with Chrissi Nerantzi @chrissinerantzi

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 (Norman will join us)

• workshop 4 (19.2.15, 1-4pm, AS105): Learning through making and LEGO® Serious Play®

• workshop 5 (5.3.15, 1-4pm), AS105: Innovative project ideas exchange and development

• 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

Reading: Chapter 3: Connecting Creativity, Imagination and Play in: James, A. & Brookfield S. (2014) Engaging Imagination. Helping Students become creative and reflective thinkers, San Francisco, CA: Jossey-Bass, pp. 47-66. PBL: Understanding Problem-Based Learning by Terry Barrett at http://www.nuigalway.ie/celt/pblbook/chapter2.pdf (whole book at http://www.nuigalway.ie/celt/pblbook/contents.htm) Game-based learning: Whitton, N. & Moseley, A. (2012). Using Games to Enhance Learning and Teaching. New York: Routledge. > booksite http://gamesbook.playthinklearn.net/index.htm with some resources Activity 1: Think of a tricky concept you have difficulty explaining to your students. Capture this in your portfolio and bring it with you when we meet.

Activity 2: Play a board game at home or with colleagues and capture how you felt by drawing an image. Add to your portfolio.

Reminder to self

• Pay attention to your ideas • Keep an ideas (e-)booklet! • Start mind mapping • Put ideas into practice • Use available technology • Change surroundings • Challenge assumptions • Create connections, associations • Develop creative habits of mind

teaching cycle

identifying needs and planning

designing

facilitating

supporting

assessing

evaluating

based on McKimm, J. et al. BMJ 2003;326:870-873

http://www.bmj.com/cgi/content/full/326/7394/870/Fu7

Sell your bargains

Pairing and sharing ideas to enhance your practice Your target will be to identify 2 items as a pair, 1 each, that have the potential to transform a specific learning and teaching

situation and help you resolve creatively the challenge you are facing (and identified). Start by sharing the challenge with your

co-player. Discuss the difficulties you envisage and bounce ideas off each other while searching for the item. You only have 1

hour. You are free to go anywhere you like but must return to the meeting point at the agreed time. Remember to spend as litt le

as possible and no more than £3 for both items. Consider identifying an item that is freely available and don’t spend a single

penny! Think together and try and come up with innovative ideas and interventions which you think might work and could form

the basis of your innovation for this unit. Don’t get just anything.

During your discovery journey through Manchester, remember to capture your thought process using the mobile devices you

brought with you. Could you take a series of pictures, a few video clips as you come up with the ideas? It is up to you. But please

remember to do this as these digital artefacts will be very useful and provide a richer insight into your thought process and

enable you to capture your idea and reflections of your intervention as it is forming in a media-rich format that can be added to

your portfolio.

Task 2 (1.5h): Demonstration, evaluation of

findings and ideas. There will be a prize for the most

creative ideas!

9.30am: Task 1 (1h): Get 2 items (1 each) which could enhance a specific learning situation. Could this become your innovation? Plan to trial it and

consider asking your colleague to observe. Think about this possibility. Max spending £3. The challenge is to spend as little as possible!!! Or nothing at all!

Stay together!

In an emergency call

Chrissi at 07527526025

10.30am: Return to the same point.

We will meet outside the

Arndale Centre,

Exchange Square,

Manchester M3 1BD

where the Big Wheel

used to be.

Please, wear

comfortable clothing and

shoes and bring £3

spending money with

you.

If you will be late, or in

an emergency, please

contact us on the

numbers shown below.

Chrissi xxxxxxxxx

What we are going to

do? Well, it will all

become clear when

you arrive, or shortly

after.

Surprise, surprise!

On the 5 February we are going to meet at 1pm

https://farm9.staticflickr.com/8561/16449839941_860bbfc663_b.jpg

https://www.flickr.com/photos/21614692@N02/15831447513/in/set-72157650429760242

https://farm8.staticflickr.com/7426/15828960714_741e87f8ef_b.jpg

https://farm9.staticflickr.com/8622/15828938184_8324f71525_b.jpg

more pics at https://www.flickr.com/photos/21614692@N02/sets/72157650429760242/

post-workshop extensions

• Reflect on this experience

• Develop your idea into a pedagogical activity over the next few weeks

• Plan for implementation

• Consider inviting a peer to observe you in action

• Reflect, evaluate and enhance

• What else could you try and why?

• Prepare for the next workshop.

References

Csikszentmihalyi, M. (1997) Creativity: Flow and the Psychology of Discovery and Invention, Harper Perennial Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience, Harper Perennial Dineen, R. (1996) Views from the chalk face. Lecturers’ and students’ perspectives on the development of creativity in

art and design, in: Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (1996) Developing Creativity in Higher Education. An imaginative curriculum, Oxon: Routledge, pp. 109-117

Jackson, N. (1996) Imagining a different world, in: Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (1996) Developing

Creativity in Higher Education, pp. 1-9 James, A. & Brookfield S. (2014) Engaging Imagination. Helping Students become creative and reflective thinkers, San Francisco, CA: Jossey-Bass Nygaard, C., Courtney, N. & Holtham, C. (2010) Teaching Creativity – Creativity in Teaching. The Learning in Higher Education Series, Faringdon: Libri Publishing Torrance E P (1974) Torrance Tests of Creative Thinking, Lexington, MA: Personnel Press Whitton, N. & Moseley, A. (2012). Using Games to Enhance Learning and Teaching. New York: Routledge.

with Chrissi Nerantzi @chrissinerantzi

Creativity for Learning and FLEX artwork by artist Ellie Livermore