“Creativity and Innovation in promoting Multilingualism and Intercultural Dialogue“ - June 2009,...

“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?

Creativity and autonomous learning

– colliding or complementary principles?


1

Autonomous learning is a concept of education that sees learners as individuals who can be / should become even

more autonomous, responsible for their own learning.

The autonomous learner takes responsibility for his or her own learning, has developed useful and effective learning strategies and is able to work independently.

Littlewood, W. (1997) Self-access: why do we want it and what can it do? in: Autonomy and independence in language learning, p.83.


Characteristics of an autonomous language learner (I)

• Planning Good organisational skills are the key to effective autonomous learning. Throughout the language courses, learners are given tips and advice on how to be an effective autonomous learner.

• Learner’s choice Learners make learning choices based on their own personal needs and preferences. Notwithstanding clear course objectives which are relevant for groups and necessary to mark the rhythm of courses, each learner must decide on the individual relevance to him or her.


Characteristics of an autonomous language learner (II)

• Independent learning Much direct learning takes place not only inside but also outside contact time. All learners must work individually to make progress. Tutors will help students to do this as effectively as possible.

• Awareness of resources Learners are aware of the range of language material and learning techniques available to them, at the resource centres, online, etc. Tutors try to propose as comprehensive a selection as possible.


Characteristics of an autonomous language learner (III)

• Self Assessment Learners assess themselves and make language learning decisions based on that self assessment.

• Collaborative Learning Autonomous learning does not exclude working in a group. Collaborative learning without a teacher empowers and enriches learners. It enhances learner confidence and is also great for motivation.


Key competences – the key to PISA success

IIIAct auto-nomously

IIInteract in heterogeneous groups

IUse tools interactively (e.g.

language, technology)

The heart of key competences = REFLECTIVENESS


2

Materials developed for autonomous learning need to be transparent in many aspects.

The material as a whole as well as any unit developed needs to give users the chance to find their specific needs.

Learners will have the chance to choose their individual way when working with the material.


• Transparency as orientation within the material given: Where do I find what?

• Transparency and consistency for working with the learning environment: How easy can I navigate in the material?

• Transparency for the learners in achieving their goals: What do I do in this unit?

Criteria for Material (I)


• Transparency in Aspects of Quality: What am I expected to know by now? What is the quality of the language like at this level?

• Transparency in Evaluation and Self Evaluation How good did I solve my tasks? Which process and form of work is successful for me?

• Transparency in Form of the Tests: What am I supposed to bring with me, to start off? What did I manage well in the entrance test? Can I do successfully the exit-test A2?

Criteria for Material (II)


Skills: What sort of training for the different skills is available?

Situations: Which situations do I have to manage in the new language? What do I need for any of them? What is the basic vocabulary? What are important phrases for this purpose?

Cultural awareness: What am I supposed to do? What am I supposed not to do? What does it mean if person xy says yz.

Criteria for Material (III) Giving learners a choice – Giving learners the choice


to work my way through …

to do it all over again

to do the exercises / the homework

to study xy

to prepare for the exam

When learners talk about learning

Collaborative Learning?

Solving Tasks?


3

A look at the process of learning and acquisition, how learners act and interact

Projekt Europa 09

Alles, außer gewöhnlich!

Innovation und Kreativität

Bilder_Medien_Projekte

http://www.projekt-europa.at/


Donnerstag, 19.2.2009 – Themenauswahl und GruppeneinteilungUnsere Gruppe:


Projektidee: Wir schwankten zwischen einem Song und einemkurzen Film. So entstand die Idee, wir machen ein

MUSIKVIDEO.

Inhalt: Ein schwarzer Mann ist deprimiert, traurig.Dann sieht er eine Frau, die zwar weiß ist, aber auch sehr bunt. So realisiert er, dass esja eigentlich alles nur Farben sind und bekommteine andere Sicht auf die Welt.


Samstag, 21.2.2009 - Songidee

Am Samstagmorgen hatten Magdalena und Veronika die ersten Songideen.

Den Vormittag über entstanden so der gesamte Textund der erste Melodienentwurf.

“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?Walk on the

rainbow

On Sunday morning I’m walking through the parkfeeling so black and seeing darkmy life is boring, my job so bad

there only worst thoughts in my head

And I just see black and white and my future is so dark

I’m walking through the parkCause there’s nothing else to do

Suddenly I see the light

and I know I have to fight doesn’t matter if we’re black or white

we’re all the same worldwidecause we all see the rainbow


And I don’t see black and white And the world would be so strong

if the colors all among the rainbow

The world so pretty

if you see the green of treesthe red of apples

and the blue of all the seasand the yellow of the sun, shining in my

face

Suddenly I see the girl sitting at the pondher shirt so colorful and her hair is blond

I’ve never seen so many colors a time before

purple, pinkgolden and much more

And I don’t see black and white and I’ve never been so strongsince I walked on the rainbow

Our society would be complete if we have the friends we need

And we don’t see black and white

and we’ve never been so strongsince we walked on the rainbow

I like the world, I love my life

because I don’t see black and white


Montag, 2.3.2009 - Filmausarbeitung

Die Ideen für den Film wurden ausgebaut und uns gelang esden gesamten Film zu planen, inkl. Kleidung und Requisiten.


