CREANOVA PROJECT Creative Learning and Networking for European Innovation Duration: 2008/12/01-2011/11/30 Agreement number...
<ul><li>INDEX </li></ul><ul><li>Brief presentation of Creanova Project </li></ul><ul><li>Theoretical Framework: the Interp...
<ul><li>Funded by the Education, Audiovisual & Culture Executive Agency </li></ul><ul><li>12 partners from 8 different cou...
PARTNERS Consortium
Sharing strategies for a creative and sustainable learning: CREANOVA in the Basque Country I. Fernández, P. Ruiz de Gauna,...
<ul><ul><li>The current social context:  </li></ul></ul><ul><ul><ul><li>globalization </li></ul></ul></ul><ul><ul><ul><li>...
<ul><li>DEFINITION OF INNOVATION AND CREATIVITY </li></ul><ul><li>Creativity : “the production of novel and useful ideas i...
<ul><li>IN CREANOVA, CREATIVITY :   </li></ul><ul><li>A human ability.  </li></ul><ul><ul><li>A complex process </li></ul>...
<ul><li>IN CREANOVA, INNOVATION:  </li></ul><ul><ul><li>Originally related to the practical application and development of...
<ul><li>LEARNING:  </li></ul><ul><ul><li>The key to today's society because it is a society willing to learn and to cope w...
<ul><li>COLLECTION OF BEST PRACTICES: CONDITIONS AND FACTORS   </li></ul><ul><li>In a third stage, CREANOVA worked on  the...
<ul><li>DIFFICULTIES </li></ul><ul><li>The simultaneous management of all the factors </li></ul><ul><li>We needed a tool: ...
<ul><li>INTERPRETIVE FRAMEWORK TO DESIGN AND IMPLEMENT CREATIVE AND INNOVATIVE PROCESSES  IN LEARNING CONTEXTS   </li></ul...
<ul><li>NEED:   </li></ul><ul><li>Related to something that drives people to create and innovate.  </li></ul><ul><ul><li>T...
<ul><li>FREEDOM: </li></ul><ul><li>Possibilities of self-fulfilment within the process </li></ul><ul><ul><li>Materialized ...
<ul><li>INTERACTION:   </li></ul><ul><li>Related to access to knowledge and to communication experiences. </li></ul><ul><u...
<ul><li>ENVIRONMENT:   </li></ul><ul><li>Context in which learning occurs </li></ul><ul><li>Mentioned in three levels:  </...
<ul><li>INTERPRETATIVE FRAMEWORK   :   </li></ul><ul><li>Flexible:  each case sets a type of interaction between the vario...
<ul><li>Subject: EJE  Empresa Joven Educativa </li></ul><ul><li>A learning project designed for VET trainees to develop en...
<ul><li>STEPS OF THE PROJECT </li></ul><ul><li>Create a company:  targets and corporative image </li></ul><ul><li>Work in ...
<ul><li>PHASES OF THE EDUCATIONAL EXPERIENCE </li></ul><ul><li>Intensive phase:  </li></ul><ul><ul><li>3 days, 100 student...
3. CREANOVA experiment in the Basque Country
<ul><li>PHASES OF THE EDUCATIONAL EXPERIENCE </li></ul><ul><li>Extensive phase. Four groups (around 50 students) followed ...
<ul><li>RESULTS </li></ul><ul><li>Some of the main results of this experience in relation to the CREANOVA´s model:  </li><...
<ul><li>ABOUT NEED </li></ul><ul><li>It is hard to concrete in formal educational practice (VET) </li></ul><ul><li>Student...
<ul><li>ABOUT ENVIRONMENT </li></ul><ul><li>The value of the environment as a way to foster the development of other dimen...
<ul><li>ABOUT FREEDOM </li></ul><ul><li>The importance of lowering the level of control, present in formal systems of educ...
<ul><li>ABOUT INTERACTION </li></ul><ul><li>Acting in Teaching as a guide or facilitator in opposition to more managerial ...
<ul><li>Creativity and innovation are shaped by the versatility, dynamism and change of globalized environments </li></ul>...
ACKNOWLEDGMENT The authors would like to thank the  Education, Audiovisual and Culture Executive Agency (EACEA) of the Eur...
