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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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Gates Foundation study: We’ve figured out what makes a good teacher

A three-year, $45 million study of 3,000 teachers turns up answers to a central question.
Clive Hilton's insight:

On the face of it, the findings seem compelling. I especially warmed to the idea that students themselves recognise a good teacher when they find themselves being taught by one. The key to the technique appears to be a mult-pronged approach to understanding the value of the teaching under scrutiny.

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The Dinner Series

The Dinner Series | Creativity and learning | Scoop.it
James Victore's week of brain exercises feeds meaningful thinking...

 

In sports they tell you that to become a better player, you have to practice against people more talented than you—demolishing your opponent each time will never lead to increased skills. This advice holds true in the creative realm as well, and one of the great graphic designers of our time, James Victore, is inviting a handful of budding designers to come play with him. Never one for convention, Victore began hosting a week-long workshop in his Williamsburg studio last October as a way of challenging up-and-comers to see design through his eyes while giving them a "set of wings" so they can continue to grow.

 

His provocative style extends from his own work to how he encourages others. Although a professor for many years at NYC's School of Visual Arts, Victore doesn't claim to take an academic approach. "All I know how to do is spur thinking on," he says. "I don't teach design because I don't know how to." Referring to his role as a content generator over a graphic designer, Victore focuses more on the statement made than the aesthetics behind it. The exercises he challenges the group with revolve around this ideology, each tasking them to expand their thinking. "We want to stretch your brain and hope it doesn't return to its original shape," he explains.

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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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Why do we use rankings and comparison technologies?

Why do we use rankings and comparison technologies? | Creativity and learning | Scoop.it

  I [the author] am busy writing a piece on public value in arts & humanities research (see posts passim ), and as part of that, I am following interesting leads in the literature.  One of the key tools that imbuing process is happening in the valorisation debate is through league tables and rankings, which are produced by aggregating outputs into ‘scores’ and comparing individuals’ supposed public worth to those scores.

 

 

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Can Computers Replace Teachers?

Can Computers Replace Teachers? | Creativity and learning | Scoop.it
Until we figure out how to best use technology in the classroom, the bells and whistles are often a distraction...

Usage aside, there is scant evidence that technology is improving learning — even the cheerleaders are reduced to arguing that various education technology tools are obvious rather than supported by much evidence. And when you watch, say, high school students use the Internet to prepare research papers, it’s questionable whether technology — especially when coupled with poorly trained teachers — isn’t doing more to enable the superficial rather than open up richer veins of information for students.
Read more: http://ideas.time.com/2012/01/26/can-computers-replace-teachers/#ixzz1nr3aF1KM

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Learning Through Digital Media » The Wicked Problem of Pedagogy, An Afterword

Engaging and relevant discussion on pedagogy as a 'wicked problem'.

 

The institutionalization of learning has to do with the possibilities for change—with learning’s need to be different each time. The job of an institution of education is to administer for, with, and to pedagogy’s need to be worked out again and again. This is also the job of any digital learning platform or environment. Including this book—which places in productive tension its diverse accounts of efforts to create pedagogical set-ups that are as alive and unprecedented as are the situations and students they address.

 


Via Paula Silva
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Measuring Teacher Effectiveness: Credentials Unrelated to Student Achievement

Measuring Teacher Effectiveness: Credentials Unrelated to Student Achievement | Creativity and learning | Scoop.it
Our study, to be published in the peer-reviewed journal Economics of Education Review, builds on two decades of research from a variety of school systems and confirms a consistent finding: external teacher credentials tell us next to nothing about how well a teacher will perform in the classroom. Such research has not, however, yet had a substantial effect on the practices of U.S. public schools. Today’s public school system continues to rely on external teacher credentials to decide who gets to teach and how much a teacher is paid. Though the debate over how most accurately to use statistical measures to identify teacher quality is far from completed, the general finding that there is a vast difference between the system’s best and worst teachers is no longer in serious dispute. The large body of research on teacher quality suggests that a new method of identifying the best teachers is needed—one that focuses on measuring the contributions that teachers actually make in the classroom.
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When Teaching the Right Answers Is the Wrong Direction | Edutopia

"Is this right?"

It's not their fault, but students are all too often on a quest for the Correct Answers, which has little to do with critical-thinking development, I'm afraid. Our schools are about competition, merits, awards, and how to earn the Golden Ticket -- giving the right answers. And this focus often starts as early as kindergarten. We teachers want to support all answers, all the "best thinking" of all children, but we give ourselves away when we nod, glow, and beam when a student says exactly what we want her to say. We even hint at that perfect response. But is she really learning?

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Can Creativity Be Taught? - Forbes

Can Creativity Be Taught? - Forbes | Creativity and learning | Scoop.it

First, traditional teaching methodologies like reading, lecturing, testing, and memorization are worse than useless. They are actually the counter-productive way in which boxes get built. Most education focuses on providing answers in a linear step by step way. Mobley realized that asking radically different questions in a non-linear way is the key to creativity.


