Identify Creative Learning Approaches

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Identify Creative Learning Approaches.

• .for a learning Programme

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Acknowledging de Bono

• Imagine a ship at sea that is in trouble. The
  lights keep going out.
• The engine is faltering. The rudder is
  unreliable. The first mate is drunk.
• The crew is very demoralised. The service is
  appalling.
• The passengers on the ship are very dissatisfied.

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Then a new captain and first mate are flown in by
helicopter

• Everything changes.
• Crew morale is lifted
• Service improves
• The engine is fixed
• The rudder is fixed
• The lights stay on
• Everything seems fine.

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• But the ship is still headed in the wrong
  direction

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New directions driving creative teaching

• The movement towards constructivism
• An appreciation of learning styles ( sensory)
• An understanding that learners have different
  information processing styles ( styles for
  constructing learning)
• Availability of technology to enable the overall
  goal of personalization of the learning experience

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Benefits of Creative Learning

• Greater Learner Independence
• Learner Centred Active Learning
• Learner Involvement
• Learner Motivation
• Re-inforcement of Learning
• Learner Autonomy
• Self-directed Learner

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Vintage of the clasical educational model

• The Universities of Bologna ( Italy),
  Paris ( France) and Oxford ( England) were all
  created about 400 years before Gutenbergs
  printing press was created.
• Schools are seen largely as preparation platforms
  for higher education
• Is that a good model for a post internet post WTO
  post mobile phone world?

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Saya, the robot teacher launched in Japan

• Pupils in Japan have been given lessons by the
  worlds first robot teacher.
• The humanoid named Saya is multilingual, can do
  roll calls and set tasks from text books.

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Saya, the robot teacher launched in Japan

• She has a latex face, modelled on a university
  student, controlled by 18 motors to create
  expressions including happiness,
• surprise,
• fear,
• disgust,
• sadness and
• even anger.

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Waiting for recognition

• Saya will start teaching full-time after passing
  a trial term at a Tokyo primary.
• Her creator, science professor Hiroshi Kobayashi,
  had been working on the robot for 15 years.
• The original, named Pikarin, had a metal head
  with exposed wires and levers.

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This is it.Saya
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Service conditions ?

• Salary, tenure and other benefits have yet to be
  decided, but perhaps a special type of teachers
  union may well be in the works!

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Some other interesting developments

• Digital Socrates
• Future Computers

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Future PCs ???
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The future Desktop
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This pen sort of instrument produces both the
monitor as well as the keyboard on flat surfaces
from where you can just carry out the normal
operations you do on your desktop.
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With Bluetooth technology... See the forthcoming
computers within our pockets .. 
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Wearable computers
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Smart USB disks an alternative to laptops

• Long years ago we had floppy disks
• Then came CD-ROM
• DVD for more storage
• Universal Serial Bus (USB) stick
• Sandisk, Transcend, others
• 16GB for US 30

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The web is just 5000 days old

• 100 billion clicks per day
• 55 trillion links
• 2 million e-mails per second
• Uses 5 of the global electricity on the planet
• Total traffic about 7 Terrabytes per second
• 246 Hexabytes Storage

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What could be happening in the next 5000 days ?

• Semantic web
• Natural language processing
• Gestures
• Voice
• Touch
• Superior machine intelligence
• Robots

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What makes a teacher great ?

• Bill Gates on www.ted.com

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Our approach Ostrich- like

• What affects the rest of the world will not
  impact us
• We are different

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Encouraging constructivism

• Learners learn by fitting new information to what
  they already know
• Thus prior knowledge, beliefs and attitudes of
  the learners plays an important role
• Collaborative learning environments and contexts
  for team-work must be created
• The key notion in this new "constructivist
  theory" is that people learn best by actively
  constructing their own understanding.

