Colloquium the ' A' in steam - Adding in the Arts - Prajwal Bhattarai - NepalPrajwal Bhattarai
This document discusses the importance of integrating arts into STEM education to create STEAM. It begins with an introduction from Prajwal Bhattarai, an academic activist from Nepal. It then discusses how the COVID-19 pandemic has impacted academics. The document explains that STEAM aims to encourage students' interest in STEM subjects from an early age through integrating arts. It notes that the "A" in STEAM is important as it drives academic achievement, improves decision-making, refines creativity, and encourages holistic learning. However, some argue that adding arts takes away from other subjects or that art should stand alone. The document concludes by stating that adding arts, like using materials for crafts, reminds us to think
Reimagining the Art College in the 21st CenturyJonathan Shaw
This document discusses challenges facing art colleges in the 21st century and opportunities for reimagining art education through open education. It outlines both external challenges like funding cuts and changing student demographics, as well as internal challenges such as conservative cultures and short-term thinking. Trends in higher education like globalization, disaggregation, and demystification are changing the traditional education model. The document advocates opening up through open education, open educational resources, and embracing collaboration to become more sustainable and engaged in the future.
The Only Way Technology is Making a REAL Difference in EducationGreg Sherman
This document discusses the impact of technology on education over time. It notes that in 1913, Thomas Edison predicted that within 10 years, motion pictures would be used to teach all subjects in schools and fundamentally change the school system. The document then lists some traditional roles of technology in education as delivering information, providing practice, and promoting interaction with course material. It concludes by suggesting areas where technology may positively influence education, such as open educational resources, tools to support differentiation, and gamification.
STEM to STEAM: Where Art and Design meet Science, Technology, Engineering and...Christine Miller
This presentation highlights the importance of adding the Arts to a STEM (Science, Technology, Engineering, Mathematics) curriculum as well as the beginning steps to incorporate the Arts.
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work ...Lina Markauskaite
Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
Justification for D&T on the curriculumAlison Hardy
Design and Technology (D&T) should remain part of the school curriculum for several reasons:
1) It develops important life skills like problem-solving, creativity, and technical abilities.
2) D&T allows students to apply concepts from other subjects and turn ideas into real products.
3) Prominent figures argue that D&T cultivates innovation, helps students engage with learning, and is important for the UK's future economy and leadership in product design.
Preparing teachers for knowledgeable action: Epistemic fluency, innovation pe...Lina Markauskaite
This presentation is around the theme “Preparing teachers for knowledgeable action”. I mainly talk about the nature of teachers' actionable knowledge and productive learning and assessment tasks.
Main topics
1. Seeing teachers’ knowledge and learning form a ‘practice' perspective (I briefly introduce ways in which we have been looking at professional skilfulness and preparation)
2. Unpacking teachers’ resourcefulness for knowledgeable action (I briefly give some insights into what we call "epistemic fluency", particularly what makes teacher’s action “knowledgeable” and knowledge “actionable")
3. Assessment artefacts: what do they say us about work readiness, knowledgeability, and capability for knowledgeable action? (here, I will give some insights into what kinds of artefacts teachers are actually asked to produce and submit for assessment and what they say us about what teachers know and should be able to do)
4. Innovation pedagogy as an approach to prepare and assess work-capable graduates (some examples into how learning through innovation looks like and some (provocative) suggestions how ‘measurement’ of teachers’ readiness could look like).
This document summarizes a conference that brought together specialists from design, cultural research, and peace and security to discuss how design approaches could be applied to peace and security programming.
The conference highlighted opportunities for design to contribute to more effective peace and security programs by generating local knowledge through research and applying it to program design in partnership with local communities. However, applying design approaches to sensitive contexts like peace and security raises questions about ethics and responsibilities.
