#creativeHE – sue watling

crossing creative concepts and learning to be brave #creativeHE

Sue Watling / October 24, 2015October 24, 2015 / MOOCs, open education, Teaching and Learning in a Digital Age (TELEDA)

Engraving of the atmosphere from https://en.wikipedia.org/wiki/Epiphany_(feeling)#/media/File:Flammarion.jpg — Looking through the edge of the known world to see what lies beyond from L’Atmosphere: Météorologie Populaire bt Camille Flammarion (Paris, 1888). Source https://en.wikipedia.org/wiki/Epiphany_(feeling)#/media/File:Flammarion.jpg

This has been a ‘concept crossing’ week on the Creativity in HE course.

I’m in a subgroup looking at creativity and emotions. Two words I wouldn’t have previously put together. Before this course I ‘d have associated creativity with areas like art, music, dance, theatre and knew Einstein had described scientists as artists. It seemed creative approaches to knowledge were needed in order to see connections which hadn’t been seen before but I’m realising this was a surface approach. I’d accepted other people’s views about creativity but hadn’t questioned or reflected on them for myself.

In terms of engagement Week 4 has been a bit fractured which can be a risk of extra-curricular activity. I adopted a strategic approach to the task and waited for others go first. A good example of how staff regress to student behaviours, like sitting at the back of the room on my night class – because I can. Not entirely entirely sure if I should be participating or facilitating with the task – or both – I was feeling a bit lost. Another good reason why prospective online teachers should try to have some online student experience first. Knowing I was still struggling with defining creativity, rather than listing ways it manifested itself, I did some reading.

In the paper Carl Rogers, Creativity and the RSA, Rowson (2014) ) refers to creativity as a novelty which is initially a subversive activity – because it’s different and goes against the norm. So with regard to creativity and emotions, confidence is required. Being creative involves not being afraid to be different. I realised I hadn’t been thinking about creativity from the inside. I could recognise how personal styles, e.g. impressionist art, were examples of innovative ways of seeing the world, but hadn’t made the leap from knowing to understanding. When I wrote my blog post about being less creative than I thought I can see now this was also saying I’m less brave than I’d like to be.

Creativity is much more connected to emotions than I’d realised. It’s about having personal courage, confidence and conviction so is intimately connected with individual identity. I enjoy the power of words to describe, resonate and challenge. I like writing performance poetry; tricky line rhymes in iambic pentameter for speaking out loud. But I get nervous about performing. In my head I’m always looking for creative ways to do presentations. I get ideas but don’t put them into practice. Instead I stick to what’s worked before, believing it’s more likely to work again. I don’t take risks so my performances don’t stand out as much as they might if I was more brave.

I can see how being authentically creative, or taking a creative approach, requires emotional as much as cognitive expertise. It’s having the passion and personality to go public, because creative agency is validated by the structural processes of institutions and the media. As well as the ability to think laterally, creativity is about what you do with the outcomes. We are all creative but we deal with it in different ways. Thanks to taking part in this fascinating open online course, I’m starting to see how ultimately being creative is about being human.

Like an amoeba we are creativity in action #creativeHE

Sue Watling / October 16, 2015October 16, 2015 / eteaching, open education, Teaching and Learning in a Digital Age (TELEDA)

The open online course Creativity and Higher Education is making me think. Chrissi asks what is the difference between face to face and online? I say it’s the pedagogy of uncertainty – there’s so much you don’t know and can’t predict. Then Chrissi asks what is the difference between traditional online and open courses? Even more uncertainty. The open structure – emergent ideas – changes in direction – we’re creating as we go along – responding to the unexpected – like an amoeba the course is alive and moving about, ever changing its shape. How exciting is that? We are ‘creativity’ in action.

Last week I blogged about feeling less creative than I thought. This week’s activity reaffirmed it. Identify 3 things you would not use in your teaching.* It was so difficult. I thought everything could be used to demonstrate some point or other. The best response was Jonathan Purdy (from Australia but distance means nothing online) who used categories. What do his teaching tools need to do and does the object support it. I took the question literally and thought Jonathan’s more lateral approach was a perfect example of creative thinking.

In my early HE days as Widening Participation Project Officer I worked with John Knowles who coordinated a Day at University for school pupils in Hull and Lincolnshire. These days were creativity in action. I still remember counting in Japanese! The #creativeHE activities remind me of De Bono’s Hats and Buzan’s paperclips from those days. It was the turn of the century – 2000-2004 – when the internet was new and social media hadn’t happened. How much has technology changed what we do? Have VLE encouraged or dissuaded creative approaches to learning and teaching?

Google site header — Feel the google-fear and do it

On the course I’m setting up a group looking at digital creativity (yes that’s right folks – feel the google-fear and do it!) At the SRHE Conference in December I’m presenting on the the Digital University and at Bett Technology in January I’ll be talking about TEL adoption. One of my themes is the creative use of VLE – or the absence of anything posing a serious challenge to the dominance of the Lecture – so this might be a useful opportunity to share ideas.

