{"id":337,"date":"2016-10-25T10:15:14","date_gmt":"2016-10-25T08:15:14","guid":{"rendered":"https:\/\/blog.phzh.ch\/zhe\/?p=337"},"modified":"2024-06-06T10:24:55","modified_gmt":"2024-06-06T08:24:55","slug":"creativity-teaching-facts-fancy","status":"publish","type":"post","link":"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/","title":{"rendered":"Creativity in Teaching: Facts and Fancy"},"content":{"rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-132\" src=\"https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/monica-feixas-sw-klein.jpg\" alt=\"Portr\u00e4t M\u00f2nica Feixas\" width=\"104\" height=\"104\" \/><\/p>\n<p>Beitrag von\u00a0<a href=\"https:\/\/phzh.ch\/personen\/monica.feixas\" target=\"_blank\" rel=\"noopener\">M\u00f2nica Feixas<\/a>, Lehrbeauftragte am ZHE, PH Z\u00fcrich, und Professorin an der Universitat Aut\u00f2noma Barcelona (UAB).<\/p>\n<hr \/>\n<h2>James Watt and his teacher<\/h2>\n<p>There was this little boy who asked his teacher: \u00abIs it true that teachers always know more than their students?\u00bb The teacher answered yes. Then the boy asked:\u00a0\u00abSir, can you tell me who invented the steam machine?\u00bb The teacher answered:\u00a0\u00abJames Watt\u00bb. The boy:\u00a0\u00abBut sir, why didn&#8217;t\u00a0James Watt&#8217;s teacher already invent it?\u00bb (thanks to <a href=\"https:\/\/phzh.ch\/personen\/andreas.saegesser\" target=\"_blank\" rel=\"noopener\">Andreas S\u00e4gesser<\/a> for sharing this anecdote)<\/p>\n<p>Creativity is of essence \u2013\u00a0be it in engineering, in research or in teaching. Accordingly, there is a great demand for creativity in higher education:<\/p>\n<ul>\n<li>How do we foster creativity in an educational system defined largely by conformity, standardization, and hyper-specialization?<\/li>\n<li>How do we create a strategy for guaranteeing that innovation and creativity flourish in our university?<\/li>\n<li>How do we use creativity in meaningful ways to explore new possibilities for ourselves and for society?<\/li>\n<\/ul>\n<p>These questions do not have short answers but are worth contemplating (as we will also do in our half-day conference on \u00ab<a href=\"http:\/\/www.phzh.ch\/zhe-kurztagung\" target=\"_blank\" rel=\"noopener\">Creativity in Learning \u2013 Revolutionizing Teaching through Design Thinking\u00bb<\/a>).<\/p>\n<h2>Design Thinking Can Be Trained<\/h2>\n<p>Teaching and learning in higher education involve continuously \u00abdesigning\u00bb our work. Every day we teachers are designing activities as we best are able. This designing can be<\/p>\n<ul>\n<li>either adaptive (opening up new and better ways)<\/li>\n<li>or reactive (getting more of the same old, or worse).<\/li>\n<\/ul>\n<p>Teachers are always learners, too: We always are getting feedback about how our activities foster the learning of our students. The question is, do we act upon this feedback in a subconscious way, on autopilot? Or do we deliberately seek to improve upon it? The latter can be called \u00ablearning by design\u00bb. In my opinion, this is the preferred way towards getting better at our work\u00a0\u2013 for ourselves and for the students.<\/p>\n<figure id=\"attachment_364\" aria-describedby=\"caption-attachment-364\" style=\"width: 660px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-364\" src=\"https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/Kreativitaet_Bild-1024x682.jpeg\" alt=\"creativity\" width=\"660\" height=\"440\" srcset=\"https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/Kreativitaet_Bild-1024x682.jpeg 1024w, https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/Kreativitaet_Bild-300x200.jpeg 300w, https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/Kreativitaet_Bild-768x512.jpeg 768w, https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/Kreativitaet_Bild.jpeg 1920w\" sizes=\"auto, (max-width: 660px) 100vw, 660px\" \/><figcaption id=\"caption-attachment-364\" class=\"wp-caption-text\">Creativity: You don&#8217;t have to be a designer to think like one!