Creativity In Education Part 6

This year I have been handed the task of instilling a more creative approach to learning and teaching at one of the schools I work at. This is a task I am excited about. It is a particular passion of mine evident in many of my previous blog posts.

The thinking behind this comes from my own personal belief that creativity The ability to generate new ideas is innate in everyone and needs to be one of the higher goals of education. The investigation also stems from the rapid changes that we see in the western world, changes in the job market which is crying out for innovative/creative thinkers, as well as changes driven by the digital revolution which has provided opportunities for people to create, collaborate and communicate like never before. Our education system has a responsibility to not only keep up with these changes but perhaps even lead some of them.

To achieve the task 2 think tanks have been established, one inside the school and one drawing from experts and networks beyond the schools immediate boundaries. These think tanks will provide ideas, investigate research, experiment with implementing ideas into the classroom, provide feedback and teach and support others.

My initial thinking was to set up an environment where people can share. Instead of the formal monthly meeting we would build a platform (perhaps a NING) where those involved from within the school could be contributing whenever they liked.

Within this platform we would,

1. Look at what the creative thought process actually is, investigate the research into it. this might include looking at notions of cognitive dissonance, divergent thinking, he ability to find connections where others cant see them, risk taking and freedom and dualism.

2. Investigate the environments that stimulate creative thought. This could be both the physical environments, mental environments and online environments. Much writing has already been done about the ideas of networked knowledge and web 2.0 being a modern day equivalent of the coffee shop experience of the Paris intellectuals that lead to so much new thinking in s many areas, including philosophy, literature the arts.

3. Investigate existing  models that stimulate the creative thought process in an educational setting, these could include Project Based Learning, some of the online courses developed by PLP,  Steven Downs models of learning centred around Network Learning, Rich Tasks, The Agile Methodology, The CKC model developed by Ideas Lab, and The Inquiry model. From initial discussion there is already some debate whether the enquiry model is at all related to creativity or whether its basis being rooted in a western scientific model of investigation and reason actually limits its ability to encourage creative thought.

4. Find ways to encourage these learning environments to flow into the teaching of all curriculums including the core curriculums of numeracy and literacy. Is this done through the questioning process? Do the teachers need to ask bigger questions, what if we trusted the students to just ask their own questions? How much time in education needs to be devoted to skills based learning? Etc. Etc.

I would love to hear anything anyone else has to say on the matter. If you think there are things we should investigate please fell free to suggest, all ideas are welcome. If you would like to be involved in the community we hope to develop feel free to email me and I will notify you once we have built our NING. Or initially feel free to comment with any ideas readings, criticisms etc on this blog. Thanks needs to be given to Richard Olsen form Ideas Lab, Lou Bowe and Mark Dickson and Sheryl Nussbaum Beach for some of their initial work as well as the Creativity Team I worked with in 2011 during the PLP ConnectU project.

Here is a simple but worth while youtube video that gives a nice starting place

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Better teaching and learning with blogging

Over the past four years our school has an intensive blogging program. Every child from grade 3 up has a blog. This has been incredibly useful in regrads to us skilling up both students and staff in web 2.0 tools. Skills such as uploading, posting, embedding, dealing with templates and so on are all very effectivly taught through blogging. Our students were mainly using their blogs as digital portfolios. In this format students are uploading content but not really doing much else.

While this skill learning is very important it is really only very basic learning and I was looking for a way to deepen both the learning experience as well as teaching using the blogging platform.

I met Richard Olsen at a recent forum on blogging and he presented a model which does exactly what I was looking for. This is a model that he along with his team at Ideas Lab had constructed along with Sheryl Nussbaum-Beach of PLP Network.

The four interlinking circles all show a different phases that a learner would move through while blogging. Each phase offering different skills and learning potentials. I imagine that the phases would be moved through seamlessly. Each phase also has implications for the teacher. For instance the connecting phase would result in the teacher having to teach methods of research as well as critical consumption of information.

The communication stage which has the role of sharing information and repurposing information would lead to the implication of understanding copyright and so on.

The real power of blogging comes when linking into these ideas. Practical examples of things you can do to link into these ideas are
1.Blogs have much more power when they are niche blogs as they allow the blogger to connect to a community, they set up stronger parameters for an audience for the blog, beyond the child’s parents and grandparents making it much more authentic.

2.When the comment box is used effectively it also allows for greater connectivity, it leads to deeper discussion, potential for questions and perhaps even debate. We need to teach our students how to comment effectively in order to create discussion.

3.When tagging and categories are done correctly the same happens. Children should be taught to tag for others not just themselves.

4.Blogs allow us to work collaboratively – there is always more knowledge in the group than the individual.

5. We also need to teach our students how to link effectively – this creates a broader knowledge base.

6. Students should be taught how to subscribe to other blogs, thus deepening their knowledge base and community base.

I presented these ideas to my staff and received overwhelmingly positive response. The model that Richard and his team has come up with is a good one as it provides a language that allows us to talk about blogging relative to our teaching practice, it also gives both pedagogical and practical ideas on how to take the idea of student blogging and transform it  or develop it to a deeper learning experience. It is also a model that I feel can be translated to alot of digital literacy’s. Many teachers are STILL unaware of how to apply ICT into their classrooms and see it as being some sort of nuisance rather than required. Models like this one provide substance to those teachers and are very beneficial.