Connecting Across Boundaries to Life & Learning - Create, Connect & Change
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Creativity thrives on connection and nurturing relationships. The document discusses how creativity is fostered through collaboration between students, teachers, mentors, and communities. It emphasizes cultivating creativity in education by tapping into students' interests and talents, modeling risk-taking and passion for learning, and making space for mistakes and creativity to flourish. Connecting across boundaries between schools, industries, and learning organizations can provide opportunities for creative problem-solving and nurturing young innovators.
Connecting Across Boundaries to Life & Learning - Create, Connect & Change
- 1. Connecting Across Boundaries to Life & Learning Creativity, Connection & Change Mary Loftus
- 2. Tony Wagner – Creating Innovators The world does not ask, what knowledge you have? It asks what skills do you have? What can you do? Are you motivated?
- 3. Creativity is not about creating ‘something out of nothing’… Creativity encodes, selects, re- combines synthesises already existing facts, ideas, facilities, skills Arthur Koestler (1964) The Act of Creation
- 4. What does a creative person look like?
- 5. My Dad
- 6. Digging My Grandfather cut more turf in a day than any other man on Toner’s bog. Nicking and slicing neatly, heaving sods over his shoulder, going down and down. For the good turf.
- 8. 70s oil shortages? Not a problem :)
- 10. • Creativity is about tapping into what is alive in us • It’s why we’re here • We need to make and keep a connection to it
- 13. “A teacher used to say "Susan Ryan! Rathmines Town Hall today, Carnegie Hall New York tomorrow!" I never forgot that and when I did perform at Carnegie Hall I sent him a card to let him know I had fulfilled that vision he had for me” “a few teachers… treated us like individuals with our own minds and opinions” “I was the last child; I was singing from an early age and identified strongly with my musician mother… Her death propelled me more deeply into music, writing, philosophy, finding meaning: it helped, immensely” “there's mental health issues in the family (hey, we're Irish) and hence there's high incidences of creativity in those families” “my Dad gave me a clear message that artistic creativity was of no value however he was an inventor with an entrepreneurial mind (did I tell you he invented the Catch Bar?) and was certainly a creative thinker, so I have him to thank for what I call my cultural entrepreneur side, and the tendency to be hell bent on doing something if someone tells me I can't (a trait common in entrepreneurs)”
- 14. • Paradoxes of Creativity • It requires failure, exposure and overcoming vulnerability & shame • The antidote to shame is empathy • Unused creativity is not benign. It clumps inside us, turning into judgment, grief, anger and shame
- 15. We can’t make space for our students to Draw from their creative well If we don’t fill our own well first We have to be innovators, model, take risks, make mistakes, learn from them, work collaboratively Where am I modelling play, passion, purpose?
- 16. How do you nurture your own Creativity and what is alive in you? How could you nurture it some more? tinyurl.com/icteduq1
- 17. • Creativity + Connection • The Internet is a machine made out of people - a connection machine – dana boyd • Connection is also why we’re here • It’s why many of us are here in Tipp today
- 18. • Schools are hugely powerful • Last community resource • Educators, students and communities have an important role to play in imagining and building the future • - Keri Facer
- 19. Songs from the East Village – Susan McKeown
- 20. What gets measured gets managed • What are we measuring? • Eliminate management by objective. Eliminate management by numbers, numerical goals. Substitute leadership - Demming • The Hawthorne effect is a kind of "tell-me-what-you- measure-I-will-tell-you-how-people-react-to-it" effect
- 21. • PISA scores inversely correlated with innovation – Pam Moran / Ira Socol
- 22. Connecting Across Boundaries – how? Schools Industry Universities CoderDojos
- 23. Giving kids and young people all over the world better access to the Magic behind the technology that surrounds us and touches almost everything that we do in our lives, CoderDojo is a global community of free programming clubs for young people.
- 24. The Kids “Ninjas” ChampionsMentors Parents • Attend sessions • Learn skills • Coding • Presenting • Interpersonal • Become part of an international coding community • Coach kids • Demo to kids • Create content • Help kids to find answers to questions • Kids who become adept at coding through CoderDojo make the best mentors! • Set up & run Dojos • Often mentor • Coordinate everybody • Primary liaison for interactions with the Foundation team, Local Businesses & Venue etc. • Facilitate their children’s learning • Support their local Dojos through maintaining the environment of “One Rule: Be Cool”
- 25. Notice where the parent is (left) and where the children are (leading the room)
- 27. MissionV is providing a highly creative, totally immersive, game based learning environment for schools and industry. We’re putting the focus on 21st century skills, helping students to become original digital creators with 3D modelling and programming skills. MissionV allows students to connect, create and collaborate in a 3D world entirely of their own making.