At the conference, interdisciplinary teams experimented with using a strategic design process to address an issue like reintegrating ex-combatants. Participants concluded there is potential for design and cultural research methods to improve programs, but careful study is needed due to the complexities of these contexts
Colloquium the ' A' in steam - Adding in the Arts - Prajwal Bhattarai - NepalPrajwal Bhattarai
This document discusses the importance of integrating arts into STEM education to create STEAM. It begins with an introduction from Prajwal Bhattarai, an academic activist from Nepal. It then discusses how the COVID-19 pandemic has impacted academics. The document explains that STEAM aims to encourage students' interest in STEM subjects from an early age through integrating arts. It notes that the "A" in STEAM is important as it drives academic achievement, improves decision-making, refines creativity, and encourages holistic learning. However, some argue that adding arts takes away from other subjects or that art should stand alone. The document concludes by stating that adding arts, like using materials for crafts, reminds us to think
Reimagining the Art College in the 21st CenturyJonathan Shaw
This document discusses challenges facing art colleges in the 21st century and opportunities for reimagining art education through open education. It outlines both external challenges like funding cuts and changing student demographics, as well as internal challenges such as conservative cultures and short-term thinking. Trends in higher education like globalization, disaggregation, and demystification are changing the traditional education model. The document advocates opening up through open education, open educational resources, and embracing collaboration to become more sustainable and engaged in the future.
The Only Way Technology is Making a REAL Difference in EducationGreg Sherman
This document discusses the impact of technology on education over time. It notes that in 1913, Thomas Edison predicted that within 10 years, motion pictures would be used to teach all subjects in schools and fundamentally change the school system. The document then lists some traditional roles of technology in education as delivering information, providing practice, and promoting interaction with course material. It concludes by suggesting areas where technology may positively influence education, such as open educational resources, tools to support differentiation, and gamification.
STEM to STEAM: Where Art and Design meet Science, Technology, Engineering and...Christine Miller
This presentation highlights the importance of adding the Arts to a STEM (Science, Technology, Engineering, Mathematics) curriculum as well as the beginning steps to incorporate the Arts.
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work ...Lina Markauskaite
Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
Justification for D&T on the curriculumAlison Hardy
Design and Technology (D&T) should remain part of the school curriculum for several reasons:
1) It develops important life skills like problem-solving, creativity, and technical abilities.
2) D&T allows students to apply concepts from other subjects and turn ideas into real products.
3) Prominent figures argue that D&T cultivates innovation, helps students engage with learning, and is important for the UK's future economy and leadership in product design.
Preparing teachers for knowledgeable action: Epistemic fluency, innovation pe...Lina Markauskaite
This presentation is around the theme “Preparing teachers for knowledgeable action”. I mainly talk about the nature of teachers' actionable knowledge and productive learning and assessment tasks.
Main topics
1. Seeing teachers’ knowledge and learning form a ‘practice' perspective (I briefly introduce ways in which we have been looking at professional skilfulness and preparation)
2. Unpacking teachers’ resourcefulness for knowledgeable action (I briefly give some insights into what we call "epistemic fluency", particularly what makes teacher’s action “knowledgeable” and knowledge “actionable")
3. Assessment artefacts: what do they say us about work readiness, knowledgeability, and capability for knowledgeable action? (here, I will give some insights into what kinds of artefacts teachers are actually asked to produce and submit for assessment and what they say us about what teachers know and should be able to do)
4. Innovation pedagogy as an approach to prepare and assess work-capable graduates (some examples into how learning through innovation looks like and some (provocative) suggestions how ‘measurement’ of teachers’ readiness could look like).
This document summarizes a conference that brought together specialists from design, cultural research, and peace and security to discuss how design approaches could be applied to peace and security programming.
The conference highlighted opportunities for design to contribute to more effective peace and security programs by generating local knowledge through research and applying it to program design in partnership with local communities. However, applying design approaches to sensitive contexts like peace and security raises questions about ethics and responsibilities.
At the conference, interdisciplinary teams experimented with using a strategic design process to address an issue like reintegrating ex-combatants. Participants concluded there is potential for design and cultural research methods to improve programs, but careful study is needed due to the complexities of these contexts
Implementing strategies in science teaching, Menelaos SotiriouBrussels, Belgium
The document summarizes a conference that took place in Brussels from October 24-26, 2014 to introduce creativity in science education. The conference aimed to help individual teachers become aware of weaknesses in their practice, be motivated to improve, and learn best practices. Objectives included proposing a methodology for introducing creativity and innovation in schools through teacher training and communities. The conference outlined learning activities like science cafes, science theater, and writing science operas that incorporate creative elements. Near future plans included teacher training workshops and an international conference in 2015.
Fostering Cross-Curricular Key Competences for Creativity and InnovationEDUCULT
The document discusses fostering creativity and innovation through cross-curricular cultural education. It argues that creativity is a key competence needed for autonomous thinking and coming up with original solutions. The European Year of Creativity and Innovation in 2009 aimed to promote creativity and innovation in education. Research shows that cultural education programs developing creative skills can improve students' academic achievement and motivation while cultivating lifelong creative habits.