<\/figcaption><\/figure>\n<p>Thus, you don&#8217;t have to be a designer to think like one. You can think like a designer and design the way you teach, assess, create and innovate. If you are mapping out a strategy, you are already designing!<\/p>\n<p>Design thinkers are not necessarily created only by design schools. According to <a href=\"https:\/\/www.harpercollins.com\/9780061766084\/change-by-design\" target=\"_blank\" rel=\"noopener\">Tim Brown (2009)<\/a>, many people outside the professional design sphere already have a natural attitude for design thinking.\u00a0Moreover, creativity and design thinking can be triggered with appropiate training.<\/p>\n<h2>Creativity \u2013 as Important as Literacy<\/h2>\n<p>Creativity is not\u00a0the province of geniuses and artists, but a practical life skill. It can be nurtured in everyone from an early age through formal education, also in Higher Education. According to Sir Ken Robinson, <a href=\"https:\/\/twitter.com\/tedtalks\/status\/531873093141401602\" target=\"_blank\" rel=\"noopener\">\u00abcreativity is as important in education as literacy and we should treat it with the same status\u00bb<\/a>.<\/p>\n<p><a href=\"https:\/\/global.oup.com\/academic\/product\/explaining-creativity-9780199737574?cc=ch&amp;lang=en&amp;\" target=\"_blank\" rel=\"noopener\">Keith Sawyer (2012)<\/a>, in an exhaustive review\u00a0of creativity research over the last few decades, concluded that:<\/p>\n<ul>\n<li>Creativity is the result of hard work and commitment to solving a problem.<\/li>\n<li>Creativity involves both divergent and convergent thinking.<\/li>\n<li>Creativity normally occurs incrementally over a long period of time.<\/li>\n<li>Creativity is a directed, intentional, rational process.<\/li>\n<li>Although creativity is largely domain-specific, cross-fertilization can enhance creativity.<\/li>\n<li>There is no creativity gene and creativity doesn\u2019t occur in just the right half of the brain. Rather, it involves basic psychological and social processes put together in novel and complex ways.<\/li>\n<li>Imagination (i.e., the ability to form new images and thoughts not available through the senses or not possible in conscious reality) occurs at the individual level (in the mind).<\/li>\n<li>Innovation (i.e., implementing a new idea or product into a group or society) occurs at the social level. (E.g., this is why there seldom is one single inventor of an important technology. Accordingly, James Watt is <a href=\"https:\/\/en.wikipedia.org\/wiki\/James_Watt#Watt_and_the_kettle\" target=\"_blank\" rel=\"noopener\">not really the inventor<\/a> of the steam machine).<\/li>\n<\/ul>\n<p>Most teachers also tend to associate creativity with the arts and humanities and not so much with science, technology, engineering and mathematics (STEM fields). However, creative teaching and learning can be tailored to every subject and the challenge for educators is to nourish and develop people\u2019s natural creativity, not stifle it.<\/p>\n<h2>Creativity: Necessity, not Luxury<\/h2>\n<p>No one discipline or profession alone can claim to have the best or only approach to solving life\u2019s most difficult problems. Rather, the most perplexing problems confronting humans require the integration of different knowledge spheres through creative thinking. Or as <a href=\"http:\/\/eu.wiley.com\/WileyCDA\/WileyTitle\/productCd-1907312471.html\" target=\"_blank\" rel=\"noopener\">Ken Robinson (2011)<\/a> puts it: \u00abIn a world where lifelong employment in the same job is a thing of the past, creativity is not a luxury. It is essential for personal security and fulfillment.\u00bb<\/p>\n<p><a name=\"Bloom\"><\/a>One way of cultivating creative learning across disciplines in higher education is to include it in the curriculum\u2019s learning goals. In the revised Bloom\u2019s taxonomy of learning objectives (see graphic), creative learning is the highest-order thinking skill. How many higher education syllabi have learning objectives aiming at developing creative learning?