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Creativity and learning
A bubble-and-squeak dish of elearning, creativity, innovation and design education
Curated by Clive Hilton
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UK universities 'face online threat'

UK universities 'face online threat' | Creativity and learning | Scoop.it

Universities that fail to respond to the rise of online universities will be swept away by global competition, a report warns.

 

"Complacent" British universities that fail to respond to the rise of online universities will be swept away by global competition, says a report into the future of higher education.

Sir Michael Barber, chief education adviser for Pearson, says online courses will be a "threat and opportunity" for the UK's universities.

This "avalanche" could see some middle-ranking universities closing, he says.

"There are too many universities doing the same thing," says Sir Michael.

The report, An Avalanche is Coming, argues that higher education faces an unpredictable global revolution, driven by the impact of the rise in online universities.

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Blogging About The Web 2.0 Connected Classroom: Formative Assessments Are Easier Than You Think!

Now, as 1:1 and Bring Your Own Device (BYOD) are taking over our schools, its becoming even easier to formatively assess what our students know and for our students to leave feedback as to what they need.

Clive Hilton's insight:

Some quite simple and easy to execute ideas for engaging with students in a process of pro-active and non-threatening feedback that could benefit both students and teacher.

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Cutting Out the Middlemen: Do Professors Need Universities Anymore?

Cutting Out the Middlemen: Do Professors Need Universities Anymore? | Creativity and learning | Scoop.it
In the business of higher education, universities are standing in the way of professors and profits.
Clive Hilton's insight:

A  future scenario in which professors become incentivised to cut out the university middleman and take the dough themselves. Interesting...

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Data King Nate Silver Isn't Sold on Evaluating Teachers With Test Scores

Data King Nate Silver Isn't Sold on Evaluating Teachers With Test Scores | Creativity and learning | Scoop.it
Data King Nate Silver Isn't Sold on Evaluating Teachers With Test Scores

 

Over the past few years one of the most controversial topics in education reform has been measuring teacher effectiveness with standardized tests. Well, on Tuesday, the Jon Stewart-dubbed "Lord and God of the Algorithm," Nate Silver, participated in a Reddit AMAand the top question tackled the issue head-on.

 

Indeed, user GrEvTh asked Silver, "What are your thoughts on data-driven metrics for teacher evaluation? Do you think a system that accurately reflects teacher value could ever be created, or will it always be plagued by perverse incentives (teaching to the test, neglecting certain types of students, etc)?"

 

Silver's response indicates that he's not a fan of the practice...

Clive Hilton's insight:

In the words of the man himself, "There are certainly cases where applying objective measures badly is worse than not applying them at all, and education may well be one of those."

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Online Universities: Why They Still Don't Measure Up

Online Universities: Why They Still Don't Measure Up | Creativity and learning | Scoop.it
"I hate to sound like a snob, but call me back when Harvard Business School offers an online MBA."

 

Academia is not like the business world, in which an online startup can trounce an established business by building in the cloud and delivering commodity goods with less overhead. Reputation and consistency matter when building trust in hard-to-quantify-results. Ironically, innovation, lower costs, inclusion and reduced barriers to entry can actually hurt the prestige of online schools. One of the key functions of a selective college is to do some pre-sorting of applicants: "if you got into Yale you must be smart." Giant online schools that accept pretty much everyone may be democratizing education, but they're not helping employers or anyone else separate out the best and the brightest.

Clive Hilton's insight:

While the article is overwhelmingly USA focussed, there are salient points in here that are worth reviewing.

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How bio-inspired deep learning keeps winning competitions | KurzweilAI

How bio-inspired deep learning keeps winning competitions | KurzweilAI | Creativity and learning | Scoop.it
Dr. Jürgen Schmidhuber is Director of the Swiss Artificial Intelligence Lab, IDSIA. His research team’s artificial neural networks (NNs) have won many international awards, and recently were the first to achieve human-competitive performance on various benchmark data sets.
Clive Hilton's insight:

These NNs are of great practical relevance, because computer vision and pattern recognition are becoming essential for thousands of commercial applications. For example, the future of search engines lies in image and video recognition, as opposed to traditional text search. The most important applications may be in medical imaging, e.g., for automated melanoma detection, cancer prognosis, plaque detection in CT heart scans (to prevent strokes), and hundreds of other health-related areas.

