed a criteria chart for what made a good game , they had rated a few games then we just let them loose on a couple of online game making sites (stensyl, gamesalad and scratch) and they started going for it.
The following week we had an expert come in from a successful game making company and present. His presentation enforced the notion that before and coding (or making of the game) happened everything had to be completely designed to the enth degree.
This approach not only disappointed the students but got me thinking.
In the corporate world there are 2 primary methodologies for software development.
Waterfall – a Sequential linear design process using the following methods.
Requirements, design implementation, verification, maintenance.
Agile is a relatively new methodology that many companies are trying to use to create product (mostly software development). Agile Methodology, came about after waterfall and was an attempt as addressing some of its shortcomings,
While there are many different Agile methods (eg, Scrum, XP, Agile Unified Process) they all embrace the following manifesto as their foundation:
Its manifesto is as follows
- Individuals and interactions over processes and tools
- Working software over comprehensive documentation
- Customer collaboration over contract negotiation
- Responding to change over following a plan
That is, while there is value in the items on
the right, we value the items on the left more.
Its Principles are as follows
- Our highest priority is to satisfy the customer
through early and continuous delivery
of valuable software.
- Welcome changing requirements, even late in
development. Agile processes harness change for
the customer’s competitive advantage.
- Deliver working software frequently, from a
couple of weeks to a couple of months, with a
preference to the shorter timescale.
- Business people and developers must work
together daily throughout the project.
- Build projects around motivated individuals.
Give them the environment and support they need,
and trust them to get the job done.
- The most efficient and effective method of
conveying information to and within a development
team is face-to-face conversation.
- Working software is the primary measure of progress.
- Agile processes promote sustainable development.
The sponsors, developers, and users should be able
to maintain a constant pace indefinitely.
- Continuous attention to technical excellence
and good design enhances agility.
- Simplicity–the art of maximizing the amount
of work not done–is essential.
- The best architectures, requirements, and designs
emerge from self-organizing teams.
- At regular intervals, the team reflects on how
to become more effective, then tunes and adjusts
its behaviour accordingly.
The expert seemed to be presenting to us from a waterfall approach. I got to thinking how much my approach to education fitted so much more with the agile methodology. It encourages continual change, it encourages the idea that the imagination will develop with the approach and therefore the project needs to be adaptive to flow with the imagination of the creator. It also emphasises the need to work quickly and have many small victories – continuous creative work and searching is going to stimulate the mind allowing for the environment for the big idea to push out (see my last blog).
My personal favourites are principle 5. The environment and support and trust must be provided that in order to get the job done. If we are moving into a more creative education – one that moves away from the dominance of left brain centred literacy and numeracy, we must change our environment. I have spoken many times of the need to find time in order to enable students to develop creative thinking, we must trust them which means as teachers we remove ourselves from the position of authority and rather into one of facilitator – find the resources that the students are going to demand in order to get there ideas out. Help shape their learning but be aware that they will move into areas you have no idea about and be comfortable about that. (I know very little about game programming but am comfortable that I can help guide the students to places where they can find the knowledge they need.
Other points that the above principles talk about that appeal to my sense of good creativity are the use of collaborative teams, reflection and the pursuit of excellent design.
The Agile approach also speaks about the need to be fearless in the constant pursuit of ideas but it gives you the means to respond to change.
By breaking things down into smaller deliverable packages it makes itself adaptable. To use an Australian context, Myki and the Ultranet are two examples of Waterfall methodologies that might have had better success if they had taken more of an Agile approach.
In regards to education I like setting up creative projects for students that allow for ideas to develop, change, be dumped and ultimately, hopefully allow for a new creative thought to pop out.
I think in regards to the game making project we are working on we aren’t going to plan it down to the finest detail before letting kids get into the making – if nothing else it would bore the kids to death.