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Creativity for Learning 3: Storytelling

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Chrissi Nerantzi
Chrissi Nerantzi

This document provides information about a series of workshops on creativity for learning. It includes the dates and locations for 5 workshops between January and March, covering topics like creativity in higher education, game-based learning, storytelling, and LEGO serious play. Participants can receive credits towards a postgraduate certificate or master's in academic practice. The workshops are part of a program called FLEX which recognizes informal professional development. Contact information is provided for more details.

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with Chrissi Nerantzi @chrissinerantzi Creativity for Learning and FLEX artwork by artist Ellie Livermore
Workshops info • workshop 1 (29.1.15, 1-4pm, AS105): Unit overview, introduction to creativity in HE, enablers and barriers • workshop 2 (5.2.15, 1-4pm Manchester City Centre): Creativity in action! Let’s play the “Sell your bargains” game, where game-based learning meets problem-based learning • workshop 3 (12.2.15, 1-4pm, AS 105): The use of story for learning and teaching • workshop 4 (19.2.15, 1-4pm, AS105): Learning through making and LEGO® Serious Play® • workshop 5 (5.3.15, 1-4pm), AS105: Innovative project ideas exchange and development • BONUS: automatically join the Greenhouse, monthly gatherings with showcase events Creative Spaces • Next term: – action learning sets (peer support) – Face-to-face and online tutor support – 17 June showcase your innovations at the Greenhouse and BSE pre-conference event, – here on campus, more info to follow – CELT Summer Conference theory and practical application, activities and development of creative practices
“If we come and go the same person, we haven’t really achieved anything!” CN • Items too heavy to take to a class? • Easy is better? Please think again! Remember! We need an open mind Actively listen to other perspectives What others say more important than what we say! Challenge and be challenged! Learning means change! https://farm4.staticflickr.com/3210/2939695918_23ec3351da_z.jpg?zz=1
Sessions so far: Where are you now and how does this feel? panicalert panic alert comfy
Online engagement: Where are you now and how does this feel? panicalert panic alert comfy
pre-workshop tasks 1. Reading: Haigh, C. & Hardy, P. (2011) Tell me a story. a conceptual exploration of storytelling in healthcare education, in: Nurse Education Today 31 (2011) 408–411, available at http://ac.els- cdn.com/S0260691710001486/1-s2.0-S0260691710001486- main.pdf?_tid=9286e88a-3413-11e4-a089- 00000aab0f26&acdnat=1409822119_15c2c0f671dcbdfa4a1a3454 852e8e6d 2. Resources: Find a story that captivated you and bring this with you to the session. 3. Activity: Put a story together using 3 photographs
Theory of Multimedia Learning (Mayer, 2005) “people learn more deeply from words and pictures than from words alone” (Mayer, 2005, 31) Information processing auditory channel visual channel
”... the use of voice, particularly where augmented with moving image, can support learning in many ways. There are affective aspects; the way audio and video can help us to connect with people and emotions, and more practical benefits connected with the richness and reliability of information capture.” Jordan (2012, p. 24) http://pixabay.com/p-55122/?no_redirect
Let’s have a look at stories
Let’s share a story! 10 Created by David Leathlean’s student https://farm8.staticflickr.com/7414/16265403569_296a016c9c_z.jpg
What do they have in common?
Story is powerful http://upload.wikimedia.org/wikipedia/commons/6/6d/Puu_Oo_cropped.jpg
What happens when we share stories? https://c1.staticflickr.com/3/2003/2193724466_a013fb1cd4.jpg
Stories bring us closer together http://pixabay.com/static/uploads/photo/2014/03/17/13/17/park-289087_640.jpg
Stories help us live different realities (Moon, 2010) https://farm5.staticflickr.com/4046/4703795262_f427f19971_b.jpg