<ul><li>Creanova Project website: </li></ul><ul><li>http:// www.creanova - project.eu </li></ul><ul><li>Creanova Associati...
 
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Sharing strategies for a creative and sustainable learning: CREANOVA in the Basque Country

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These are the slides for EDEN Conference in Dublin, 22th June 2011. Presentation about Creanova European Project, the theoretical framework and the Basque experiment (on brief).

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Sharing strategies for a creative and sustainable learning: CREANOVA in the Basque Country

  1. 1. CREANOVA PROJECT Creative Learning and Networking for European Innovation Duration: 2008/12/01-2011/11/30 Agreement number: 2008-3596/001-001 Proposal number: 143725-LLP-1-2008-1-ES-KA1-KA1SCR Project financed by the Education, Audiovisual & Culture Executive Agency, Lifelong Programme. Education and Training
  2. 2. <ul><li>INDEX </li></ul><ul><li>Brief presentation of Creanova Project </li></ul><ul><li>Theoretical Framework: the Interpretative Model </li></ul><ul><li>CREANOVA experiment in the Basque Country </li></ul><ul><li>Conclusions </li></ul>
  3. 3. <ul><li>Funded by the Education, Audiovisual & Culture Executive Agency </li></ul><ul><li>12 partners from 8 different countries </li></ul><ul><ul><li>Universities </li></ul></ul><ul><ul><li>Vocational Education Training centres </li></ul></ul><ul><ul><li>Technical and creative companies </li></ul></ul><ul><ul><li>Local governments </li></ul></ul><ul><li>Duration of this project: three years (2008-2011) </li></ul><ul><li>CREANOVA PROJECT in a nutshell </li></ul>
  4. 4. PARTNERS Consortium
  5. 5. Sharing strategies for a creative and sustainable learning: CREANOVA in the Basque Country I. Fernández, P. Ruiz de Gauna, M. Arandia, M. Barandiaran, A. Eizagirre, I. Etxebarria, E. Torres A. Ezeiza
  6. 6. <ul><ul><li>The current social context: </li></ul></ul><ul><ul><ul><li>globalization </li></ul></ul></ul><ul><ul><ul><li>change </li></ul></ul></ul><ul><ul><ul><li>uncertainty </li></ul></ul></ul><ul><ul><li>Research of the sense and meaning of creativity and innovation </li></ul></ul>1. Introduction
  7. 7. <ul><li>DEFINITION OF INNOVATION AND CREATIVITY </li></ul><ul><li>Creativity : “the production of novel and useful ideas in any domain”. </li></ul><ul><li>Innovation: “the successful implementation of creative ideas within an organization”. </li></ul>2. Creativity and innovation in learning contexts
  8. 8. <ul><li>IN CREANOVA, CREATIVITY : </li></ul><ul><li>A human ability. </li></ul><ul><ul><li>A complex process </li></ul></ul><ul><ul><li>Nucleus: creative thinking </li></ul></ul><ul><ul><li>A response to basic needs of survival and to higher levels of development </li></ul></ul><ul><ul><li>Interaction with the context </li></ul></ul><ul><ul><li>Quality attributable to all people which can give rise to small innovations in immediate environments, as well as to inventions of great importance for humanity (continuum) </li></ul></ul>2. Creativity and innovation in learning contexts
  9. 9. <ul><li>IN CREANOVA, INNOVATION: </li></ul><ul><ul><li>Originally related to the practical application and development of new ideas in the industrial world (competitiveness). </li></ul></ul><ul><ul><li>Parallel debate on the ultimate aims of innovation. </li></ul></ul><ul><ul><li>A successful response to the needs of social nature (greater equity, sustainability and equal opportunities), including both those economics (the logic of the market and competitiveness), and those of higher rank (desirable social goals). </li></ul></ul>2. Creativity and innovation in learning contexts
  10. 10. <ul><li>LEARNING: </li></ul><ul><ul><li>The key to today's society because it is a society willing to learn and to cope with changes, a creative and innovative society. </li></ul></ul><ul><ul><li>As a concept can mean flexibility, interaction and collaborative action. </li></ul></ul><ul><ul><li>Social capital. </li></ul></ul><ul><ul><li>Vision included in extensive educational concepts focused on the formation of the student as a subject. </li></ul></ul>2. Creativity and innovation in learning contexts