Oxford Brookes: Innovating the student experienceAnn Padley
Evolve Conference | 23 January 2020 | Oxford Brookes University
The Innovation Programmes at the University of Bristol Centre for Innovation and Entrepreneurship were created to reimagine how to prepare students to succeed in this changing world. The aim: to graduate the next generation of innovators and entrepreneurs with the adaptability, agility, transdisciplinary and innovative thinking to make positive differences in an ever-changing world.
The programmes offer undergraduate students the opportunity to study one of 14 core disciplines along with innovation; a first of its kind offering in the UK.
Ann and Malé share how integrating innovation and entrepreneurship across the four-year degree has shaped teaching and learning at the Centre and how the collaborative, transdisciplinary team of academics and industry professionals have actively and passionately engaged with students as co-creators.
The document discusses the purpose and objectives of organizing a science exhibition in schools. The main goals are to develop scientific attitude in students, foster creativity, and raise awareness of the role of science and technology in socioeconomic development. The exhibition aims to stimulate interest in science among students, inculcate a scientific spirit, explore scientific talents, and encourage problem-solving approaches. It also provides opportunities for students and teachers to learn from each other and popularize science in the community.
The document discusses the importance and benefits of creativity in education. It notes that incorporating creative subjects like dance, drama and theater into school curriculum can help improve student well-being and academic performance based on a Nordic study. The document also outlines some basic principles of creativity, quotes Ken Robinson on the importance of finding one's creative element, and argues that creativity and innovation are crucial skills for success in a rapidly changing world.
The Big House Closing the Gap: Dreams and Dissonant Discourses Janice K. Jones
Keynote presentation: 2015 International Conference on Deep Languages Education Policy and Practices - Stimulating Languages and Learning - global perspectives and community engagement
This document discusses barriers to creativity and innovation in education according to interviews with educational stakeholders in several European countries. In England, there is seen to be a gap between policies promoting creativity and actual teaching practices. Teachers feel pressure to teach to tests and lack time, confidence, and training to take risks. In Greece, vagueness exists around what creativity means, and teachers report not knowing how to support or assess it. The document also describes two examples of best practices - one from the Netherlands integrating education and work, and one from Greece giving students tools to explore sound creatively. It concludes that best practices require dedication but have limited systemic impact, and creativity in schools needs a clear pedagogical vision.
Towards a shared understanding of emerging technologies: experiences in a col...Daniela Gachago
This document summarizes a research project conducted by a team of researchers from several South African universities exploring understandings of emerging technologies in higher education. The research team conducted a survey of staff at 18 South African universities to understand their definitions of emerging technologies. Through analysis of survey responses and discussion, the team found that understandings largely echoed an existing framework but with some additional nuances. The research highlighted how emerging technologies are context dependent and empower users. The team concluded the research provided insights into conceptualizations of emerging technologies in the South African higher education context.
How do we use the arts to develop students' creativity in schoolsEduSkills OECD
This document discusses using arts education to develop student creativity. It addresses common questions like how the arts can foster creative thinking skills and the right assessment strategies. The document also examines partnerships between schools and cultural institutions in Denmark. These partnerships aim to provide artistic challenges and novel perspectives to inspire student creativity. However, the document notes that intentional practice and reflection are needed for creative learning. Qualitative methods are also suggested to better understand the complexity of creativity in these partnerships. Overall, the document advocates giving students freedom to explore and find their own expertise through arts education.
This document provides an overview of Dr Bronwen Wade-Leeuwen's professional development module called "Inspired by Plants", which teaches teachers how to integrate science, technology, engineering, arts and math (STEAM) curricula into K-8 classrooms. The module was developed collaboratively between Dr Wade-Leeuwen and Dr Katherine Stewart. It uses hands-on activities centered around the study of plants to illustrate how exploring science concepts through creative arts can build students' skills and engage their interest in STEM fields. The module is designed to help teachers meet the Australian Curriculum standards while developing their own competencies in STEAM pedagogy.
Speakers: Alice Young, Head of Arts Award Programme, Arts Award; Sara Candy, Executive Director, Opening Minds and Louise Thomas, Senior researcher, RSA - Discover how Arts Award can help support your younger audiences and enable
your organisation to develop links with schools, colleges, youth services and arts
organisations. Hear also about the RSA’s Opening Minds and Area Based Curriculum
work with museums, heritage sites and schools on curriculum co-design – making
the most of the environment beyond the classroom in collaborative and practical ways.