Mittwoch, 4.3.2009 - Gitarrenbegleitung

Maria Leutschacher (eine Bekannte von Familie Weber) half

uns eine Gitarrenbegleitung zu schreiben, welche Carolinas

Bruder Clemens dann für uns spielen würde.


Montag, 9.3.2009 - Organisation

Da uns die Schule das Mikrofon nicht zur Verfügung stellte, riefen wir im Mediencenter des Landes Tirol an, welche uns freundlich berieten und uns sogleich ein Audio – Aufnahmegerät für Donnerstag reservierten.

Des weiteren hatten wir noch einige gute Ideen für unser Video.


Donnerstag, 12.3.2009 - Songaufnahme

Gleich nach der Schule holten wir im Mediencenter das Mikrofon ab und fuhren zu Carolina nach Hause nach Mutters. Dort schritten wir gleich an die Tat. Mit Clemens‘ Gitarrenbegleitung nahmen wir den Song auf und nach ca. drei Stunden hatten wir die perfekte Aufnahme im Kasten.


Samstag, 21.03.2009 – Dreh des Musikvideos

Am Samstag trafen wir uns gleich in der Früh bei Magdalena, umdas Video zum Song zu drehen.Danach spielten wir es auf den Computer. Dort schnitten undbearbeiteten wir es und legten unseren Song dazu.


4

Evidence of Human Creativity

A few remarks on the concepts of creativity

The following thoughts are mainly owed to Sir Ken Robinson, direct quotations in Italic.

Creativity now is as important in education as literacy, and we should treat it with the same status.

Creativity = the process of having original ideas that have value.


• The capacity of innovation is marvelous, young learners have talents to cope with challenges.

If you are not prepared to be wrong you will never come up with anything original.

We get educated out of creativity.

• Children / young people do not reflect their various talents, they just use them – if allowed or needed.

• The Education Systems focus on mistakes, mistakes are the worst thing to happen.


• All systems of Education were invented in the 19th century. They came into being to meet the needs of industrialism.• Academic ability is on top of the hierarchy in education, other talents are rated fairly low.• Most of the instructions given focus on abstract thinking.

As children grow up, we start to educate them progressively from their waist up and then we focus on their heads and slightly to one side.

How did we get the system of education we have?


• Intelligence is diverse. We think visually, we think in sound, we think in abstract terms, we think in movement, we think esthetically

Creativity more often than not comes about through the interaction of different disciplinary ways of seeing things.

The fascination of products we consider to be original

• Intelligence is dynamic, intelligence is interactive. The brain is not divided into compartments.

• Intelligence is distinct. Any person has his/her own style.


5

Homo ludens? Homo faber?

The autonomous person?

Wagnis und Sensibilität, Ironie und Spiel, Bereitschaft zu unkonventionellen Lösungen und Konsens […] sind nicht Tugenden, die die funktionalisierte Welt erst aushaltbar machen, es sind die Tugenden, ohne die sie nicht funktionieren würde. (1967)

Hartmut von Hentig, Kreativität. Hohe Erwartungen an einen schwachen Begriff. 2000, S. 45

To venture to do something and sensitivity, irony and play, willingness to come to unconventional solutions and consensus […] are not the virtues, that make the functional world in the end bearable, they are the virtues, without them the world would not work at all.


• Settings of autonomous learning and creativity ? Is finding one’s own self determined path of learning the only creative act left?

Der Mensch ist nicht lehrbar, aber lernfähig. (1996)

People can not be taught, but they can learn. Horst Siebert (1938 - 2009), deutscher Ökonom und Hochschullehrer

Learning – autonomous learning - teaching

• No matter how – interact!

• Solving tasks cooperatively allows anybody involved to bring in his/her distinct talent.


What is learning? (I)Humans are perceivers and interpreters who construct their own reality. […] We all conceive of the external reality somewhat differently, based on our unique set of experiences with the world and our beliefs about them. (p. 10)

Jonassen, D. (1991). Objectivism vs. Constructivism. Educational Technology Research and Development, 39(3), 5-14.


What is learning? (II)...the learner is building an internal representation of knowledge, a personal interpretation of experience. This representation is constantly open to change, its structure and linkages forming the foundation to which other knowledge structures are appended. Learning is an active process in which meaning is developed on the basis of experience...

Bednar, A et al. (1992). Theory into practice: how do we link?. In T. M. Duffy, D. H. Jonassen (Eds.), Constructivism and the technology of instruction.


What is learning? (III)Conceptual growth comes from the sharing of multiple perspectives and simultaneous changing of our internal representations in response to those perspectives as well as through cumulative experience.

Bednar, A. et al. (1992).


What is learning? (IV)

Consistent with this view of knowledge, learning must be situated in a rich context, reflective of real world contexts, for this constructive process to occur and transfer to environments beyond the school.Bednar, A. et al. (1992)


Ich wünsche oft, dass über dem Eingang zu unseren Schulen stünde: “Hier sollt ihr Spaß am Falschmachen haben.”

Heinrich Jacoby

1889-1964, deutscher Musiker, Forscher und Pädagoge

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