Using Creative Learning approaches in Learning Programmes..

1
Using Creative Learning approaches in Learning
Programmes..

• ..to enhance the learning experience

2
Webquests..for interactive learning
3
Input Transformation - Output

• Inputsreferences, articles,images, sounds,news
  reports, press releases,experts,dynamic data
  sources,project / field reports
• Transformationscomparison / contrast,concept
  creation,Analysis,synthesis,evaluation,problem
  solving,decision making,policy formation
• Outputoral presentations,written reports,
  letters, etc.,creative writing,
  videoconferencing, audioconferencing,Web
  publishing

4
                                            
                                                  
                                           
5
The idea machinea pool of starting points

• What information/facts do you want to make sure
  your students learn?
• What more sophisticated thinking would you like
  students engaged in?
• What are the main skills students should master
  in your class?
• Is there a topic in your curriculum you want to
  enhance?

6
Pre-writing your web-quest

• The big ideas
• Links likely to be used
• Roles or Jobs for Developing Expertise
• "Go / No Go" Questions

7
Thinking thru linking

• Instructional designers should think through how
  they use Internet links
• The Internet holds such a wealth of possibilities
  that it is important to diagnostically choose the
  right kind of site to achieve the intended
  instructional goal.
• Thinking links should be developed in the minds
  of learners using the pages
• Students should engage in thinking that connects
  to prior knowledge, creates links to other
  content areas, extends their cognitive schema,
  and prompts the construction of new meaning.

8
The Web-quest design process

• Exploring the possibilitiesChoose and chunk the
  topic,Identify learning gaps, Inventory
  resources,uncover the question
• Designing for successBrainstorm
  transformations,identify real world feedback,sort
  links into roles,define the learning task
• Creating your webquest write the web-page,engage
  learners,scaffold thinking,implement and evaluate

9
Web- and flow interaction

• It is a fee-based web-site for this purpose
• It's an interactive design site. It's a
  just-in-time workshop.  It's an interactive
  book.   It's an expert system.    It's an HTML
  editor.     It's a Web host.      It's a
  learning community

10
Filamentality

• Filamentality is a fill-in-the-blank tool that
  guides you through picking a topic, searching the
  Web, gathering good Internet links, and turning
  them into learning activities. It combines the
  "filament" of the Web with a learner's
  "mentality". Support is built-in through
  Mentality Tips that guide you along the way. In
  the end, you'll create a Web-based activity you
  can share with others even if you don't know
  anything about HTML, Web servers, or all that
  www-dot stuff.

11
Web-quest template

• Introduction
• Question Task
• The Process and Resources
• Background Something for Everyone
• Looking Deeper Different Perspectives on the
  Topic
• Debate and Discuss What You Learned
• Conclusion

12
Web-quest designers checklist

• An Engaging Opening
• The Question / Task
• Background for Everyone
• Roles / Expertise
• Use of the Web
• Transformative Thinking
• Real World Feedback
• Conclusion

13
Web-quest Rubrics
  LowProbably not a WebQuest
Engaging Opening No attempt made to appeal to learners.
The Question / Task Fuzzy Question or Task. Maybe what's asked for is lower level thinking.
Background for Everyone No attempt to access prior learning or build common background.
Roles / Expertise Roles are artificial or not requiring interdependent teamwork.
Use of the Web This activity could probably be done better without the Web.
Transformative Thinking No Transformative thinking. (This is not a WebQuest, but may be a good Treasure Hunt).
Real World Feedback No feedback loop included.
Conclusion Minimal conclusion. No mention of student thinking or symmetry to intro.
14
Web-quest Rubrics
  MediumA solid draft
Engaging Opening Honestly attempts to appeal to student interests.
The Question / Task The Question and Task target higher order thinking, but may not be totally clear.
Background for Everyone Some mention of addressing a common body of knowledge. (May not happen within the activity.)
Roles / Expertise Roles are clear. They may be limited in scope.
Use of the Web Some resources reflect features of the Web that make it particularly useful.
Transformative Thinking Higher level thinking is required, but the process for students may not be clear.
Real World Feedback The learning product could easily be used for authentic assessment although this may not be mentioned.
Conclusion Sums up the experiences and learning that was undertaken. Probably returns to the intro ideas.
15
Web-quest Rubrics
  HighReady for Blue Web'n
Engaging Opening Has that something that compels attention.
The Question / Task Clear Question and Task. These naturally flow from the introduction and signal a direction for learning.
Background for Everyone Clearly calls attention to the need for a common foundation of knowledge and provides needed (Web?) resources.
Roles / Expertise Roles match the issues and resources. The roles provide multiple perspectives from which to view the topic.
Use of the Web Uses the Web to access at least some of the following interactivity, multiple perspectives, current information, etc.
Transformative Thinking Higher level thinking required to construct new meaning. Scaffolding is clearly provided to support student achievment.
Real World Feedback Some feedback loop is included in the Web page. May include a rubric.
Conclusion Clear tie-in to the intro. Makes the students' cognitive tasks overt and suggests how this learning could transfer to other domains/issues.
16
Human mind