 

In the not-so-distant future you should be able to point your cell phone camera to text in a foreign language, and get a translation.

 

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The Kit-ifying Education of Superstorm Sandy | Wired Opinion | Wired.com

The Kit-ifying Education of Superstorm Sandy | Wired Opinion | Wired.com | Creativity and learning | Scoop.it
The storm slammed those of us living on the East Coast with a simple truth: Nature is more powerful than people, and technology is no match.

 

Manhattan-based littleBits, which makes an open source library of electronic modules that snap together with tiny magnets, hosted a workshop asking “Why Did The Lights Go Out?” The goal was simple: Engage kids in play-and-prototyping to help them answer the question.

 

The idea was to help the kids – who had all experienced to various degrees the what of Sandy – to understand the why and the how of the events. Oh, and to get them familiar with littleBits’ product while they were at it. An opportunistic move, certainly, but a pretty ingenious one: get kids to use kits to learn through play. As MIT’s Michael Schrage noted in an essay on kit culture in Make magazine, “talented amateurs don’t just build kits; kits help build talented amateurs.”

 

In this case, the talented amateurs ranged between five and ten years old. After all, it’s never too early to start.

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Do E-Books Make It Harder to Remember What You Just Read? | Healthland | TIME.com

Do E-Books Make It Harder to Remember What You Just Read? | Healthland | TIME.com | Creativity and learning | Scoop.it

Digital books are lighter and more convenient to tote around than paper books, but there may be advantages to old technology.

 

Kate Garland, a lecturer in psychology at the University of Leicester in England, is one of the few scientists who has studied this question and reviewed the data. She found that when the exact same material is presented in both media, there is no measurable difference in student performance.

However, there are some subtle distinctions that favor print, which may matter in the long run. In one study involving psychology students, the medium did seem to matter. “We bombarded poor psychology students with economics that they didn’t know,” she says. Two differences emerged. First, more repetition was required with computer reading to impart the same information.

 

Second, the book readers seemed to digest the material more fully. Garland explains that when you recall something, you either “know” it and it just “comes to you” — without necessarily consciously recalling the context in which you learned it — or you “remember” it by cuing yourself about that context and then arriving at the answer. “Knowing” is better because you can recall the important facts faster and seemingly effortlessly.

 

 

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Incremental and Radical Innovation: Design Research versus Technology and Meaning Change - jnd.org

Incremental and Radical Innovation: Design Research versus Technology and Meaning Change - jnd.org | Creativity and learning | Scoop.it

ABSTRACT
We discuss the differences between incremental and radical innovation and argue that each results from different processes. We present several methods of viewing incremental and radical innovation. One is by examining the quality of product space, envisioning each product opportunity as a hill in that space where the higher one is, the better. Under this view, human-centered design methods are a form of hill climbing, extremely well suited for continuous incremental improvements but incapable of radical innovation. Radical innovation requires finding a different hill, and this comes about only through meaning or technology change. A second approach is to consider the dimensions of meaning and technology change as two dimensions and examining how products move through the resulting space. Finally, we show how innovation might be viewed as lying in the space formed by the dimension of research aimed at enhancing general knowledge and the dimension of application to practice.

 

We conclude that human-centered design, with its emphasis on iterated observation, ideation, and testing is ideally suited for incremental innovation and unlikely to lead to radical innovation. Radical innovation comes from changes in either technology or meaning. Technology-driven innovation often comes from inventors and tinkerers. Meaning-driven innovation, however, has the potential to be driven through design research, but only if the research addresses fundamental questions of new meanings and their interpretation.

