New Directions for Academic Creativity
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Transcript of New Directions for Academic Creativity
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New Directions for Academic Creativity: Developing an Integrated Learning Space
Dr. Russell Carpenter, DirectorTrenia Napier, Research Coordinator
Noel Studio for Academic CreativityEastern Kentucky University
A Presentation for the Kentucky Conference on the Scholarship of Teaching and Learning 26 May 2010
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Creativity and Play
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CREATIVITY? What’s Your Definition?
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30 circles
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21-st Century Literacies
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The Noel Studio for Academic Creativity
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Thinking and Communicating
Understanding foundations of communication
Seeing connections between communication and information
Utilizing fundamentals of critical and creative thinking
Developing research strategies, organizing and refining ideas, delivering high-quality products
Honing teamwork skills in order to effectively communicate in group situations
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What Does this Mean for New Academic Spaces?
• Integration▫ Writing ▫ Speaking▫ Research
• Space▫ Open▫ Flexible▫ Mobile
• Technological Sophistication▫ High-and low-tech ▫ Mobile communication
tech▫ Touch-screen tech
• Access▫ Presentation practice
areas ▫ Invention space▫ Cross-trained consultants
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Strategies for Integrating Creativity and Critical Thinking• Create a risk-free and supportive environment
for learning• Explore multimodal composition (video, digital
pieces, websites)• Engage students in collaboration through
teamwork• Allow time for “serious play” (convergent and
divergent thinking) • Encourage active participation (building,
working with manipulatives) through engaging multiple learning styles
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SLOs 1) Determine the information need
2) Explore and gather ideas and information3) Evaluate the appropriateness of information based on audience, currency, accuracy, authority, and scope4) Organize information, concepts, and ideas strategically5) Evaluate communication options in message production and delivery
NOTE: Refer to Noel Studio SLOs Handout
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Determine the information need•Respond to photographs or
advertisements
•Use manipulatives (such as play dough) to have students create
•Use questions to identify purpose and information need with own communication piece
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Explore and gather ideas and information
•Brainstorm for synonyms
•Use clustering for discovery
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Evaluate the appropriateness of information based on audience, currency, accuracy, authority, and scope
•Compare appropriate and deceiving (inappropriate) websites
•Use student’s own communication piece to discuss information
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Organize information, concepts, and ideas strategically
•Highlight thesis and supporting points (use color to make connections)
•Create visual storyboard
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Evaluate communication options in message production and delivery
•Identify alternative modes, media, medium
•Perform media analysis
•Perform fragmented reading
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Let’s Hear Some of Your Outcomes! Methods?
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What Does this Suggest About Academic Creativity? Meddling is a repositioning of teacher and
student as co-directors and co-editors of their social world. As a learning partnership, meddling has powerful implications for what “content” is considered worthy of engagement, how the value of the learning product is to be assessed and who the rightful assessor is to be.
- McWilliam, The Creative Workforce 88
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What Does this Say About Teaching? Our best teachers will be those who understand how to make “not knowing” useful, who can throw away the blueprint, template, the map and help their students make a new kind of sense.
- McWilliam, The Creative Workforce, 100
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New Directions
•Create time and space for serious play•Promote convergent and divergent
thinking•Think with your hands•Role play •Expand notions of text, communication,
and composition
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Questions?