<\/p>\n<figure id=\"attachment_366\" aria-describedby=\"caption-attachment-366\" style=\"width: 700px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-366\" src=\"https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/Taxonomy_revised_creating.jpg\" alt=\"Bloom taxonomy creativity\" width=\"700\" height=\"614\" srcset=\"https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/Taxonomy_revised_creating.jpg 700w, https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/Taxonomy_revised_creating-300x263.jpg 300w\" sizes=\"auto, (max-width: 700px) 100vw, 700px\" \/><figcaption id=\"caption-attachment-366\" class=\"wp-caption-text\">Revised Bloom\u2019s taxonomy of learning outcomes (Anderson &amp; Krathwohl, 2001)<\/figcaption><\/figure>\n<p>Another way is providing regular opportunities for hands-on experimentation, problem solving, discussion and\u00a0collaborative work. In order to achieve this, we can\u00a0encourage our students to<\/p>\n<ul>\n<li>work in groups on collaborative projects,<\/li>\n<li>ask in-depth questions (asking open-ended questions where there may be multiple solutions),<\/li>\n<li>imagine what might be possible by exploring different ideas,<\/li>\n<li>make connections between different ways of seeing,<\/li>\n<li>and explore the ambiguities and tensions that may lie\u00a0between them.<\/li>\n<\/ul>\n<h2>Stage Model of\u00a0the creative process<\/h2>\n<p><a href=\"https:\/\/global.oup.com\/academic\/product\/explaining-creativity-9780199737574?cc=ch&amp;lang=en&amp;\" target=\"_blank\" rel=\"noopener\">Keith Sawyer<\/a> identifed eight stages of the creative process. As can be seen, prolonged, intensive immersion in a domain is essential for highly creative performance:<\/p>\n<ol>\n<li>Identify the problem or opportunity.<\/li>\n<li>Acquire knowledge and skills relevant to the specific problem.<\/li>\n<li>Acquire a broad range of knowledge related to the problem (see the overlaps and relationships across domains; us analogic thinking; apply concepts from related domains, generate a variety of ideas).<\/li>\n<li>Allow time for deep reflection.<\/li>\n<li>Generate a variety of ideas.<\/li>\n<li>Combine ideas in novel ways.<\/li>\n<li>Select meaningful ideas based on feasible criteria.<\/li>\n<li>Externalize, test, evaluate, and refine the idea (imagine how to implement it, identify resources needed to implement it, predict the possible reactions, determine how to test, evaluate, and refine it).<\/li>\n<\/ol>\n<p>Sawyer\u2019s stage model can be an inspiration for designing learning activities \u2013 as mentioned above \u2013 aiming for creativity.<\/p>\n<h2>Part II<\/h2>\n<p>This blog post focuses on the importance of creativity as a learning goal. A <a href=\"https:\/\/blog.phzh.ch\/zhe\/design-thinking-roadmap-for-innovation\/\" target=\"_blank\" rel=\"noopener\"><strong>second part has\u00a0appeared in December<\/strong><\/a>\u00a0and discusses design thinking as a roadmap for creative learning, innovation and transformation\u00a0\u2013 including a video message by Suzi Jarvis and Colman Farrell!<\/p>\n<pre><strong>Conference:<\/strong> Creativity and design thinking are the focus of our short conference (Kurztagung) <a href=\"https:\/\/phzh.ch\/globalassets\/phzh.ch\/weiterbildung\/zhe\/events\/kurztagung-2016\/zhe_flyer_creativity_kurztagung.pdf\" target=\"_blank\" rel=\"noopener\">\u00abCreativity in Learning. Revolutionizing Teaching through Design Thinking\u00bb<\/a>. Our guests are Suzi Jarvis and Colman Farrell from the <a href=\"http:\/\/www.innovators.ie\/\" target=\"_blank\" rel=\"noopener\">Innovation Academy<\/a>, University College Dublin.\nDate: Thursday, January 19th 2017, 13.30-17.30 at the campus of the PH Z\u00fcrich. For more informations and registration, see the conference page: <a href=\"http:\/\/www.phzh.ch\/zhe-kurztagung\" target=\"_blank\" rel=\"noopener\">www.phzh.ch\/zhe-kurztagung<\/a>.\n\n<a href=\"https:\/\/phzh.ch\/de\/ueber-uns\/Medien\/News\/2017\/01\/design-thinking\/\" target=\"_blank\" rel=\"noopener\">Tagungsbericht auf der PHZH-Website<\/a> (short summary of the conference)<\/pre>\n","protected":false},"excerpt":{"rendered":"<p>Beitrag von\u00a0M\u00f2nica Feixas, Lehrbeauftragte am ZHE, PH Z\u00fcrich, und Professorin an der Universitat Aut\u00f2noma Barcelona (UAB). James Watt and his teacher There was this little boy who asked his teacher: \u00abIs it true that teachers always know more than their students?