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Disruptive innovation — in education | KurzweilAI

Disruptive innovation — in education | KurzweilAI | Creativity and learning | Scoop.it
For Anant Agarwal, MITx, the Institute’s new online-learning initiative, isn’t just a means of democratizing education.

 

A decade ago, MIT broke ground with its OpenCourseWare initiative, which made MIT course materials, such as syllabi and lecture notes, publicly accessible. But over the last five years, MIT Provost L. Rafael Reif has led an effort to move the complete MIT classroom experience online, with video lectures, homework assignments, lab work — and a grade at the end.

 

The development of such online-learning tools will be crucial to MITx’s expansion. “How do you put a chemistry lab online?” Agarwal asks. “We’re just getting started here. Figuring out how to tailor the platform for MIT’s many disciplines will require collaboration across all our schools.”

MITx is not just a tool for democratizing education; it’s also a tool for education research. “I want to disrupt how education is done,” Agarwal says — not just online but on campus as well.

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Can images stop data overload?

Can images stop data overload? | Creativity and learning | Scoop.it
With more and more of us feeling overwhelmed by the constant stream of information we have to deal with at work, could data visualisation provide an answer?

In a lab in Sussex a group of people have had their brainwaves scanned while completing a series of tasks, individually and in groups, to see if data visualisation - presenting information visually, in this case a series of mind maps - can help.

The results showed that when tasks were presented visually rather than using traditional text-based software applications, individuals used around 20% less cognitive resources. In other words, their brains were working a lot less hard.

As a result, they performed more efficiently, and could remember more of the information when asked later. Working in groups, they used 10% less mental resources.

The research was carried out by Mindlab International, an independent research company that specialises in neurometrics - the science of measuring patterns of brain activity through EEG, eye tracking and skin conductivity, which tracks emotions.

"The key reason we do the work that we do is that most of our decision making, yours and mine, goes on in the subconscious, or auto pilot or whatever we call it. Our cognitive brain can't actually deal with the bombardment of messages that are streamed to our bodies constantly all the time," says Duncan Smith, Mindlab International's managing director.

Individuals and groups had their brainwaves monitored as they completed tasks using visual mapping software compared with traditional applications

 

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Cloudworks, a place to share, find and discuss learning and teaching ideas and experiences.

Cloudworks, a place to share, find and discuss learning and teaching ideas and experiences. | Creativity and learning | Scoop.it

An Open University initiative, it's an interesting centralised [cloud based] resource for people to share all manner of learning, research, teaching related ideas, experiences and information.

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Teaching with wikis: improving staff development through action research | Benson | Research in Learning Technology

Teaching with wikis: improving staff development through action research | Benson | Research in Learning Technology | Creativity and learning | Scoop.it
Teaching with wikis: improving staff development through action research...

 

This paper reports on the use of action research in a case study involving two iterations of an online workshop implemented at two universities in late 2007 and early 2009 to prepare teaching staff for using wikis for student group work and assessment.

 

Workshop participants were immersed in the experience of collaborating in a wiki as learners and then reflected on this experience as teachers. Experience of the pilot workshop suggested a need for more orientation, potentially by introducing a blended learning design.

 

The second iteration highlighted a need to develop the orientation session further and increase support strategies throughout the workshop, suggesting the value of offering it at faculty or department level if no “reward” is available for participation. Outcomes from the two cycles illustrate the value of action research for iterative improvement of this staff development model and for implementing the scholarship of teaching and learning to develop and share professional knowledge in this emerging area.

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Where Are the Design Apprenticeships? - Core77

Where Are the Design Apprenticeships? - Core77 | Creativity and learning | Scoop.it

In the world of design, the portfolio is paramount, often more central than one's credentials or awards. As a designer myself, I'm more concerned with the work someone has done and is capable of. Some designers I know have found great success without a master's degree, and others with master's degrees still struggle. The reverse is true as well, of course.

