iCreaNet - introduction

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Gráinne Conole
30 March 2011

The iCreaNet workshop evolved as a result of Elesbeth’s Olnet (http://olnet.org/) fellowship in the UK in the Autumn 2010. Includes Brazil, Israel, UK, States and Denmark. A bid was submitted to support the network in terms of funding events and meetings. The idea is that this will be the kick off for a larger network and set up for applying for further funding and projects. Outcomes might include a special issue of a journal and white papers for policymakers. 

 

Introduction: Elsebeth Sorensen

 

The title of the project is:

Sustaining a global perspective on HE through international collaboration, intercultural creativity and networked quality in teaching and learning promoting demoncracy and interculturality

 

How to design tor creativity in digital teaching and learning networks in a global context? There are a number of additional sub-questions: design for collaboration and reflection, for reflection, collaborative dialogue, project learning, ritual porfolios, elearning in global intercultural perspective, empowering learning, global democratic citizenship, meta-learning, educate teachers digital for the 21st global futures, how to digitally enhance teaching and learning quality. 

 

There is also an ethical dimension to this.  

 

Outputs of network: a workshop, networked activities, scientific papers (special issue or book) and sustainability - a vibrant community

 

Designing for sustainability, creativity, human and societal growth, democracy and inter-culturalism/multiculturalism.

 

Learning - social collaborative and personal process of becoming aware, through negotiation of meaning in interplay between reflection and dialogue

 

Learning in CoPs, genuine learning (Colaizz, 1978), meta-learning (Bateson, 1976), Collaborative knowledge building (Scardamaliaa and Bereiter, Salmon, etc.)

 

Smith, 2000 Creativity Not a competence, occurs in relation to others, occurs in a space distended by confrontation between different perspectives - many perspectives, more weight in the thought, more possible constellations - a higher chance of a new original idea or thought is born. 

 

Creativity - Kupferberg, 2003, Runco, 2008, 

Competences may actually turn out to be the most important barrier to original thought. 

Each of use has the capacity to construct original interpretations. Creativity should be widely distributed. 

 

Cognition psychology research in terms of creativity, IQ approach has been criticised. Intelligence is not our ability to solve a maths problem, it is to solve a hither too unknown problem - referred to as ‘ideatic behaviour’. There are two different nodes of thinking - convergent thinking and divergent thinking. Convergent thinking is related to competences - following systems, applying to known problem types. Divergent thinking takes leaps, using intuition, connects new dots and includes new aspects. About talent not competencies. DT closely connected with creativity. Runco suggests it is possible to test if a person has ability to do DT, cant teach creativity but can facilitate it and can create environments to foster creativity. 

 

Enormous digital potential. Pedagogic design challenge - digital learning environments (user driven personal and social spaces), resources (user generated content) and societal values (desire profile of a global citizen). 

 

Ken Robinson TED talks 

 

http://blog.ted.com/2006/06/27/sir_ken_robinso/

http://www.youtube.com/watch?v=iG9CE55wbtY

http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html

http://video.google.com/videoplay?docid=-4964296663335083307#

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Barry Sponder
3:06pm 4 April 2011


I like the spark you provide Elsebeth. I'd like to know more about what you see as the ethical responsibilities associated with creativity.

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