\u00bb The teacher answered yes. Then the boy asked:\u00a0\u00abSir, can you tell me who invented &hellip; <a href=\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/\" class=\"more-link\"><span class=\"screen-reader-text\">Creativity in Teaching: Facts and Fancy<\/span> weiterlesen<\/a><\/p>\n","protected":false},"author":1055,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"sfsi_plus_gutenberg_text_before_share":"","sfsi_plus_gutenberg_show_text_before_share":"","sfsi_plus_gutenberg_icon_type":"","sfsi_plus_gutenberg_icon_alignemt":"","sfsi_plus_gutenburg_max_per_row":"","footnotes":""},"categories":[39,45056],"tags":[82850,82847,64336,82846,82848],"class_list":["post-337","post","type-post","status-publish","format-standard","hentry","category-allgemein","category-hochschuldidaktik","tag-bloom","tag-design-thinking","tag-innovation","tag-kreativitaet","tag-lernziele"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Creativity in Teaching: Facts and Fancy - Lifelong Learning Blog<\/title>\n<meta name=\"description\" content=\"Creativity in learning is as important as literacy, argues Prof. Dr. M\u00f2nica Feixas. Thus, she explains how creativity can be implemented as a learning goal.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/\" \/>\n<meta property=\"og:locale\" content=\"de_DE\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Creativity in Teaching: Facts and Fancy - Lifelong Learning Blog\" \/>\n<meta property=\"og:description\" content=\"Creativity in learning is as important as literacy, argues Prof. Dr. M\u00f2nica Feixas. Thus, she explains how creativity can be implemented as a learning goal.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/\" \/>\n<meta property=\"og:site_name\" content=\"Lifelong Learning Blog\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/hochschuldidaktik\/\" \/>\n<meta property=\"article:published_time\" content=\"2016-10-25T08:15:14+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2024-06-06T08:24:55+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/monica-feixas-sw-klein.jpg\" \/>\n<meta name=\"author\" content=\"Tobias Zimmermann\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@zhe_phzuerich\" \/>\n<meta name=\"twitter:site\" content=\"@zhe_phzuerich\" \/>\n<meta name=\"twitter:label1\" content=\"Verfasst von\" \/>\n\t<meta name=\"twitter:data1\" content=\"Tobias Zimmermann\" \/>\n\t<meta name=\"twitter:label2\" content=\"Gesch\u00e4tzte Lesezeit\" \/>\n\t<meta name=\"twitter:data2\" content=\"7\u00a0Minuten\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/\"},\"author\":{\"name\":\"Tobias Zimmermann\",\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/#\/schema\/person\/a20384f76585cee8c93824c9855a0e86\"},\"headline\":\"Creativity in Teaching: Facts and Fancy\",\"datePublished\":\"2016-10-25T08:15:14+00:00\",\"dateModified\":\"2024-06-06T08:24:55+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/\"},\"wordCount\":1110,\"commentCount\":7,\"image\":{\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/monica-feixas-sw-klein.jpg\",\"keywords\":[\"Bloom\",\"Design Thinking\",\"Innovation\",\"Kreativit\u00e4t\",\"Lernziele\"],\"articleSection\":{\"1\":\"Hochschuldidaktik\"},\"inLanguage\":\"de\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/\",\"url\":\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/\",\"name\":\"Creativity in Teaching: Facts and Fancy - Lifelong Learning Blog\",\"isPartOf\":{\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/creativity-teaching-facts-fancy\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/blog.phzh.ch\/zhe\/files\/2016\/10\/monica-feixas-sw-klein.jpg\",\"datePublished\":\"2016-10-25T08:15:14+00:00\",\"dateModified\":\"2024-06-06T08:24:55+00:00\",\"author\":{\"@id\":\"https:\/\/blog.phzh.ch\/zhe\/#\/schema\/person\/a20384f76585cee8c93824c9855a0e86\"},\"description\":\"Creativity in learning is as important as literacy, argues Prof. Dr. M\u00f2nica Feixas. 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