 

I recently stumbled on a blog post from Annie Murphy Paul asking if apprenticeships might be an alternative to college. Here's what Robert Lerman, a professor at American University, had to say:

An apprenticeship is a structured program of work-based learning and classroom-based instruction that leads to certification in an occupation, and it involves a high level of skill demands and it covers many occupations, depending on the country. In our country, we focus more on the skilled trades in construction and in manufacturing, but it can work in many other fields.

Could that include design?

Clive Hilton's insight:

Coincidentally, I was discussing this very issue with some colleagues earlier today. Clearly, something in the air.

 

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Education Innovation's curator insight, February 18, 2013 9:15 AM

Design is such a critical part of all processes and work, great thoughts.

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BBC - BBC Internet Blog: Knowledge & Learning's Connected Studio brief

BBC - BBC Internet Blog: Knowledge & Learning's Connected Studio brief | Creativity and learning | Scoop.it
Hi I'm Andy Pipes, executive product manager for Knowledge & Learning at the BBC. Knowledge and Learning (K&L) is a new product in the BBC Online portfolio. When complete, it...
Clive Hilton's insight:

Could be good. Could be typically BBC dumbed-down to lowest common denominator.

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Happy New Year: Pick Up a New Skill

Happy New Year: Pick Up a New Skill | Creativity and learning | Scoop.it
Whether your dream is to play piano, cook steak sous-vide, or finally learn to speak French, the lesson from all this new research is clear: there is no better time than now to take on something new.
Clive Hilton's insight:

I've long held the view (possibly more in hope than belief) that one never stops learning - indeed, that increasing age per se is no barrier to the perfection of skill or the attainment of highly creative output. It seems that old dogs like me can really learn new tricks.

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The 7 Styles of Online Learning

The 7 Styles of Online Learning | Creativity and learning | Scoop.it

Visual, aural, verbal, physical, logical, social, solitary. As an online educator, teacher, consultant, facilitator you probably wonder what kind of the 7 styles of learning are the most effective for your audience. Here's an overview. 

Clive Hilton's insight:

Personally, I'm a little sceptical about learning styles. While I can see how some ways of learning resonate more than others with the learners themselves, I've never really understood how that translates into something I have to accomodate as a pedagogue. I know of no teacher who can tailor approaches to meet the individual needs of a disparate learning style cohort of students. Still, that's just my view...

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Kathy Jordan's curator insight, January 14, 2013 5:51 PM

If you believe in distinctive learning styles, it's a challenge to figure out how to appeal to all of them in an online learning environment...

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Study: School Design Can Significantly Affect Children's Grades | Wired Design | Wired.com

Study: School Design Can Significantly Affect Children's Grades | Wired Design | Wired.com | Creativity and learning | Scoop.it
A study of school design has discovered that school layouts can influence a child's development by as much as 25 percent — positively or negatively — over the course of an academic year.
Clive Hilton's insight:

This seems to be a case of common sense stating the blindingly obvious, but the implications are important. And then the politicians get involved...

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Online learning: pedagogy, technology and opening up higher education

Online learning: pedagogy, technology and opening up higher education | Creativity and learning | Scoop.it
How can online learning open, widen and formalise access to quality higher education?

 

Online Guardian debate 23rd November 2012

 

Higher education has always been fond of its acronyms and they don't get much more prolific than the current four letters doing the rounds. From the December 2011 launch of MITx Stateside to the University of Edinburgh's decision to join the Coursera platform, MOOCs (or Massive Open Online Courses) have barely been off the education news menu. Nor was the Observer alone in recently asking: "Do online courses spell the end for the traditional university?"

 

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Biomimicry Creates New Education Models For Learning From Nature

Biomimicry Creates New Education Models For Learning From Nature | Creativity and learning | Scoop.it

“The biomimics are discovering what works in the natural world, and more important, what lasts," says Janine Benyus, founder of the Biomimicry Institute. "After 3.8 billion years of research and development, failures are fossils, and what surrounds us is the secret to survival.”

