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Expecting the unexpected: a conceptual and practical framework for creativity in higher education


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Expecting the unexpected: a conceptual and practical framework for creativity in higher education

  1. 1. Expecting the unexpected: aconceptual and practical framework for creativity in higher education Orison Carlile and Anne Jordan
  2. 2. Creativity National and international policy goal“Rethinking our society is a major challenge, and we need to bring ininnovation and creativity to bring out people’s innate innovation andcreativity.” (European Policy Centre 2009)
  3. 3. Education Expected to meet all societal demands Rhetoric versus reality Challenges conventional roleEducation required Daunting for learners and teachers to teachcreativity Associated with ‘creative’ subjects Associated with innovation
  4. 4. Conceptualising creativity ‘creativity is a messy and slippery subject, embarrassing and hard to pin down’ (Pope 2005 xviii)Rob Pope Professorof English at OxfordBrookes University Need for rigorous analysis
  5. 5. Product Social PossessionEveryday Genius Creativity ConstructsInnovation Attributes Cognition Process
  6. 6. Creativity in education Creatively Teaching of Creativity for CreativityFailure to make these distinctions leads tomany conceptual and pedagogical problems
  7. 7. Teaching for creativity Practical framework Disciplinary DevelopmentalRange of disciplines Learner stages
  8. 8. Pedagogical Environment ValuedCreativity Recognised PhysicalFlexible structures Pedagogical ManagerialSupport for teachers Psychologicaland students Practical ProductAssessment Process
  9. 9. Creativity viewed as transferable skill Assumes subject expertise Generic skill Creativity as transferable Sequential process skill Teachable Assessable
  10. 10. Stages of creative process Divergence Exploration ConvergenceAssumptions Creation Exploration of Evaluationand attitudes Conceptualisation of ideas ideas of ideasChallenging Thinking with Generating Postponing Evaluating andlimiting diagrams and numerous premature selectingassumptions metaphors novel ideas judgement options
  11. 11. Sample tool 1 Applying a random metaphorCommitting a murder Colonising a territory Camping in a wildernessBuilding a house Sky-diving Prospecting for goldSailing a ship Playing politics Surfing the webCooking a fancy meal Running a marathon Starting a revolutionGoing fishing Training an animal Fighting a diseaseGoing on a date Putting out a fire Doing stand-up comedyTaking a photograph Dress-making Performing a magic trickGoing to a church service Going on a diet Planting a gardenSpreading propaganda Negotiating a contract Flower-arrangingHaving a baby Conducting an orchestra Producing a TV programme
  12. 12. Sample tool 2Morphological forced connections Environment Teacher Pedagogy Assessment Classroom Individual Lecture Terminal exam Field No teacher Field trips Presentation Aeroplanea Typically, Typically, the Team teaching Didactic the Typically, Typically, Self classroom is teacher is an teacher delivers a assessment is Cruise ship Computer AI Problem-based None where teaching individual who lecture done using a Workplace takes place. Researcher is in charge Self directed Peer terminal exam. Walking Self Experiential in this You could list Portfolio You could list in You could list in column, alternatives You could list Gymnasium this column, Guru Work-based Performance this column, to the lecture in this column, Authentic to alternatives Coach alternatives to Peer learning format Formative to alternatives a classroom. Retreat centre an individual Peer Discovery learning a terminal External teacher exam. Virtual Artist Distance learning Group Walking Craftsman Case studies Viva Cage Expert Project work Continuous
  13. 13. Conclusion Demystify the rhetoricTheoretical Clear theoretical framework Applicable to all subjects Practical Pedagogical Tools
  14. 14. For much more information see