This document discusses the impact of creativity and innovation on education. It begins by defining key terms like creativity and innovation, noting their ambiguous definitions. It then outlines the characteristics associated with creativity today, like problem-solving and lateral thinking. The document discusses how contemporary education focuses on developing each child's strengths and talents. It argues that fostering creativity requires loosening rigid education systems. Several positive examples of integrating creativity and arts into education are provided. Research evidence demonstrates how cultural education improves skills and motivation. The document concludes by recommending leadership, new teaching methods, and international cooperation to make creativity a core part of education.
British Educational Research Association Conference 2009 presentation about the Arts as a Tool for Learning Across the Curriculum initiative funded by the Scottish Arts Council in the School of Education, Aberdeen University.
DS presenation at SSAT Raising Achievement eventDannno
The document discusses innovative teaching practices using new technologies and the opportunities and barriers they present. It explores why teachers should innovate given changing social and economic contexts, as well as the first and second order resistances to change like access issues, perceptions of roles, and beliefs. It proposes envisioning different futures for education through questions like redesigning learning spaces, increasing learner control, and connecting learning to communities.
The National Museum of Science and Technology aims to stimulate interest in science and technology and make science culture accessible to all. It has over 350,000 annual visitors and focuses on hands-on learning through interactive exhibits. Recent initiatives include outdoor math exhibits, maker tours, and mega-weekends to engage diverse groups of children, families, schools and those with disabilities. The museum strives to be a place of inspiration, creativity, learning, and entrepreneurship through co-creation with various stakeholders. Its vision is to challenge established views and test new ideas and environments through fun and exciting experiences.
Mapping innovative learning experiences in the UKeLearning Papers
CREANOVA is an EU-funded project that aims to undertake research on specific conditions and factors which are present in creative learning environments and promote innovation. While innovation is a defined imperative for European learning policy, there is a lack of evidence on what constitutes meaningful innovation and how it can be fostered and applied in learning.
Authors: Pat Gannon-Leary, Stephen Farrier
Universal Design for Learning (UDL) is an instructional approach that provides flexibility in how students access and engage with content in order to maximize opportunities for all students to learn. UDL builds flexibility into curriculum by providing multiple means of representation, expression, and engagement. It draws from principles of inclusive design and recognizes that there is variability in how all people learn based on their individual brains and experiences. UDL supports learning by providing options that address recognition networks, strategic networks, and affective networks.
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).
Cultural education in europe - a Contribution to Creativity and InnovationEDUCULT
This document discusses the importance of cultural education and creativity in Europe. It notes that creativity is a human function, not a separate faculty, and can be taught by loosening restrictions in education systems. The document then outlines past and future European initiatives to promote cultural education and links between education, culture, and creativity. Research shows partnerships between schools and cultural institutions effectively develop student creativity and skills. Recommendations include strengthening leadership, curricula, and international exchange to further support cultural education.
Implementing strategies in science teaching, Menelaos SotiriouBrussels, Belgium
The document summarizes a conference that took place in Brussels from October 24-26, 2014 to introduce creativity in science education. The conference aimed to help individual teachers become aware of weaknesses in their practice, be motivated to improve, and learn best practices. Objectives included proposing a methodology for introducing creativity and innovation in schools through teacher training and communities. The conference outlined learning activities like science cafes, science theater, and writing science operas that incorporate creative elements. Near future plans included teacher training workshops and an international conference in 2015.
Fostering Cross-Curricular Key Competences for Creativity and InnovationEDUCULT
The document discusses fostering creativity and innovation through cross-curricular cultural education. It argues that creativity is a key competence needed for autonomous thinking and coming up with original solutions. The European Year of Creativity and Innovation in 2009 aimed to promote creativity and innovation in education. Research shows that cultural education programs developing creative skills can improve students' academic achievement and motivation while cultivating lifelong creative habits.
Oxford Brookes: Innovating the student experienceAnn Padley
Evolve Conference | 23 January 2020 | Oxford Brookes University
The Innovation Programmes at the University of Bristol Centre for Innovation and Entrepreneurship were created to reimagine how to prepare students to succeed in this changing world. The aim: to graduate the next generation of innovators and entrepreneurs with the adaptability, agility, transdisciplinary and innovative thinking to make positive differences in an ever-changing world.