Lectures remain the commonest teaching activity in higher education. Often accompanied by presentation slides – usually powerpoint, for many this is the limit of their digital discoveries. Lecture content might make it onto the VLE – before or after the main event – but there are still those who believe if they put their lecture notes online their students won’t attend.

The commonest word in the literature of VLE is transform e.g. the transformative power of elearning and VLE as transformers of higher education but we’re still waiting. Most VLE resemble digital document dumps. Examples of the creative digital campus are isolated in pockets with widening divides between those who do and those who don’t (i.e. get the whole digital thing).

I feel for anyone who teaches or supports learning and is told here’s the VLE, get on with it. Affinity for digital education is not intrinsic. If tech is not part of your life or subject-expertise how can you be expected to develop digital confidence. It’s a question which has taken a long time to be asked. The risk is those with the answers are not those who understand what techno-fear feels like. We need more creative ways to manage digital adoption.

Next week in the group I’m going to ask for member’s thoughts on creative digital environments. Discussions might go off in directions I haven’t even considered. This is the challenge, the fun and the power of digital education. For a short period of time we have come together in a virtual collaboration. When the course is ended we’ll go off in our separate ways, but hopefully richer and more creative for having taken part in this unique learning experience.

* Activity – name three things you would not use in your teaching

Alcohol – during my first degree a psychology lecturer asked for a volunteer to drink vodka so we could assess the influence on cognitive abilities – during the hour she became more impaired and struggled for the rest of the day. It felt wrong then and still does – I like a glass of wine on a Friday night and another one (or three) over the weekend but for me alcohol and work never go together.

creepie crawlies and slidey slimies – I couldn’t bear the thought of carrying them around never mind having to study them close up – yuk!

Unlike Mrs Heerkens in Holland, I won’t be stripping down to latex body suit any time soon.

https://www.youtube.com/watch?v=JRtW4D0ycA8c

I may be less creative than I think #creativeHE

Sue Watling / October 9, 2015 / digital literacies, MOOCs, Teaching and Learning in a Digital Age (TELEDA)

My Past Present and Future Activity from the course — My Past Present and Future Activity

The course Creativity for Learning in Higher Education #creativeHE ticks a lot of my boxes. It’s about higher education in 21st century, teaching online, creative thinking, using social media, its open, free and above all is about the digital – which at the end of the day has always been my research and passion. This blog post is my cause memory jog as much as a reflection; a questions without answers approach. Online education supports postmodern bricolage styles of learning – much of which can go unrecorded so this is an attempt to catch some of the transient experiences.

I arrived a week late! Not the best of beginnings but a well thought out course like this from Chrissi Nerantzi can take it. A good course is like a dot to dot picture. Each dot is a link. A place to go. An activity to engage with. A paper to read. In my case I haven’t yet joined them up. But I don’t have to in order to participate and learn. I’ve been selective and this is typical of the student centred approach online learning environments have to support. Capacity for multiple approaches and pathways is essential. Online design needs a holistic structure where the parts really are greater than the whole. Teaching online is about facilitation (with a capital F), about providing a mix of opportunities and supporting exploration through them. Any online teacher who tries to replicate traditional face-to-face teaching practice is likely to fail. Any online student who expects to be taught will be disappointed.

Online courses also need to understand how digital ways of working are unique to each individual taking part. Digital literacies are like fingerprints and we all have our own distinctive styles of engagement. I haven’t done as much as others but I’m not looking for accreditation which maybe supports a more fractured level of engagement. For me this is a learning experience and within the first week I have learned the following:

I may be less creative than I think.
Creativity is a social construct.
Online communication is open to a variety of interpretations.

The video by Jess Haigh demonstrated the power of multimedia for online introductions. I learned so much more about Jess from seeing and hearing her than from reading text. This was a creative approach I wanted to copy. It was interesting to see the response to my comment to the group ‘Would like to post a video too but hit barriers of place, time and noise levels (excuses!)’ . It appeared to be interpreted as lack of confidence rather than lack of opportunity and demonstrated the vagaries of online communication where we see what we think rather than what is being said.

I’ve skimmed some of the reading around creativity. My first thoughts are how it sits between the subjective and objective spheres. We might produce what we consider to be creative outputs but their acceptance depends on the interpretation of others. Through the course I picked up on the #twistedpair invitation from Steve Wheeler to make unlikely pairings and relate them to teaching and learning, in my case Klimt and the Venus of Willendorf. Whether this demonstrated creativity or not can be measured by likes and tweets – but in turn these are related to access parameters and the subjectivity of others. I’ve ended the week thinking much more about creativity as a social construct and how to ‘know’ if I’m a creative person or not; I suspect I may be less creative than I think!

I have learned a lot so far and this is why I do it. Evenings, weekends, early hours of the morning. I’m a learning addict but I also want to discover how the digital can support the student learning experience. The one thing I know for sure is the process is helped where staff who teach become online students themselves first.