  11. 11. <ul><li>COLLECTION OF BEST PRACTICES: CONDITIONS AND FACTORS </li></ul><ul><li>In a third stage, CREANOVA worked on the detection and analysis of &quot;best practices&quot;: </li></ul><ul><ul><li>-To identify the factors and conditions present in the educational processes that generate creativity </li></ul></ul><ul><ul><li>-To obtain a higher level of knowledge about those practices that enhance creativity and innovation and about the elements they pay attention to </li></ul></ul>3. Conditions and elements that promote Creativity in learning contexts
  12. 12. <ul><li>DIFFICULTIES </li></ul><ul><li>The simultaneous management of all the factors </li></ul><ul><li>We needed a tool: an interpretive framework to allow planners and educators to put their attention into broader categories to cover all these elements </li></ul>3. Conditions and elements that promote Creativity in learning contexts
  13. 13. <ul><li>INTERPRETIVE FRAMEWORK TO DESIGN AND IMPLEMENT CREATIVE AND INNOVATIVE PROCESSES IN LEARNING CONTEXTS </li></ul><ul><li>Conditions and factors more persistent and recurrent </li></ul><ul><li>Four broad categories: </li></ul><ul><ul><li>Need </li></ul></ul><ul><ul><li>Freedom </li></ul></ul><ul><ul><li>Interaction </li></ul></ul><ul><ul><li>Environment </li></ul></ul>4. Interpretative Model
  14. 14. <ul><li>NEED: </li></ul><ul><li>Related to something that drives people to create and innovate. </li></ul><ul><ul><li>The root from which the processes of creativity and innovation emerge. </li></ul></ul><ul><ul><li>Understood and interpreted in terms of survival, creation of problems, resolution of conflicts, motivation (intrinsic and extrinsic), personal interests, social needs, questions with a deep meaning, passion, etc. </li></ul></ul>4. Interpretative Model
  15. 15. <ul><li>FREEDOM: </li></ul><ul><li>Possibilities of self-fulfilment within the process </li></ul><ul><ul><li>Materialized in the opportunity of self-management (personal management of time and space), independence, freedom of expression, confidence, not judgement, freedom to define duties and roles, openness, risk, absence of punishments, acceptance of errors, high level of initiative, violation of rules, etc. </li></ul></ul>4. Interpretative Model
  16. 16. <ul><li>INTERACTION: </li></ul><ul><li>Related to access to knowledge and to communication experiences. </li></ul><ul><ul><li>Noticed in expressions such as: interaction between systems, institutions and actors, network, teamwork, communication among peers, communication between different, etc. </li></ul></ul>4. Interpretative Model
  17. 17. <ul><li>ENVIRONMENT: </li></ul><ul><li>Context in which learning occurs </li></ul><ul><li>Mentioned in three levels: </li></ul><ul><ul><li>Macro environment </li></ul></ul><ul><ul><li>Physical environment </li></ul></ul><ul><ul><li>Positive climate for the creation </li></ul></ul>4. Interpretative Model
  18. 18. <ul><li>INTERPRETATIVE FRAMEWORK : </li></ul><ul><li>Flexible: each case sets a type of interaction between the various factors </li></ul><ul><li>Articulator of theories and practices in specific cultural contexts </li></ul><ul><li>Accessible to non-formal education, formal contexts and the world of work </li></ul><ul><li>Open to receiving new macro-categories </li></ul>4. Interpretative Model
  19. 19. <ul><li>Subject: EJE Empresa Joven Educativa </li></ul><ul><li>A learning project designed for VET trainees to develop entrepreneur competencies and to stimulate trainee's curiosity for the labour market </li></ul><ul><li>Aim of CREANOVA: to incorporate to the EJE project some new elements related to freedom, interaction, need and environment </li></ul><ul><li>Duration of the experience: 4 months </li></ul>3. CREANOVA experiment in the Basque Country
  20. 20. <ul><li>STEPS OF THE PROJECT </li></ul><ul><li>Create a company: targets and corporative image </li></ul><ul><li>Work in the company: with a real product, real clients and suppliers and rotating through the different departments of the company </li></ul><ul><li>Commercialization, marketing and results: final results are compared with different companies working in the same field </li></ul>3. CREANOVA experiment in the Basque Country
