Creativity and Learning - Contexts, Processes and Support
von: Soila Lemmetty, Kaija Collin, Vlad Petre Glaveanu, Panu Forsman
Palgrave Macmillan, 2021
ISBN: 9783030770662
Sprache: Englisch
300 Seiten, Download: 6687 KB
Format: PDF, auch als Online-Lesen
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| Preface | 6 | ||
| Contents | 9 | ||
| Notes on Contributors | 12 | ||
| List of Figures | 23 | ||
| List of Tables | 24 | ||
| 1 Introduction: Creativity and Learning as Sociocultural and Intertwined Phenomena | 26 | ||
| Sociocultural Perspective for Creativity and Learning | 30 | ||
| Creativity and Learning as Intertwined Phenomena | 32 | ||
| Focus, Purpose, and Contents of the Book | 33 | ||
| The Main Conclusions of This Book | 37 | ||
| Change and Uncertainty as Bases for Creativity and Learning | 38 | ||
| Agency and Autonomy (as Sources of Creative Interactions) Leading to Creativity and Learning | 40 | ||
| Cultures, Shared Goals, and Different Methods of Building, Supporting, and Facilitating Creative Learning Communities | 43 | ||
| References | 45 | ||
| 2 Uncertainty: A Necessary Condition for Creative Learning | 50 | ||
| Introduction | 50 | ||
| The Role of Uncertainty in Creative Learning | 51 | ||
| Intra and Interpsychological Processes of Creative Learning | 52 | ||
| Agentic and Socio-Cultural Perspective | 54 | ||
| Secondary Phase of Creative Learning | 56 | ||
| Uncertainty in Educational Practices Supportive of Creative Learning | 58 | ||
| Encountered Uncertainty | 60 | ||
| Planned Uncertainty | 61 | ||
| Implications for Theory, Research, and Practice | 63 | ||
| References | 66 | ||
| 3 Time to Think: Lessons about Purpose and Agency from Case Studies | 70 | ||
| Introduction | 70 | ||
| Gruber’s Emerging Point of View | 71 | ||
| Network of Enterprise | 73 | ||
| From Historical Materialism to Gestalt Holism | 74 | ||
| Piaget and Systemic Development | 75 | ||
| The Cognitive Revolution | 76 | ||
| The Darwin Case | 76 | ||
| Experimental Epistemology | 77 | ||
| Social Activism | 79 | ||
| Evolving Systems | 79 | ||
| The Individual as Evolving System | 80 | ||
| Method | 81 | ||
| Studying the Organization of Work | 81 | ||
| Generalizability of Findings | 82 | ||
| Generalized Questions | 83 | ||
| Legacy: Distributed and Participatory Creativity | 83 | ||
| Educational Implications | 85 | ||
| Long-Term and Holistic Perspectives on Learning | 86 | ||
| Individuality in Complex Distributed Systems | 87 | ||
| Case Studies | 88 | ||
| Conclusion | 89 | ||
| References | 90 | ||
| 4 Developing Intelligence and Creativity in Education: Insights from the Space–Time Continuum | 93 | ||
| Introduction | 93 | ||
| Education in the Industrial and Information Societies | 95 | ||
| On the Relationship Between Intelligence and Creativity | 97 | ||
| Creativity in Education: A Conundrum | 99 | ||
| Applying the Space–Time Continuum to Education | 101 | ||
| Mapping Pedagogies on the Space–Time Continuum | 104 | ||
| Conclusion: Balancing Pedagogies in the Space–Time Continuum | 106 | ||
| References | 108 | ||
| 5 Cultivating Creativity in Computing Education: A Missed Opportunity? | 112 | ||
| Introduction | 112 | ||
| Background | 114 | ||
| The Subject “Technology Comprehension” in Denmark | 114 | ||
| Creativity in Education | 116 | ||
| Method | 118 | ||
| Analysis | 120 | ||
| Creativity in Students’ Cognitive Skills, the Design Process, and in the New Digital Solution | 120 | ||
| Creativity as a Prerequisite for Learning and as a Learning Outcome in Itself | 121 | ||
| Creativity as a Monodisciplinary and Interdisciplinary Endeavor | 122 | ||
| Creativity as an Individual and Collective Phenomenon | 123 | ||
| Creativity as an Unleashed Potential in Technology and as a Design Solution | 124 | ||
| Discussion | 126 | ||
| Creativity Is Integral to the Danish Technology Comprehension Subject | 126 | ||
| Articulations of Creativity in the Technology Comprehension Subject Appear Contradictory and Inconsistent | 128 | ||
| Closing Remarks | 131 | ||
| References | 132 | ||
| 6 Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning: A Vision and Practice of Everyday Creativity | 137 | ||
| Introduction | 137 | ||
| Framing and Operationalizing Creativities Theory-Into-Practice | 140 | ||