The programmes offer undergraduate students the opportunity to study one of 14 core disciplines along with innovation; a first of its kind offering in the UK.
Ann and Malé share how integrating innovation and entrepreneurship across the four-year degree has shaped teaching and learning at the Centre and how the collaborative, transdisciplinary team of academics and industry professionals have actively and passionately engaged with students as co-creators.
The document discusses the purpose and objectives of organizing a science exhibition in schools. The main goals are to develop scientific attitude in students, foster creativity, and raise awareness of the role of science and technology in socioeconomic development. The exhibition aims to stimulate interest in science among students, inculcate a scientific spirit, explore scientific talents, and encourage problem-solving approaches. It also provides opportunities for students and teachers to learn from each other and popularize science in the community.
The document discusses the importance and benefits of creativity in education. It notes that incorporating creative subjects like dance, drama and theater into school curriculum can help improve student well-being and academic performance based on a Nordic study. The document also outlines some basic principles of creativity, quotes Ken Robinson on the importance of finding one's creative element, and argues that creativity and innovation are crucial skills for success in a rapidly changing world.
The Big House Closing the Gap: Dreams and Dissonant Discourses Janice K. Jones
Keynote presentation: 2015 International Conference on Deep Languages Education Policy and Practices - Stimulating Languages and Learning - global perspectives and community engagement
This document discusses barriers to creativity and innovation in education according to interviews with educational stakeholders in several European countries. In England, there is seen to be a gap between policies promoting creativity and actual teaching practices. Teachers feel pressure to teach to tests and lack time, confidence, and training to take risks. In Greece, vagueness exists around what creativity means, and teachers report not knowing how to support or assess it. The document also describes two examples of best practices - one from the Netherlands integrating education and work, and one from Greece giving students tools to explore sound creatively. It concludes that best practices require dedication but have limited systemic impact, and creativity in schools needs a clear pedagogical vision.
Towards a shared understanding of emerging technologies: experiences in a col...Daniela Gachago
This document summarizes a research project conducted by a team of researchers from several South African universities exploring understandings of emerging technologies in higher education. The research team conducted a survey of staff at 18 South African universities to understand their definitions of emerging technologies. Through analysis of survey responses and discussion, the team found that understandings largely echoed an existing framework but with some additional nuances. The research highlighted how emerging technologies are context dependent and empower users. The team concluded the research provided insights into conceptualizations of emerging technologies in the South African higher education context.
How do we use the arts to develop students' creativity in schoolsEduSkills OECD
This document discusses using arts education to develop student creativity. It addresses common questions like how the arts can foster creative thinking skills and the right assessment strategies. The document also examines partnerships between schools and cultural institutions in Denmark. These partnerships aim to provide artistic challenges and novel perspectives to inspire student creativity. However, the document notes that intentional practice and reflection are needed for creative learning. Qualitative methods are also suggested to better understand the complexity of creativity in these partnerships. Overall, the document advocates giving students freedom to explore and find their own expertise through arts education.
This document provides an overview of Dr Bronwen Wade-Leeuwen's professional development module called "Inspired by Plants", which teaches teachers how to integrate science, technology, engineering, arts and math (STEAM) curricula into K-8 classrooms. The module was developed collaboratively between Dr Wade-Leeuwen and Dr Katherine Stewart. It uses hands-on activities centered around the study of plants to illustrate how exploring science concepts through creative arts can build students' skills and engage their interest in STEM fields. The module is designed to help teachers meet the Australian Curriculum standards while developing their own competencies in STEAM pedagogy.
Speakers: Alice Young, Head of Arts Award Programme, Arts Award; Sara Candy, Executive Director, Opening Minds and Louise Thomas, Senior researcher, RSA - Discover how Arts Award can help support your younger audiences and enable
your organisation to develop links with schools, colleges, youth services and arts
organisations. Hear also about the RSA’s Opening Minds and Area Based Curriculum
work with museums, heritage sites and schools on curriculum co-design – making
the most of the environment beyond the classroom in collaborative and practical ways.