  21. 21. <ul><li>PHASES OF THE EDUCATIONAL EXPERIENCE </li></ul><ul><li>Intensive phase: </li></ul><ul><ul><li>3 days, 100 students from different professional groups, 7 teachers from the EJE program and 5 members of the CREANOVA team, at a youth hostel in Zarautz (outdoor learning) </li></ul></ul><ul><ul><li>Techniques: storytelling, workshops, auto schedule, six hats of De Bono and interaction between different, focusing on the creation of a point of sale </li></ul></ul>3. CREANOVA experiment in the Basque Country
  22. 22. 3. CREANOVA experiment in the Basque Country
  23. 23. <ul><li>PHASES OF THE EDUCATIONAL EXPERIENCE </li></ul><ul><li>Extensive phase. Four groups (around 50 students) followed the whole process until the end of the academic year. </li></ul>3. CREANOVA experiment in the Basque Country
  24. 24. <ul><li>RESULTS </li></ul><ul><li>Some of the main results of this experience in relation to the CREANOVA´s model: </li></ul>3. CREANOVA experiment in the Basque Country
  25. 25. <ul><li>ABOUT NEED </li></ul><ul><li>It is hard to concrete in formal educational practice (VET) </li></ul><ul><li>Students live need, as far as it is induced, in a more diffuse and distant way </li></ul><ul><li>Students participating in the CREANOVA experiment in the Basque Country have pointed out: work, dedication, effort, involvement… </li></ul><ul><li>The category of Need in the CREANOVA model must be reviewed and resized </li></ul><ul><li>Creativity and innovation are assumed as a response to the need to solve a problem </li></ul>3. CREANOVA experiment in the Basque Country
  26. 26. <ul><li>ABOUT ENVIRONMENT </li></ul><ul><li>The value of the environment as a way to foster the development of other dimensions (interaction, need and freedom) is highlighted </li></ul><ul><li>In the case of CREANOVA in the Basque Country the intervention on it has been very noticeable </li></ul><ul><li>It has become a key element to be institutionalized in the EJE programme </li></ul>3. CREANOVA experiment in the Basque Country
  27. 27. <ul><li>ABOUT FREEDOM </li></ul><ul><li>The importance of lowering the level of control, present in formal systems of education </li></ul><ul><li>To promote the creation of ideas: playing, humour </li></ul>3. CREANOVA experiment in the Basque Country
  28. 28. <ul><li>ABOUT INTERACTION </li></ul><ul><li>Acting in Teaching as a guide or facilitator in opposition to more managerial models: </li></ul><ul><ul><li>- Liberating source of ideas and creation that induces to make more complex and multidimensional learning. </li></ul></ul><ul><ul><li>- Opening towards &quot;different, others&quot; and the development of creativity. </li></ul></ul><ul><ul><li>- Change of the self-image of students. </li></ul></ul><ul><ul><li>- Students learn to share, to listen, to be open minded to the ideas of others as a source of learning and promoter of new ideas. </li></ul></ul>3. CREANOVA experiment in the Basque Country
  29. 29. <ul><li>Creativity and innovation are shaped by the versatility, dynamism and change of globalized environments </li></ul><ul><li>A creative and innovative society is ready to learn </li></ul><ul><li>From the theory and the best practices reviewed four main pedagogical concepts: Need, Freedom, Interaction and Environment </li></ul><ul><li>These seem to be useful to facilitate a better understanding of the educational practices that develop creativity and innovation as part of learning </li></ul>4. CONCLUSION
  30. 30. ACKNOWLEDGMENT The authors would like to thank the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission for the financial support of this project, and also the rest of the research team of the Basque Country: Nerea Aguirre, Jesús Ibáñez e Iñaki Zabaleta as well as the other parners of the Basque Country: Tknika (Basque Government) and Creativity Zentrum.
  31. 31. <ul><li>Creanova Project website: </li></ul><ul><li>http:// www.creanova - project.eu </li></ul><ul><li>Creanova Association: http://www.creanovanet.org </li></ul><ul><li>Creanova Conference </li></ul><ul><li>Bilbao (Spain), 7-8 Oct. 2011 </li></ul><ul><li>Follow us on Twitter: @creanovaeu </li></ul><ul><li>Thank you! Eskerrik asko! </li></ul>
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