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12 Principles of Constructivist teaching

1. "The brain is a parallel processor". It
   simultaneously processes many different types of
   information, including thoughts, emotions, and
   cultural knowledge. Effective teaching employs a
   variety of learning strategies.
2. "Learning engages the entire physiology".
   Teachers can't address just the intellect.
3. "The search for meaning is innate". Effective
   teaching recognizes that meaning is personal and
   unique, and that students' understandings are
   based on their own unique experiences.

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Constructivist teaching

• "The search for meaning occurs through
  'patterning' ". Effective teaching connects
  isolated ideas and information with global
  concepts and themes.
• 5. "Emotions are critical to patterning".
  Learning is influenced by emotions, feelings, and
  attitudes.
• "The brain processes parts and wholes
  simultaneously". People have difficulty learning
  when either parts or wholes are overlooked.
• "Learning involves both focused attention and
  peripheral perception". Learning is influenced by
  the environment, culture, and climate.

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Constructivist teaching

• "Learning always involves conscious and
  unconscious processes". Students need time to
  process 'how' as well as 'what' they've learned.
• "We have at least two different types of memory
  a spatial memory system, and a set of systems for
  rote learning". Teaching that heavily emphasizes
  rote learning does not promote spatial,
  experienced learning and can inhibit
  understanding.
• "We understand and remember best when facts and
  skills are embedded in natural, spatial memory".
  Experiential learning is most effective.
• "Learning is enhanced by challenge and inhibited
  by threat". The classroom climate should be
  challenging but not threatening to students.
• "Each brain is unique". Teaching must be
  multifaceted to allow students to express
  preferences.

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Pedagogies based on constructivism

• Learning is accomplished best using a hands-on
  approach
• Learners learn by experimentation, and not by
  being told what will happen. They are left to
  make their own inferences, discoveries and
  conclusions.
• It emphasizes that learning is not an "all or
  nothing" process but that students learn the new
  information that is presented to them by building
  upon knowledge that they already possess.
• It is therefore a process of continuous
  improvement.

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Teacher's Role in Pedagogies based on
constructivism

• To not only observe and assess but also engage
  with the students while they are completing
  activities, wondering aloud and posing questions
  to the students for promotion of reasoning.
• To intervene when the conflicts arise however,
  they simply facilitate the students' resolutions
  and self-regulation, with an emphasis on the
  conflict being the students' and that they must
  figure things out for themselves.
• To encourage the students to write or draw
  stories of their own, or by having the students
  reenact a story that they may know well both
  activities encourage the students to conceive
  themselves as reader and writers.

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Connectivism

• At its heart, connectivism is the thesis that
  knowledge is distributed across a network of
  connections, and therefore that learning consists
  of the ability to construct and traverse those
  networks.

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Some examples of Scientific Creativity

• The periodic Table
• Models of the atomic structure
• The double helix model of the DNA

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Moving from a mere lecture to the creation of a
learning event

• It is not enough that a lecture was taken
• The learning transactions are more important
• Did learning take place?
• Did an interest in more learning take place?
• Did the learner learn how to learn?

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• The answer is creative learning and teaching

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Creating the Eureka moments..

• Designed to lead to moments of enlightenment in
  which the cognitive conflicts in the minds of the
  learner are removed, and he exclaims wow, this
  is wonderfulI never knew thisisnt it
  fascinating...etc in a spirit similar to the
  Eureka moment of Archimedes

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Multiple roles of a teacher

• must be content expert,
• a diagnostician,
• a rescuer,
• a motivator,
• a patient communicator,
• a manager and leader,
• a student of human behavior.

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Learning Styles

• Verbal learners
• Visual learners
• Auditory learners
• Kinesthetic learners

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The verbal Learner

• They learn best with help of written and spoken
  explanation
• They have sensitivity to the meaning, sounds of
  words
• They enjoy story telling and creative writing
• They love reading

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The verbal Learner..