• Humans are capable of Rational
• thinking while animals are instinctive.
• Thinking itself is a process of analysis of
  inputs to arrive at a logical (individual's
  logic) output where Our brain is the processor
• . Humans are the only species, where IQ is
  genetically transferred from parent to child.
  That is also the reason why children are smarter
  than the parent at that age.
• The term thoughts arise in my mind means.... the
  thoughts are brought forth from a sub-conscious
  state to a conscious state for the brain to focus

17
What is a Mind Map?

• A mind map is a visual
• thinking tool which
• reflects the way the
• brain naturally thinks.

18
Mind Mapping

• Mind mapping is a term coined by Tony Buzan to
  describe a creative thinking process
• It is a brilliant method of putting your thoughts
  into a visual format that encourages and fosters
  the process of thinking creatively -- and it is a
  great study aid too.

19
Mind mapping ..it's origins in history.

• Leonardo da Vinci used 
• visual mapping thinking
• techniques 
• the poet Alfred Lord
• Tennyson invented a
• creative thinking process called Nuclear
  Shorthand which was a forerunner to mind mapping.

20
 Benefits of Mind Maps

•    Brainstorm creative ideas quickly and easily  
• Make better decisions  
• Take fast effective notes in meetings  
• Make concise notes from books, documents, reports
  and other printed material  
• Prepare and present documents etc.  
• Study better and remember more  
• Think through problems and find the best
  solution  

21
How to do Mind Mapping For Creative Insights
22
The free flowing approach to mind mapping

• You start with your
• central idea on the mind
• map and you see what
• comes to mind next and you
• add that to the map with a
• branch line from the central
• idea to the new idea with a circle around the new
  idea.
• If that idea sparks other thoughts, you add lines
  and circles from the new idea to note down the
  other thoughts too.
• If you reach a dead end, you may go back to the
  central idea or to any other sub-idea that has
  occurred to you. This is easier to practice than
  to describe!

23
Mind Map Global warming Impacts
24
The systematic approach to mind mapping

• involves creating branches out from your central
  idea, labelled with sub-ideas that relate to the
  central idea. So if you were mindmapping on the
  subject of, say, videoblogs... your central
  circle would say Impact of Global warming , then
  you would create branches off with sub-ideas such
  as economics, GW worse than, predictions, mass
  extinction
• This systematic approach can often end up being
  simply a way of creating a map of your knowledge
  of a subject -- but just seeing it in this format
  frees your mind to think creatively, laterally,
  dynamically on the subject.

25
How to Read a Mind Map 

• The best way to start learning how to construct
  your own Mind Maps is to study ones that other
  people have created. 
•  
• On Mind Maps, ideas and thoughts are shown as
  coloured images and key words branching out from
  a central theme. One of the key benefits of Mind
  Maps is that they help you to see how ideas link
  to each other as well as how they relate to the
  central theme.
•  
•  

26
Start reading the Mind Map by

• Start in the centre - the image represents the
  theme/topic of the Mind Map.
• 2. Select one of the main branches (thick curved
  line connected to the central image). This has a
  key word printed on it and represents an
  idea/thought that is linked to the main theme.
• 3. Read out from the centre along the branch.
  These are second and third levels of thought with
  words and images that are associated with the
  main branch 
• 4. Continue reading around the Mind Map until you
  have read and understand the whole map. 

