Creativity

In developing this project, we are innovating methodologically by introducing two new non-linear thinking processes, as fundamental heuristic devices in assisting the user to generate new types of candidate solutions. These innovations are based on most recent results of cognitive science research, which have marked a breakthrough in our understanding of the roots of reasoning and its relation to emotion and representation: Diagrammatic Reasoning and Emotional Reasoning.

We shall also implement these non-linear thinking methodologies in game environments, especially for school age users, in order to enhance the motivational component and to enrich the manner and opportunities of engagement with these activities. In so doing, we shall be guided by an acclaimed educational theory on how to use digital gaming and social networking technology to promote creative thinking in children and the young.

The C2Learn environment will be an open-world "sandbox'' (non-linear) virtual space enabling learners to freely explore ideas, concepts, and the 'shared' knowledge available on the semantic web and the virtual communities in which they participate. In this open-world sandbox, creativity is contextually defined as open-ended, and has no pre-sets or barriers. So too will be the virtual game environment housing nonrestrictive opportunities for learners to engage in creative problem-finding and creative problem solving. These new computational tools - rather than setting a series of preset problems and challenges based on players' previous actions in the virtual game environment - will afford and generate potential playful experiences surrounding creative problem solving and non-linear thinking tasks.

The project will develop a creative learning environment, capitalizing on the notion of visual information mash-ups as catalysts for creative working and learning. Adopting a practice-oriented approach will further the understanding of creativity in different settings and open up new perspectives for ICT support. This perspective will also give rise to new methods for seeding and cultivating creative knowledge practices in workplace and educational settings. To leverage the capabilities of current ICT systems, new interactions techniques will be devised that enable users to stay in control and collaboratively navigate the creative process, handling multiple types of resources. In addition, taking benefit of the "Linked Data" paradigm will provide new possibilities for creative search, the construction of knowledge as well as the reflection of the collaborative process.

The R&D work starts with research into creative knowledge work in industry (at LEGO and EOOS) and education (at the Muthesius Academy of Fine Arts and Design). Based on the careful analysis of creative practices, we will envision and implement working demonstrators. Formative evaluation combined with a two-round development process will ensure that the IdeaGarden system fits its users' needs while summative evaluation will validate the overall utility of the approach to promote nonlinear, non-standard thinking and problem solving among experts and novices.

The CPDLab project is a small, two year project, supported by the Commission’s Lifelong Learning Programme as a Comenius Multilateral Project. It will deliver three training courses for teachers in the areas of:

• Interactive Whiteboards: innovative pedagogical use of Interactive Whiteboard technologies in secondary schools.
• E-Safety: improved eSafety policies in secondary schools, addressing issues such as cyber bullying, use of social networks, responsible use of mobile and Internet technologies, etc.
• Future Classroom Scenarios: implementation and dissemination of teaching and learning activities for the future classroom.

The first course modules will be piloted in summer 2012. The fully validated courses will be available from summer 2013.

Rationale for the development of CPDLab Courses

The development of the three courses has been prioritised, to address gaps in the current provision.

A wide range of Interactive Whiteboard courses exist today. Many of these are linked to vendors and are delivered as part of the initial purchase. IWB teacher communities have built up around this training, which encourage the sharing of ideas and these are particularly active within subject disciplines. However, recent research supported by Ministries of Education in European Schoolnet’s Interactive Whiteboard Working Group shows that there is a lack of a generic pedagogically-based IWB course.

In e-Safety, there is a wealth of information on the different issues and within each member state there are websites to download relevant information. There are training courses addressing specific issues e.g.: cyber-bullying. Recent research has confirmed there is still limited training for schools on this issue which has contributed to the launching a pilot for a schools’ eSafety Label.  

The third course is linked to the iTEC project. This four-year, pan-European project is focused on the design of the future classroom. Divided into phases, the project will deliver a range of innovative learning activities and validate these via pilots in over 1,000 classrooms across Europe. The CPDLab project will develop training around these validated learning activities in order to spread and disseminate best practice.

Target groups for CPDLab training

The CPDLab courses are aimed at secondary schools. The main audience for the training will be teachers and trainers involved in continuous professional development within their school, region or country. Some modules will be of more interest to senior management and policy makers and the courses will be designed in a modular style to enable different learning pathways according to the needs of different groups.