problem-posing education (Freire, 2011) “Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exists and a new term emerges: teacher student with students-teachers. The teacher is no longer merely the –one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.” (Freire, 2011, 80)
there are problems in stories! http://www.wallpaperup.com/uploads/wallpapers/2013/05/21/91172/3cbf47d4ab408d169eca1e59f744c323.jpg
problem-posing stories with (some) complexity • to share experiences • critical, creative thinking and reasoning • to create new meaning and understanding • to build a support community • to find problems and problem-solve http://fc08.deviantart.net/fs29/i/2008/128/e/5/Stone_Flower_OBJ_by_dmaland.jpg
How can we use story? Share experiences Community building Use as a trigger for discussion or debate Introduce a new topic or concept Activity: Think about your professional context and consider using story where you think this could make a difference to the student learning experience. Create a mindmap and share your idea with a colleague. Revisit your idea and create a session outline. What resources and tools will you need?
Create your learning ecology! Prof. Norman Jackson, Learning Ecologies at https://p2pu.org/en/courses/2615/content/5720/
Tools for storytelling, storymaking, storydoing, let’s find some! http://upload.wikimedia.org/wikipedia/commons/5/51/GIRL_USES_A_MAGNIFYING_GLASS_TO_STUDY_PLANT_LIFE_IN_THE_TUNDRA_OF_THE_ROCKY_MOUNTAINS._THE_DE ER_PTA_SPONSORED_A..._-_NARA_-_543740.jpg
Design studio activity 1. Reflect on what we did during the workshop and identify opportunities to develop creative activity for learning, teaching or research. 2. Discuss with a colleague. 3. What could you try?
post-workshop extensions • Reflect on the session • Implement the activity/ies you developed • Consider inviting a peer to observe you • Reflect, evaluate and enhance • What else could you try and why? • Prepare for the next workshop.
References • Bracher, M., Collier, R., Ottewill, R. and Shephard, K. (2005). Accessing and engaging with video streams for educational purposes: experiences, issues and concerns. ALT-J, Research in Learning Technology 13(2), June 2005, 139–150. • Freie, P.(2011) Pedagogy of the opressed, New York: continuum. • Hall, I. & Wright, D. (2007). Literature Review of the use of Video as a resource for professional development of mathematics teachers. National Centre for Excellence in the Teaching of Mathematics. Newcastle: The Research Centre for Learning and Teaching. Available from https://www.ncetm.org.uk/public/files/248292/NCETM+Literature+Review+31-10-07.pdf • Jordan, L. (2012). Video for peer feedback and reflection: embedding mainstream engagement into learning and teaching practice. In Research in Learning Technology Supplement: ALT-C 2012 Conference Proceedings, 16-25. Available from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19192/pdf_1 • Laurillard, D. (2002). Rethinking university teaching: A Conversational Framework for the Effective Use of Learning Technologies. London: RoutledgeFalmer. • Mayer, R. E. (2005) Cognitive Theory of Multimedia Learning. In Mayer, R. (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31-48). Santa Barbara: University of California, Cambridge University Press. • Moon, J. (2010) Using Story In Higher Education and Professional Development, Oxon: Routledge. • Nerantzi, C & Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J. (eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html.
with Chrissi Nerantzi @chrissinerantzi Creativity for Learning and FLEX artwork by artist Ellie Livermore
This workshop/course counts towards FLEX, which is a personalised and practice- based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities, work towards up to 30 credits of the PgCert/MA in Academic Practice and help in preparation for an application for professional recognition with the HEA. FLEX activities need to have a focus on learning and teaching. To find out more about FLEX and how to submit your claim, please visit FLEX at http://www.celt.mmu.ac.uk/flex/ or on Twitter using the hashtag #flexcpd FLEX lead Chrissi Nerantzi at c.nerantzi@mmu.ac.uk practice-based CPD