This document discusses the impact of creativity and innovation on education. It begins by defining key terms like creativity and innovation, noting their ambiguous definitions. It then outlines the characteristics associated with creativity today, like problem-solving and lateral thinking. The document discusses how contemporary education focuses on developing each child's strengths and talents. It argues that fostering creativity requires loosening rigid education systems. Several positive examples of integrating creativity and arts into education are provided. Research evidence demonstrates how cultural education improves skills and motivation. The document concludes by recommending leadership, new teaching methods, and international cooperation to make creativity a core part of education.
British Educational Research Association Conference 2009 presentation about the Arts as a Tool for Learning Across the Curriculum initiative funded by the Scottish Arts Council in the School of Education, Aberdeen University.
DS presenation at SSAT Raising Achievement eventDannno
The document discusses innovative teaching practices using new technologies and the opportunities and barriers they present. It explores why teachers should innovate given changing social and economic contexts, as well as the first and second order resistances to change like access issues, perceptions of roles, and beliefs. It proposes envisioning different futures for education through questions like redesigning learning spaces, increasing learner control, and connecting learning to communities.
The National Museum of Science and Technology aims to stimulate interest in science and technology and make science culture accessible to all. It has over 350,000 annual visitors and focuses on hands-on learning through interactive exhibits. Recent initiatives include outdoor math exhibits, maker tours, and mega-weekends to engage diverse groups of children, families, schools and those with disabilities. The museum strives to be a place of inspiration, creativity, learning, and entrepreneurship through co-creation with various stakeholders. Its vision is to challenge established views and test new ideas and environments through fun and exciting experiences.
Mapping innovative learning experiences in the UKeLearning Papers
CREANOVA is an EU-funded project that aims to undertake research on specific conditions and factors which are present in creative learning environments and promote innovation. While innovation is a defined imperative for European learning policy, there is a lack of evidence on what constitutes meaningful innovation and how it can be fostered and applied in learning.
Authors: Pat Gannon-Leary, Stephen Farrier
Universal Design for Learning (UDL) is an instructional approach that provides flexibility in how students access and engage with content in order to maximize opportunities for all students to learn. UDL builds flexibility into curriculum by providing multiple means of representation, expression, and engagement. It draws from principles of inclusive design and recognizes that there is variability in how all people learn based on their individual brains and experiences. UDL supports learning by providing options that address recognition networks, strategic networks, and affective networks.
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).
Cultural education in europe - a Contribution to Creativity and InnovationEDUCULT
This document discusses the importance of cultural education and creativity in Europe. It notes that creativity is a human function, not a separate faculty, and can be taught by loosening restrictions in education systems. The document then outlines past and future European initiatives to promote cultural education and links between education, culture, and creativity. Research shows partnerships between schools and cultural institutions effectively develop student creativity and skills. Recommendations include strengthening leadership, curricula, and international exchange to further support cultural education.
Similar to Professor Dr Anne Bamford, University of Arts, London (20)
The document discusses the transformation of learning and schools driven by factors like globalization. It notes that higher order skills are in demand as jobs can be transferred globally and consumers look worldwide. Career paths now typically involve multiple jobs across different fields rather than staying in one field. Two competing visions for using educational technology are presented: optimizing existing systems versus deploying new media to achieve broader learning goals like equity and participation. The document questions whether schools can remain relevant if they do not radically evolve their roles and methods in response to trends like disintermediation.
The Agency for the use of ICT in Education was created in 2004 under the supervision of the Ministry of Education. It has three main missions: to observe educational uses of ICT, promote ICT in education, and lead a network of ICT specialists. The agency shares examples of projects like Edutablettes and ITEC, and lessons learned include the need to address the gap between expected and actual ICT uses, involve all stakeholders, and provide teachers with time and support to use simple technologies that meet users' needs.
Ökad kvalitet och ökat engagemang med digitala lärverktygFramtidens Lärande
Lars Åkerblom, vice VD på Gleerups, och Marcus Anders, konceptutvecklare interaktiva böcker på Gleerups, Per-Ola Jacobsson, skolchef vid Karl-Oskarsskolorna. Presentation på DIUs BETT-resa 2013
2. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts
3. Brain activation Highly creative individuals had significantly higher activation in both the left and right cerebral hemispheres, specifically in the areas associated with fluency, originality and flexibility Higher activation in these areas is related to the vivid experience of insight, emotions and perceptions present in highly creative individuals. These combined with higher symbolic abilities possessed mainly in the activated frontal lobes might enable highly creative individual to translate their experiences into creative works. Rosa Aurora Chavez-Eakle 2009
4.