| An Ecological Framework for Diverse Creativities | 140 | ||
| “Everyday Creativity”: An International Collaborative Effort to Boost Schools’ Creative Resources with Finnish Models of Education | 143 | ||
| Creative Ecological Dimensions of the Finnish National Core Curriculum (2014) | 145 | ||
| Developing a Research-Based Blended Course in Multi-stakeholder Co-creation | 147 | ||
| Course Content, Structure, and Organization | 148 | ||
| Approaches to an Ecology of Diverse Creativities: An Analysis of Teachers’ Accounts with the Renewal of Learning Environments in Focus | 152 | ||
| Discussion and Conclusion: “Everyday Creativity” in Teacher Professional Learning | 159 | ||
| References | 162 | ||
| 7 Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory | 166 | ||
| Introduction | 166 | ||
| Distributed Creativity and Expansive Learning | 169 | ||
| Study | 172 | ||
| Research Setting | 173 | ||
| Data Collection | 174 | ||
| Data Analysis | 176 | ||
| Findings: Distributed Creativity and Expansive Learning in the Change Laboratory | 178 | ||
| Interaction Episode 1: Searching for the Shared Object of the Collective Activity | 178 | ||
| Interaction Episode 2: Envisioning a Dynamic Team Model for Pedagogical Collaboration | 181 | ||
| Interaction Episode 3: Inventing a Dynamic Model for Pedagogical Leadership | 185 | ||
| Discussion and Conclusion | 188 | ||
| References | 191 | ||
| 8 Virtual Enterprise Simulation Game as an Environment for Collaborative Creativity and Learning | 196 | ||
| Introduction | 196 | ||
| RealGame as an Environment for Fostering Collaborative Learning and Creativity | 198 | ||
| Method | 201 | ||
| Collaborative Creativity and Learning in the Participants’ RealGame Experiences | 204 | ||
| Discussion | 208 | ||
| References | 211 | ||
| 9 Mind the Gap: Creative Knowledge Processes Within Interdisciplinary Groups in Organizations and Higher Education | 216 | ||
| Introduction | 216 | ||
| How to Understand Creativity and Learning as Creative Knowledge Processes | 217 | ||
| From individual Creativity to Creativity as a Social Act | 218 | ||
| Polyphony as a Sociocultural Approach to Understanding Creative Knowledge Processes | 221 | ||
| A Study on Interdisciplinary Groups | 223 | ||
| Three Research Groups in Organizations | 224 | ||
| Results | 225 | ||
| Transferring the Results to Student Groups in Higher Education | 230 | ||
| The Importance of Openness, Respect, Psychological Safety, and Trust in the Groups | 231 | ||
| Concluding Remarks | 233 | ||
| References | 234 | ||
| 10 Remaking and Transforming Cultural Practices: Exploring the Co-occurrence of Work, Learning, Innovation | 239 | ||
| Introduction | 239 | ||
| Promoting Innovations and Learning at Work | 242 | ||
| Explanatory Orientation | 244 | ||
| Investigating How Innovations Are Initiated, Enacted, Supported, and Rewarded in Workplaces | 245 | ||
| Initiating, Enacting, Supporting and Rewarding Innovations | 248 | ||
| Initiating Workplace Innovations | 250 | ||
| Enacting Workplace Innovations | 254 | ||
| Supporting Innovations in the Workplace | 257 | ||
| Rewards for Innovation | 258 | ||
| Work and Innovation: Discussion | 259 | ||
| Importance of Workers’ Engagement | 259 | ||
| Proximity to Managers and Workers | 260 | ||
| References | 262 | ||
| 11 Supporting Creativity and Learning at Work: Practices and Structures from Growth Companies | 265 | ||
| Introduction | 265 | ||
| Creativity and Learning in Working Life | 268 | ||
| Practices and Structures Supporting Creativity and Learning—A Focus on HRM | 271 | ||
| Aims, Questions and Sub-studies of the HeRMo Project | 275 | ||
| Methodology and Data | 275 | ||
| Mixed Methods and Ethnographic Approaches | 275 | ||
| Data | 275 | ||
| Analysis | 278 | ||
| Summary of the Main Findings of the Sub-studies of the HeRMo Project | 279 | ||
| Four Main Conclusions from the HeRMo Project | 280 | ||
| Creativity and Learning Are Collective and Informal Phenomena at Work | 281 | ||
| A Variety of Structures and Practices Enable Creativity and Learning at Work | 282 | ||
| Equality and Employee Orientation in Structures and Practices Are Important | 283 | ||
| A Context-Specific Examination of Creativity, Learning and Supporting Practices Is Needed | 285 | ||
| Closing Thoughts | 286 | ||
| References | 287 | ||
| Index | 293 |