27
What to use Mind Maps for

•  Mind Maps can be used for a wide variety of
  activities that involve
• thinking, learning and communication in business,
  in school and at home.   

28
Edward De Bonos Six Thinking Hats
29

• Its many-sided. Fact-finding, for first
  instance, is when you (are in a meeting, all the
  others) concentrate on the facts, analyse the
  information you have, and identify what more you
  need to know. Here you wear the White Hat.

30

• The Red Hat function couldnt be further removed.
  Here you let your intuition take command. Never
  ignore a hunch or gut feelings. They result
  from the same intellectual processes as
  controlled thinking. You may not be conscious of
  those processes, but you can benefit hugely from
  the result of their silent work.

31

• There are also positive results from thinking
  negatively. That may sound weird, but its
  important to think through all the negatives -
  all the reasons why a plan may not work. People
  who only wear this Black Hat are a pain. But you
  must make sure that the black, cautionary
  warnings have all been thoroughly examined

32

• The Yellow Hat is the opposite, again. This is
  positive thinking, where you concentrate on the
  benefits and show the sunny, optimistic side of
  your thinking.

33

• Yellow goes hand-in-hand with green - creativity.
  The Green Hat is worn for developing creative
  ideas. While logic and organisation are required
  to develop creative excellence, this depends on
  free thought - in which lateral thinking (the
  most famous de Bono inspiration) covers a highly
  valuable body of techniques.

34

• Finally, theres the Blue Hat. With this hat on,
  you think about controlling the process, about
  organising discussion, planning and execution to
  achieve the best possible result. This is where
  you ask the key question

35
Summary of Six thinking Hats
36
A 6 step model for information processing skills

• 1. Task Definition1.1 Define the information
  problem 1.2 Identify information needed
• 2. Information Seeking Strategies 2.1 Determine
  all possible sources 2.2 Select the best sources
• 3. Location and Access3.1 Locate sources
  (intellectually and physically) 3.2 Find
  information within sources
• 4. Use of Information4.1 Engage (e.g., read,
  hear, view, touch) 4.2 Extract relevant
  information
• 5. Synthesis5.1 Organize from multiple sources
  5.2 Present the information
• 6. Evaluation6.1 Judge the product
  (effectiveness) 6.2 Judge the process
  (efficiency)

37
How will it get done?

• The academic strand through traditional high
  quality teacher training Institutes,
• The other strand through creative teaching using
  web 2.0 and allied technologies, facebook, wikis,
  blogs, podcasting, twitter, second life and
  accessed through mobile hand-held devices

38
Drawing from the double helix model

• One strand is the initial professional
  pre-service training e.g. B.Ed, NTT etc.
• The other strand is continuous development of
  generic skills of ICT, assessment, enhancing
  learner motivation
• There are links at several levels between the two
  strands

39
Creative Learning Activities

• Research activities
• Games
• Case studies
• Discussion
• Debates
• Simulations
• Investigations
• Assignments
• Projects
• Group work
• Other Practical activities

40
Resources for creative Learning activities

• Research materials and networks
• External contacts
• Opportunities outside of the classroom
• Support Networks
• Games
• Case Studies
• Simulations
• Practical activities
• Assignments
• Projects

41
Facilitation Skills

• Induction
• One on one and group discussions and review
• Formal and informal feedback
• Written and oral feedback
• Contacts, access, availability
• Communications, briefing
• Monitoring of progress
• Timely Interventions

42
Environment

• Relationships
• Involvement of others
• Support of colleagues, technicians and other
  staff
• Suitable Physical environment
• Two-way interaction regular and varied
• Trust
• Open Climate

43
Implement activities

• Independent research activities
• Team and collaborative working
• External speakers and visits
• Work placement
• Projects
• Presentations
• Simulations

44
Activities for a specific programme

• Identify programme outcomes
• Matching activities to desired outcomes
• Applying above approach to activities listed
  earlier to specific programmes

45
Thank You !!!!!!!!! www.mmpant.net