Case Studies Learning and teaching partnership narratives relating to the open course 'Creativity for Learning in Higher Education' (#creativeHE (original) (raw)
Related papers
Compass: Journal of Learning and Teaching
In this article the authors share their experiences about partnership learning and teaching approaches they experienced within the open course Creativity for Learning in Higher Education (#creativeHE), linked to the postgraduate module offered by the Centre for Excellence in Learning and Teaching (CELT) at Manchester Metropolitan University in collaboration with the Creative Academic, London Metropolitan University and colleagues from other institutions in the UK and further field, such as the University of Macedonia in Greece for example. Through reflective narratives from student and staff learners on the course, a facilitator and organiser, insights are gained about their experience and lessons learnt are shared that will inform future iterations of #creativeHE and may also be useful for others who consider opening-up courses in higher education.
Exploring Creativity through #creativeHE online course
The third issue of our magazine describes the 'Creativity for Learning in Higher Education open learning course', designed and led by Chrissi Nerantzi one of our Founders. It paints a vivid picture of the ways in which participants engaged in the course and the open discussions and relationships that emerged naturally through interaction . It provides some interesting insights into creativity and the process of learning in an online environment gained by different participants as they try to make sense of their experience and draw deeper meanings from it. Our magazines are free to download at http://www.creativeacademic.uk/magazine.html
UNESCO OBSERVATORY, 2010
This paper suggests that transforming current educational practices and learning cultures could very well depend on merging individual potential and competencies with collaborative arts practices in non-formal contexts as important sites for creativity. Arts partnership practices in secondary and higher education, located outside formal curricula, are presented as case studies that highlight the benefit for students of arts-based knowledge creation and 'situated' forms of creativity. Case study findings are grouped into three dimensions: (1) learning relationships; (2) learning engagement; and (3) 'real' spaces for learning. This paper calls for more in-depth exploration of the ways in which student engagement in artistic processes leads to new forms of knowledge and experiences.
Creativity Policy, Partnerships and Practice in Education
2018
Chapter 1. Evolving ecologies: Creative policy, partnerships and practice in education; Anne Harris, Pat Thomson and Kim Snepvangers -- SECTION I. POLICY -- Chapter 2. What did Creative Partnerships achieve? A review of the Creative Partnerships (CP) research archive; Patricia Thomson, Rebecca Coles and Maddy Hallewell -- Chapter 3. Transforming creative classroom contradictions through activity theory analysis; Victoria Kinsella -- Chapter 4. Creative Agency / creative ecologies; Anne M. Harris -- Chapter 5. Value-adding in higher education: Complementary contexts for learning creativities; Jonathan Purdy, Vinesh Chandra and Kelli McGraw -- SECTION II. PARTNERSHIPS -- Chapter 6. Creative partnerships: Exploring encounters in the contact zone; Donna Mathewson Mitchell -- Chapter 7. Creative industry encounters: Digital ecologies in art, design and media; Kim Snepvangers -- Chapter 8. Organisational change for creativity in education; Leon de Bruin -- Chapter 9. Creative ecologies in...
Partnership in teacher education: developing creative methods to deepen students' reflections
In recent years, higher education (HE) has become more aware of the nature of learning. Accordingly, various initiatives, such as the promotion of Higher Education Academy fellowships or the Teaching Excellence Framework, aim at improving teaching. The rhetoric of teaching in HE is now placing more emphasis than ever on the role of students as change agents in taking charge of and being responsible for learning (Dunne and Zandstra, 2011). It is within this context that student-staff partnerships are encouraged where students become active co-creators of their learning (Cook-Sather et al., 2014; Healey et al., 2014). Because of the relative novelty of these particular student-centred approaches to learning and teaching and since what student-staff partnerships should ideally look like has not yet, perhaps, been fully explored, practices vary widely (Bovill and Felten, 2016). Overall, the literature emphasises the relationship and distribution of authority and power between students and HE staff (Bovill, 2014). The nature of student-staff partnerships is described as unsettling but transformative (Bergmark and Westman, 2016), although the personal learning gain among staff is less well reported than that of students (Marquis et al., 2016). Drawing on a bespoke teacher education programme at UCL Institute of Education, this article presents an example of a partnership between academic staff and students who are trainee teachers. Owing to the focus on delivering and modelling best teaching practices, teacher education has always been at the forefront of engaging students with their own learning. The partnership model employed in this context is therefore one of a community of practice (Lave and Wenger, 1991), where the student voice is as important as that of the staff. Our understanding of a community of practice echoes the description by Healey et al. (2014) of a partnership as " a process of engagement, not a product " and " a way of doing things, rather than an outcome in itself " (p. 12). Though a less common interpretation of partnership, this must surely be a valid one, as " student and faculty gain more space and greater access, creating an authentic freedom betwixt and between roles " (Barrineau et al., 2016, p.82). This paper opens with a section on the background and context of the course, followed by a brief introduction to reflections; it goes on to outline how feedback from students and work with them led to the development of creative and playful activities to foster their theoretical understanding and practical application of reflections; then it presents the main outcomes, as experienced by staff (Nicole Brown) and students (Aly Jafferani and Vanessa Pattharwala). Finally, the authors explore the lessons learnt and consider the implications of the experiences for future practice, before concluding with thoughts about the nature of student-staff collaborations in the specific educational context presented here.
abp.unimelb.edu.au
This paper suggests that transforming current educational practices and learning cultures could very well depend on merging individual potential and competencies with collaborative arts practices in non-formal contexts as important sites for creativity. Arts partnership practices in secondary and higher education, located outside formal curricula, are presented as case studies that highlight the benefit for students of arts-based knowledge creation and 'situated' forms of creativity. Case study findings are grouped into three dimensions: (1) learning relationships; (2) learning engagement; and (3) 'real' spaces for learning. This paper calls for more in-depth exploration of the ways in which student engagement in artistic processes leads to new forms of knowledge and experiences.
Emerging themes in creative higher education pedagogy
Journal of Applied Research in Higher Education, 2018
Purpose The purpose of this paper is to explore emerging themes in which creativity, or creative pedagogy (CP), is aligned with the practices of higher education instruction. The componential theory of creativity (Amabile, 2012) was used as the lens for examining CP of the study’s participants. Design/methodology/approach Using an exploratory case study of institutionally recognized effective teachers at a flagship university in the upper mid-western region of the USA, researchers sought to see which themes emerge and align with the four components of CP. Researchers used semi-structured interviews, document analysis, and artifact data to support thematic development. Findings Four themes emerge from the study to align with CP: administrative support; praxis and environment; content learning; and student independence. Of the four themes, praxis and environment are found to be most dominant in the study. Within each theme, surrounding environment and creative-relevant components of C...
A risky business: creative learning in education
Teacher Education Advancement Network Journal, 2011
This paper explores the challenges that professional educators encounter as they endeavour to engage learners creatively. The recent change of government offers an opportunity to revisit assumptions about creativity that have been enshrined in policy, and evidenced in practice through such programmes as Creative Partnerships. Early indications of new coalition government policy suggests an increasingly constrained and measured curriculum and an approach to pedagogy that is less open to creative approaches to learning. Concomitantly pupil and student ‘voice’ have acquired a degree of status, arguably as a measure to assure quality and frequently framed within a discourse of ‘value for money’. Of rather less importance is ‘voice’ when it is framed within the context of being listened to, nurtured, encouraged to take risks, supported in managing uncertainty, learning from failure, and critiquing the learning process. This paper argues that if learning is to develop and flourish, it is ...