Validation and Quality Assurance

Two teacher focus groups, consisting of teachers from each partner country, will contribute to the course development and validation process. The quality assurance process, will receive input and steering from a project Pedagogical Board comprising of experts in each of the areas, with review and critical friend input from an appointed independent evaluation expert.

Delivery of CPDLab training courses

The CPDLab Courses will be delivered as five day training courses, taking advantage of the in-service Comenius funding available for teachers. These courses will be delivered in the Future Classroom Lab, a fully equipped, reconfigurable, teaching and learning space that is part of the European Schoolnet office in Brussels.

The modular design of the courses, will offer the flexibility for various member states to take up all or some of the modules depending on their existing national and regional models. A course catalogue will be translated into the four languages of the project partners – Finnish, Norwegian, Portuguese, and Italian.

CPDLab Courses availability

To accelerate the dissemination and exploitation of the courses being developed, it is hoped that the first modules can be offered in the summer of 2012, following trialling with teacher focus groups and some early pilot training.

Timeframe

• Survey: Oct-Dec 2011
• Course development - phase 1: Jan-Mar 2012
• Course development Focus Group: Apr 2012 - Mar 2013
• Course development - phase 2: Jul 2012 - Jun 2013
• Course validation Focus Group: Jul 2012 - Jun 2013
• Final courses: Jul - Sep 2013

What does a Creative Classroom look like?

Stefania: By 'creative' we refer to new practices. These can include collaboration, peer to peer collaboration, connection with the outside world, use of open education resources, and more.

As far as ‘classroom’, in this case we refer to all learning environments, both formal and informal, which take advantage of optimal use of ICT. The way we see it, however, is that the innovation of practices is at the core of everything.

How does your approach differ?

Stefania: We’ve come up with a multi-dimensional framework, one that addresses key dimensions such as curriculum and content, assessment, learning, teaching, and organizational practices, leadership and values, connectedness, and infrastructures. The idea is to depict a systemic approach, which is what is needed to undertake and sustain ICT innovation.

When you say ‘systemic’, what exactly do you mean? How does a multi-dimensional approach fit the reality of practitioners on the field?

Stefania:  The truth is, there is no single measure that fits all. But what we’ve found is that the cases that have successfully survived the initial pilot phase are those in which all these dimensions are present at a very local level, from the bottom up.

Panagiotis: It’s common for schools to focus on just one or two aspects, but this doesn’t translate into sustainability, so they often have to change their approach after the initial phase of implementation.

What's the status of Creative Classrooms in Europe?

Panagiotis: There are actually a lot of initiatives, but they’re currently fragmented, kind of like islands of innovation. The missing element is learning from each other, finding ways to sustain them, and making them mainstream.

To what extent has ICT changed things? Are creativity and innovation necessarily at odds with traditional teaching methods?

Panagiotis: Well, we have to understand that ICT is not an end in itself, but a means to innovative pedagogy. It’s not an imperative, but technology can help us do new things in a better way. Essentially, we’re at a point in time in which we have to rethink what, how, why, with who, and when we learn.

Stefania: From what we’ve seen, the common thread of successful Creative Classrooms is placing the learner and the learning process at the center of everything, and that sometimes means blending ICT-enabled learning practices with traditional methods.

Technology is constantly and rapidly evolving—in this context, have you encountered sustainable models of innovative teaching?

Panagiotis: Again, it’s not a matter of technology, but how you use what’s available to you. For instance, if you have an interactive whiteboard, but you use it in a traditional sense—the teacher lecturing, the students sitting in rows, listening—you’ve got a scenario in which you have the best technology, but you’re using it in a way that isn’t innovative at all. It’s just not as effective.

 Stefania: When innovative pedagogical practices lie at the center of your philosophy, this means that the entire practice—teaching, learning, organization—is more open to experimentation and flexibility. That’s when you can put technology at your service, to reach your ultimate objectives, even when technology changes.

What needs to happen in order for more Creative Classrooms to be implemented?

Stefania: The next step is to combine the existing bottom-up approach with top-down support. The European Commission has already made a move in this direction, by specifically targeting Creative Classrooms as part of its LLLP project. Generally speaking, we envision an experimentation process that will involve actors at all different levels and across different countries, so as to learn from each other at a local and national level.

Panagiotis: We’ve developed this conceptualization not only based on desk research, but on an ongoing consultation process with specialists and teachers with real classroom experience. We’ve had very positive feedback, and we’ve found that stakeholders on all different levels agree we need to act, and change the way we teach the next generation.