5. The VI, the visual centre of the brain is fully mature at birth as if it is ready to receive the visual impressions formed on the retina, whereas the cortex surrounding it matured at different stages after birth depending upon exposure to experiences.
6. Better brains... Process visual information more quickly (visual experts) Have better fine motor skills Are more likely to learn by trial and error Don’t start at the beginning Multi task Are quicker at scanning, navigating and analysing More creative (learning by experiment, role play, creation) More intelligent (distributed cognition, immersion)
13. Education out of step… Increased effort has to be made to establish synergies between knowledge, skills and creativity. With few exceptions educational politics gets no further than paying lip service to these ideas.
16. Negative impact There seemed to be between 17-28% (averaged at around 22%) negative impacts of poor quality programmes. Put crudely, this meant that in a global sense about ¼ of all the arts and cultural education a child receives is likely to have a negative impact
17. Some thoughts Education in the arts (music, visual arts, lesser drama, lesser dance, little media) Education through the arts (visual literacy, drama, new technology) Art as education(as a medium or environment for learning) Education as art (a cultural and aesthetic understanding of education)
32. Less lateness and absenteeismMore emphasis on problem solving than rules in Maths More likely to teach in smaller groups More likely to read literature More likely to get pupils to write Happier students Happier teacher
33. Portrait of an arts-rich 20 year oldCatterall 2009 USA More likely to enrol in college/higher education (> 17.6%) More likely to volunteer (15.4%) More likely to have strong friendships (8.6%) More likely to vote (20%) 10% less likely to not be in either employment or education at aged 20.
34. Portrait of an arts-rich 26 year oldCatterall 2009 USA, Continue to do better than people who attended non-arts-rich schools. Found better jobs (Arts poor students were 5 times as likely to report dependence on public assistance at age 26.)
35. In Malta The National Curriculum Conference (2000) identified a series of national and international measures which had negatively impacted upon creativity . E.g. a rigid timetable, formal class-management protocol, syllabus overload, discouragement of students from taking ownership of learning, emphasis on competition and external rewards and teachers' own limitations in the creative sector In 2002, the Education Division introduced the post of "creativity teachers" with the aim of accelerating artistic development in schools. There are currently around 150 ‘creativity teachers’ in schools in Malta.
36.
37.
38.
39.
40.
41. Creative PISA? Sub-category within PISA (i.e. more creative questions) “The development of an instrument to test creativity in all European Member States could be considered” “This feasibility study provides the green light to start the process of developing a tool to measure creativity (internationally). “Such a project would require an important amount of investment and political will.” Ernesto Villalba 2008
42. The National Endowment for Science (UK), Technology and the Arts suggests that between 2009 and 2013 the UK creative industries, which are responsible for films, music, fashion, TV and video games production, will outstrip the rest of the economy in terms of growth by 4% on average. By 2013, the sector is expected to employ 1.3 million people. Employment growth
43. Employability Surveys show that soft skills such as adaptability were more valuable to employers than education or qualifications NESTA have received evidence that suggests the soft skills employers are looking for are (in order of stated importance): Communication skills Team working skills Confidence The ‘Russell Group of Universities’ (UK) state that universities and employers are using such extra-curricular activities to differentiate between candidates for places and jobs.
44. Little and big c Everyday or ‘little c’ creativity. The type of creativity that makes people adapt to the constantly changing environment, reformulate problems, and take risks to try new approaches to problems. ‘Big C’ creativity, ‘the kind that changes some aspects of the culture, is never only in the mind of a person’.
45.
46.
47. Innovation Innovation is defined by the Oslo manual as: ‘The implementation of a new significantly improved product (good or service), or process, a new marketing method, or a new organisational method in business practices, workplace organisation or external relations’ (OECD and Eurostat 2005, 146).
48.
49.
50. Pillars of InnovationThe European Innovation Scoreboard (EIS) based on 29 indicators of innovation Human capital Openness and diversity Cultural environment Technology Institutional and regulatory environment Creative outputs
51. Diversity Exposing yourself to a wide range of perspectives and fields of expertise and creating environments where those different perspectives can clash and share resources, creates as much economic value as it does social, educational and aesthetic value.
52. Human Capital Hours on arts and cultural education in schools Number of arts schools per million people Tertiary students studying in the field of culture Cultural employment as a % of overall employment