 

Biomimicry is an emerging discipline based on core values of sustainability, innovation, and connection with the natural world, and as such the educational models to teach someone how to be a biomimic are emerging in tandem from a space of innovation in education.

 

 

These organizations and many other educational offerings are asking: How do you teach biomimicry holistically when it is inherently a trans-discipline study bringing biology to the world of design, business, engineering, and beyond? What happens when you cross traditional boundaries of education? What type of personal and professional transformation can you expect when diversity is not just accommodated, but is actually baked into the curriculum in regard to core competencies of the students, the types of educational spaces, and cultural perspectives?

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Creative Thinking Skill Approach Through Problem-Based Learning: Pedagogy and Practice in the Engineering Classroom

Problem-based learning (PBL) is one of the student centered approaches and has been considered by a number of higher educational institutions in many parts of the world as a method of delivery. This paper presents a creative thinking approach for implementing Problem-based Learning in Mechanics of Structure within a Malaysian Polytechnics environment. In the learning process, students learn how to analyze the problem given among the students and sharing classroom knowledge into practice. Further, through this course’s emphasis on problem-based learning, students acquire creative thinking skills and professional skills as they tackle complex, interdisciplinary and real-situation problems. Once the creative ideas are generated, there are useful additional techniques for tender ideas that will grow into a productive concept or solution.

 

The combination of creative skills and technical abilities will enable the students to be ready to “hit-the-ground-running” and produce in industry when they graduate.

Keywords—Creative Thinking Skills, Problem-based Learnin
Problem Solving.

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Choke: What the Secrets of the Brain Reveal About Getting It Right When You Have To | KurzweilAI

Choke: What the Secrets of the Brain Reveal About Getting It Right When You Have To | KurzweilAI | Creativity and learning | Scoop.it
Why do the smartest students often do poorly on standardized tests?

 

Dr. Sian Beilock, an expert on performance and brain science, reveals in Choke the astonishing new science of why we all too often blunder when the stakes are high. What happens in our brain and body when we experience the dreaded performance anxiety? And what are we doing differently when everything magically “clicks” into place and the perfect golf swing, tricky test problem, or high-pressure business pitch becomes easy?

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Grades 2.0: How Learning Analytics Are Changing The Teacher’s Role

Grades 2.0: How Learning Analytics Are Changing The Teacher’s Role | Creativity and learning | Scoop.it

According to Educause (PDF), learning analytics is “the use of data and models to predict student progress and performance, and the ability to act on that information”. It differs from other pedagogical theories because it focuses on the learner’s interaction with his or her learning environment.


Via Ana Cristina Pratas
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Isaac Asimov Imagines Learning in the Digital Age … and Gets It Quite Right (1989)

Isaac Asimov Imagines Learning in the Digital Age … and Gets It Quite Right (1989) | Creativity and learning | Scoop.it
httpv://www.youtube.com/watch?v=8ZmFEFO72gA

It features Asimov and a younger Bill Moyers talking about education and scientific progress, and it doesn’t take long for Asimov to start describing the revolution in learning we’re seeing unfold today. Imagine a world where computers, internet connections and websites let people learn when they want, wherever they want, and how they want. Suddenly technology democratizes education and empowers people of all ages, and, before too long, “Everyone can have a teacher in the form of access to the gathered knowledge of the human species.”
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Design Research versus Technology and Meaning Change: A Review |

Recently, a paper was published by Professors Don Norman and Roberto Verganti on the subject of ‘Incremental and Radical Innovation’. The paper consists of a conversation between the two design thinkers upon the role of design research as a driver of innovation. Despite their varied backgrounds, both had similar arguments on the dimensions of design-driven research versus human-centric research and its effect on the interpretation of meanings. Don Norman, in one of his other papers titled ‘Technology first, needs last‘, mentions that despite the genius of many inventors, designers and tinkerers, most products arrive in the market only to fail enormously. As a consequence, he discusses the role of design research as a tool that builds on the skill of understanding the market, technology, design and the user–to gauge the best path for product innovation.

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