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AECT2017 creativity in higher education

We conducted research on creativity in higher education (started in 2009) including qualitative and quantitative data. We here will present the results of the 6-Facets-Model for creativity-enhancing teaching and learning practices. The results point to two important requirements: (1) Educators who want to foster their students’ creativity need an appropriate and easy to apply method, tool or instrument to (re-) design their courses. (2) Whoever wants to foster somebody else’s creativity needs to be creative as well.
Published in:
Isa Jahnke, Tobias Haertel & Johannes Wildt (2017). Teachers’ conceptions of student creativity in higher education. In: Innovations in Education and Teaching International.Vol. 54. Issue 1. DOI: http://dx.doi.org/10.1080/14703297.2015.1088396 pp. 87-95. Read more: http://www.isa-jahnke.com/publications/

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AECT2017 creativity in higher education

  1. 1. Embracing Student Creativity: Needs for Creative Teachers and Leaders Isa Jahnke, Tobias Haertel, Claudius Terkowsky AECT 2017, Jacksonville FL
  2. 2. What is creativity? -- a paradox? Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  3. 3. Individual level Psychology Societal-cultural level Sociology Praxiological level Instructional Design Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  4. 4. The observer perspective matters! …what is new? …for the individual learner? …for the group of learners …for the local communities? …for the society? …for researchers? … Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  5. 5. Reference system for creativity in HE Science Person Practice Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  6. 6. Pressure to be creative? The demand on creativity reflects the process of a “dissolution of the boundaries” of Arts into many different fields of culture and society… Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  7. 7. What are teachers‘ conceptions on student creativity (related to learning)? How do the teachers perceive creativity of students? Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  8. 8. DaVinci (2009-2011) Qualitative approach Step 1 • 10 Interviews: creative teachers (prof of the year, teaching award winners, Top5 „meinprof.de“) • 10 Interviews: UAMR teachers educational science Step 2 • Online survey, n=1844 Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  9. 9. Tobias‘ Folien•question any information given •break out of receptive habitus •“students don‘t act repetitively“ ...reflective learning •search for relevant literature on their own •make their own decisions •“students find their own research questions“ ...autonomous learning •all measures that contribute to increased motivation •support learners to be curious •“students are enthusiastic“ ...showing curiosity and motivation •learning by creating a sort of product (presentation, questionnaire, machine, website…) •“students act like researchers“ ...learning by creating something •interdisciplinary thinking •to look automatically from different points of view on an issue •“students overcome prejudiced thinking“ …multi- perspectives •cannot be forced •prepare to be as ready-to- receive as possible •“students have original, new ideas“ …totally new, original ideas “What is a creative achievement of your students?” A creative achievement by my students is seen in… Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  10. 10. Facets Teachers’ quotes of how they grasp student creativity F1, Self-reflective learning Reflective thinking during classes Deeper development of a thought Students apply theoretical concepts to useful real-life examples Combining several concepts into a meaningful new arrangement Making cross-links F2, Independent learning Show own initiative, making own decisions Own research work regarding B.A./M.A. thesis Students use various paths/modes Independently conducted projects/assignments, e.g. a case study Doing without help from professor F3, Showing curiosity and motivation Enthusiasm for the subject/discipline Students ask challenging questions Lively and critical discussion with fellow students Activating other participants Willingness to create above average performance F4, Making/Producing something Creating websites in a Business English class Development of a software architecture for a training project (exercise) Instead of a paper, a podcast is created Developing brochures, doing more than the given exercise Students explaining chemical facts via drawings F5, Showing multi- perspectives Getting out of standard strategies or instruments Students look at problems from new and multi-perspectives Unconventional thinking Students consider issues from a perspective that had not been taken before Looking beyond the boundaries of a discipline F6, Reaching for original, entirely new ideas Students show me (teacher) unknown solution for a specific problem Extraordinary ideas in well-known issues Development of extraordinary empirical methods Innovative experimental problem-solving Students go ways that differ from the default and not processed in literature
  11. 11. Claudius Terkowsky & Tobias Haertel17/06/14 11 Question What is a creative achievement of your students? (How do you ‘see’ it?) To Do • Working in teams of 2 • Collecting items • Do they fit to 1 or more of the 6 facets, or none?
  12. 12. DaVinci Quantitative approach • UAMR online survey: all teachers • n=296 participants • 52% male, 48% female • 69% teacher assistants, 19% professors, 12% lecturers • 48% participation in higher education workshops Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  13. 13. Creativity in HE 297 365 243 278 326 326 9 Students' creative achievements as perceived by teachers n=1.844 utterances by teachers (self-) reflections independent decisions curiosity/motivation producing/making multi-perspectives develop original new ideas does not fit Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  14. 14. Creativity Differences Across Disciplines Educational Science focuses on…? Computer Science focuses on…? Finding the problem… …solving the problem. Isa Jahnke / Tobias Haertel / Claudius Terkowsky
  15. 15. Publication Isa Jahnke, Tobias Haertel & Johannes Wildt (2017). Teachers’ conceptions of student creativity in higher education. In: Innovations in Education and Teaching International. Vol. 54. Issue 1. DOI: http://dx.doi.org/10.1080/14703297.2015.1088396 pp. 87-95. Isa Jahnke / Tobias Haertel / Claudius Terkowsky

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