- 29. Real world context oUse real world problems oDraw on real world Experts oUse real world methods oDevelop tech skills & “soft” skills Student-driven learning oKeep it project-based oDraw on flipped classroom approaches oGive opportunity for creativity oUse a team approach oBuild in opportunity to “fail” Coding & technology oKeep it creative oFocus on purpose oUse familiar technology oUse full range of free software oDraw on self- or peer-learning
- 30. Creativity and technology can go hand in hand Creativity can & must be learned thru tech Course content & pedagogy Tools , training & support AFG AwardsExpert Community
- 31. Apps for Good – a free programme for schools Education partners receive: Course content & pedagogy oCourse plans oPresentations & videos oStudent activities oTeaching notes Tools , training & support oCourse induction oCoding materials oSchool-to-school support from our Ninja Education Partners AFG Awards oNational competition oOpportunity for your students’ apps to go on the market, owned by them Expert Community oAccess to 600+ Tech professionals oVideo content from top names in tech oExamples of work from real world products Find out how to join for free – www.appsforgood.org
- 32. Creativity: Wholistic integrated thinking ‘and’ not ‘or’ Collaboration Messy & requires comfort with making mistakes Benefits from Mentors & Muses - Debbie Forster, Co-CEO
- 35. Find and foster a community of young coders and digital makers Get them 'civic hacking' together: using their skills, to improve their communities Promote peer to peer learning Provide a fun, inclusive and supportive environment Equip these young people with the skills to become the tech stars of tomorrow
- 37. What creative educational related connections and collaborations do you want to nurture? tinyurl.com/icteduq2
- 41. Young Digital Makers UK - Key Recommendations The high levels of interest in digital making amongst young people and parents need to be capitalised on further. Young people need to be supported as digital makers across the UK, not just in London and areas that have high provision. Non-professionals – such as volunteers, parents, teachers, and young people themselves – need to be mobilised. There needs to be greater access to a variety of making opportunities catering for a wider variety of young people and their different interests, ages and genders. Clear pathways to excellence should be built to grow young people’s ambitions as digital makers and help them fulfill their potential, in and out of school. Schools must exploit their potential as a hub for digital making opportunities, work with informal learning organisations, raise parents’ awareness and recruit volunteers. Digital making organisations need to be supported to grow sustainably through new and existing partnerships with grassroots organisations and private companies.
- 43. What policy or system changes would you like to see to promote more creativity and innovation in the education space? tinyurl.com/icteduq3
- 44. Summary Nurture your own Creativity Connect with Others Push for Change
- 45. Action Praxis
- 47. Backup Slides
- 48. 3rd Level Bridge to Learn - Trinity Student as Producer – Lincoln University Online Education – NUI Galway MOOCs – Sligo IT
- 51. Carl Rogers ‘Saw himself as a facilitator - one who created the environment for engagement. •Active Listening •Creating a safe space There were 'ways of being' with others that foster exploration and encounter‘ Smith (1999) Further reading: Joe McCarthy Donald Clark • Realness in the facilitator of learning • Prizing, acceptance, trust • Empathetic understanding
- 52. Mentors Is there a teacher or mentor who’s made a difference – 2/3rds said yes Many of these mentor teachers were outliers
Editor's Notes
- #5: http://www.flickr.com/photos/75166820@N00/137719056/sizes/l/in/photostream/
- #9: http://www.curbsideclassic.com/automotive-histories/gm-how-the-giant-lost-its-voice-an-insiders-perspective/ http://www.flickr.com/photos/12583940@N00/246969326/sizes/z/in/photostream/ in_2_the_fray http://www.flickr.com/photos/jvk/73545520/sizes/z/in/pool-71603202@N00/
- #13: http://www.indymedia.ie/article/97505
- #25: New Funder New Partners New Dojo Supporter New Volunteers New Champion PR briefing pack Media Pack
- #46: Action can never manifest through a predictable, deterministic series of consequences, since the subject, by acting, is placed within a complicated web of relationships which cannot be predicted before hand. In the same sense, Action is irreversible. For the things we have to learn before we can do them, we learn by doing them. Storytelling reveals meaning without committing the error of defining it.