Via Grant Montgomery
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The Khan Academy

The Khan Academy | Creativity and learning | Scoop.it
Khan Academy is on a mission to provide a free world-class education to anyone anywhere.
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Can American Universities Teach Chinese Students Creativity? | Business Beyond the Reef

Can American Universities Teach Chinese Students Creativity? | Business Beyond the Reef | Creativity and learning | Scoop.it

There’s big money being made in China now and middle / upper class families are falling over themselves to give their children the absolute best educations. (Chinese families save vigorously for many years for two things: educations for their children, and to care for their parents during retirement). Naturally, U.S. universities have carved out plenty of space to help satisfy this growing demand, sometimes though to their own detriment.

 

Don’t think for a minute universities are beyond overlooking a few entrance requirements to bring in the big spenders. It’s nothing as blatant as accepting Chinese students who score very poorly on the test scores, but more of knowingly accommodating Chinese students who have always learned by rote memory, and in some cases find it impossible to make decisions for themselves (you see problems in the China workplace stemming from rote-learning mentality– needing managers to tell them exactly what to do).

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TED-Ed Launches Innovative Customized Learning Web Initiative

TED-Ed Launches Innovative Customized Learning Web Initiative | Creativity and learning | Scoop.it
It's been a long time since anyone's done anything truly revolutionary when it comes to online video, but leave it to the folks at TED to bu...

 

Each video featured on the site is mapped, via tagging, to traditional subjects taught in schools and comes accompanied with supplementary materials that aid a teacher or student in using or understanding the video lesson. Supplementary materials include multiple-choice questions, open-answer questions, and links to more information on the topic.

 

But the most innovative feature of the site is that educators can customize these elements using a new functionality called “flipping.” When a video is flipped, the supplementary materials can be edited and the resulting lesson is rendered on a new and private web page. The creator of the lesson can then distribute it and track an individual student’s progress as they complete the assignment.

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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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The text

The text | Creativity and learning | Scoop.it
Manifesto for teaching online - Written by teachers and researchers in online education. University of Edinburgh MSc in E-learning 2011

Distance is a positive principle, not a deficit. Online can be the privileged mode.

The possibility of the ‘online version’ is overstated. The best online courses are born digital.

By redefining connection we find we can make eye contact online.

‘Best practice’ is a totalising term blind to context – there are many ways to get it right.

Every course design is philosophy and belief in action.

 

(...there's more!)

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What Does Teaching Creativity Look Like? - Education - GOOD

What Does Teaching Creativity Look Like? - Education - GOOD | Creativity and learning | Scoop.it
Our standardized approach to education has a siloed understanding of what it means to be creative. Here's what schools should be teaching instead.
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Can Computers Replace Teachers?

Can Computers Replace Teachers? | Creativity and learning | Scoop.it
Until we figure out how to best use technology in the classroom, the bells and whistles are often a distraction...

The experience to date is less grandiose and more worrisome considering the billions that have been spent on technology in schools in the past few decades. Interactive whiteboards have been around since the early 1990s and done little to transform how teachers teach, and computers are often unaligned with classroom instruction, even though 90% of classrooms around the country have them. Still, according to Department of Education data from 2009, just 61% of students use computers to prepare texts “sometimes or often” and just 45% do more complicated tasks, for instance to “solve problems, analyze data, or perform calculations” on a regular basis.

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Not learning in style » Still Trying Too

Not learning in style » Still Trying Too | Creativity and learning | Scoop.it

Open University students who are or once were enrolled on the U101: Design & Creative Thinking in the 21st Century will no doubt recall the TMA11 assignment. Among other tasks, students are asked to make comment and pronouncements about their learning styles as determined by the undertaking of an online learning style survey, the results of which lead to a number of  learning style categories and against whichtutors are required to offer some sort of learning strategy recommendation.

 

The shocking and inconvenient fact of the matter is that when it comes to learning styles and the effectiveness of teaching in response to learning style preferences, I’ve found myself moving from a position of relaxed agnosticism on the issue to one of deep skepticism. In short; I’ve come to think that designing instruction for learning styles is largely an alchemical delusion.

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VoiceThread - Group conversations around images, documents, and videos

Transforming media into collaborative spaces with video, voice, and text commenting.
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Teach Less, Integrate More by Paul Backett - Core77

Teach Less, Integrate More by Paul Backett - Core77 | Creativity and learning | Scoop.it

So what should design schools teach? Or, more important, what should design students make sure they learn? Trends in the design field shift and evolve with incredible speed, and while schools have an obligation to stay current, they do their students a disservice when they completely overhaul their program to reflect the current vogue. The best prepared students still have a few basic skills, but use them with familiarity and fluency:

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