• They are capable of convincing others for their
  point of view
• They tend to think in words
• They do well with written assignments

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The visual Learner

• They remember best with the help of pictures,
  diagrams, flow-charts, time lines and
  demonstrations
• They enjoy creating visual patterns and need
  visual stimulation
• They are day dreamers
• They have talent for art

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The visual Learner

• They are more aware of objects, shapes and
  colours in the environment around them
• They are good in reading maps
• They tend to think in images and pictures

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The auditory Learner

• They enjoy playing instruments
• They learn easier if things are set to music
• They are able to discriminate between various
  sounds
• They enjoy talking to each other
• They require explanations of diagrams, graphs or
  maps

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The kinesthetic Learner

• They enjoy creative dramatics and dancing
• They like expressing themselves with movement and
  bodily actions
• They use gestures and physical movements to learn
  and solve problems

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The kinesthetic Learner

• They take frequent study breaks
• Though interacting with the space around them,
  they are able to remember and process the
  information
• They have keen sense of body awareness
• They find it difficult to sit for long periods of
  time

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Learning Strategies for verbal learners

• Take class notes on regular basis
• Learn the information in written form
• When information is presented in diagrams write
  out explanations for the information
• Write out key sentences and phrases to learn new
  information

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Learning Strategies for verbal learners

• When a problem involves a sequence of steps,
  write out in detail how to do each step
• Try to summarise the information to be learned
• While revising, always try to write answers or
  main points

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Learning Strategies for visual learners

• Use highlighter pens to highlight different kinds
  of information (colour code) when studying new
  information in your text-book
• Make flash cards of vocabulary words and concepts
  that need to be memorized. Limit the amount of
  information per card so that your mind can take
  the mental visual picture of the information

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Learning Strategies for visual learners

• Try to learn information with the help of
  diagrams, illustrations and flow charts
• Make and stick notes containing key words and
  concepts and place them in highly visible places
• Use computers to create tables and charts with
  graphics that help you understand and retain
  information

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Learning Strategies for auditory learners

• You learn best when information is presented in
  auditory oral language format
• When studying by yourself talk out loud to aid
  recall
• Tape record your lectures
• Create your own audio tapes by reading notebooks
  and textbook information

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Learning Strategies for auditory learners

• Reason out by talking out loud to yourself or
  with your study partner.
• To learn sequence of steps write them out in
  sentence form and then read them aloud.
• You should also read out loud information to be
  learned while standing in front of the mirror.

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Learning Strategies for kinesthetic learners

• They benefit from a laboratory setting where they
  can manipulate materials to learn new
  information.
• They learn best when physically engaged in a
  hands on activity.
• They should be walking back and forth with
  text-boks, notebooks or flash cards

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Learning Strategies for kinesthetic learners

• Participate in field visits to gain first hand
  information
• When reviewing new information copy or write key
  points. This helps to keep your hands busy.
• Make use of computers to re-inforce learning
  through the sense of touch.

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The 5 fundamental Learning Styles

• Apprentice
• Incidental
• Discovery
• Inductive
• Deductive

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Apprentice

• A building block approach for presenting
  concepts in a step by step procedural learning
  styles
• Basically needs to be spoon fed

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Incidental

• Based on events that trigger the learning
  experience.
• The events usually occur in a less formal
  context, and often assume a story format.
• Learners begin with an event that introduces a
  concept and provokes questions

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Discovery

• An inquiry method of learning in which students
  learn by doing, testing the boundaries of their
  own knowledge

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Inductive

• Learners are first introduced to a concept or a
  target principle using specific examples that
  pertain to a broader topic area

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Deductive

• Based on the discernments of trends through the
  presentation of data, simulations, graphs, charts
  or other data

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Creating an engaged technology-enhanced learning
experience

• We are moving away from a mere (chalk and talk)
  and (spray and pray) lecture format to the
  creation of an interactive learning event

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Managing a learning event

• A properly managed learning event comprises a
  series of learning moments

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Creative Learning Activities

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

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Personalisation of the learning experience

• Each such learning moment is unique to each
  learner and ICT enables its realisation
• Mindmaps
• Webquests
• Memes
• Mnemonics

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Activities for a specific programme

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

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