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Creativity for Learning 3: Storytelling

  • 1. with Chrissi Nerantzi @chrissinerantzi Creativity for Learning and FLEX artwork by artist Ellie Livermore
  • 2. Workshops info • workshop 1 (29.1.15, 1-4pm, AS105): Unit overview, introduction to creativity in HE, enablers and barriers • workshop 2 (5.2.15, 1-4pm Manchester City Centre): Creativity in action! Let’s play the “Sell your bargains” game, where game-based learning meets problem-based learning • workshop 3 (12.2.15, 1-4pm, AS 105): The use of story for learning and teaching • workshop 4 (19.2.15, 1-4pm, AS105): Learning through making and LEGO® Serious Play® • workshop 5 (5.3.15, 1-4pm), AS105: Innovative project ideas exchange and development • BONUS: automatically join the Greenhouse, monthly gatherings with showcase events Creative Spaces • Next term: – action learning sets (peer support) – Face-to-face and online tutor support – 17 June showcase your innovations at the Greenhouse and BSE pre-conference event, – here on campus, more info to follow – CELT Summer Conference theory and practical application, activities and development of creative practices
  • 3. “If we come and go the same person, we haven’t really achieved anything!” CN • Items too heavy to take to a class? • Easy is better? Please think again! Remember! We need an open mind Actively listen to other perspectives What others say more important than what we say! Challenge and be challenged! Learning means change! https://farm4.staticflickr.com/3210/2939695918_23ec3351da_z.jpg?zz=1
  • 4. Sessions so far: Where are you now and how does this feel? panicalert panic alert comfy
  • 5. Online engagement: Where are you now and how does this feel? panicalert panic alert comfy
  • 6. pre-workshop tasks 1. Reading: Haigh, C. & Hardy, P. (2011) Tell me a story. a conceptual exploration of storytelling in healthcare education, in: Nurse Education Today 31 (2011) 408–411, available at http://ac.els- cdn.com/S0260691710001486/1-s2.0-S0260691710001486- main.pdf?_tid=9286e88a-3413-11e4-a089- 00000aab0f26&acdnat=1409822119_15c2c0f671dcbdfa4a1a3454 852e8e6d 2. Resources: Find a story that captivated you and bring this with you to the session. 3. Activity: Put a story together using 3 photographs
  • 7. Theory of Multimedia Learning (Mayer, 2005) “people learn more deeply from words and pictures than from words alone” (Mayer, 2005, 31) Information processing auditory channel visual channel
  • 8. ”... the use of voice, particularly where augmented with moving image, can support learning in many ways. There are affective aspects; the way audio and video can help us to connect with people and emotions, and more practical benefits connected with the richness and reliability of information capture.” Jordan (2012, p. 24) http://pixabay.com/p-55122/?no_redirect
  • 9. Let’s have a look at stories
  • 10. Let’s share a story! 10 Created by David Leathlean’s student https://farm8.staticflickr.com/7414/16265403569_296a016c9c_z.jpg
  • 11. What do they have in common?
  • 13. What happens when we share stories? https://c1.staticflickr.com/3/2003/2193724466_a013fb1cd4.jpg
  • 14. Stories bring us closer together http://pixabay.com/static/uploads/photo/2014/03/17/13/17/park-289087_640.jpg
  • 15. Stories help us live different realities (Moon, 2010) https://farm5.staticflickr.com/4046/4703795262_f427f19971_b.jpg
  • 16. problem-posing education (Freire, 2011) “Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exists and a new term emerges: teacher student with students-teachers. The teacher is no longer merely the –one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow.” (Freire, 2011, 80)
  • 17. there are problems in stories! http://www.wallpaperup.com/uploads/wallpapers/2013/05/21/91172/3cbf47d4ab408d169eca1e59f744c323.jpg
  • 18. problem-posing stories with (some) complexity • to share experiences • critical, creative thinking and reasoning • to create new meaning and understanding • to build a support community • to find problems and problem-solve http://fc08.deviantart.net/fs29/i/2008/128/e/5/Stone_Flower_OBJ_by_dmaland.jpg
  • 19. How can we use story? Share experiences Community building Use as a trigger for discussion or debate Introduce a new topic or concept Activity: Think about your professional context and consider using story where you think this could make a difference to the student learning experience. Create a mindmap and share your idea with a colleague. Revisit your idea and create a session outline. What resources and tools will you need?
  • 20. Create your learning ecology! Prof. Norman Jackson, Learning Ecologies at https://p2pu.org/en/courses/2615/content/5720/
  • 21. Tools for storytelling, storymaking, storydoing, let’s find some! http://upload.wikimedia.org/wikipedia/commons/5/51/GIRL_USES_A_MAGNIFYING_GLASS_TO_STUDY_PLANT_LIFE_IN_THE_TUNDRA_OF_THE_ROCKY_MOUNTAINS._THE_DE ER_PTA_SPONSORED_A..._-_NARA_-_543740.jpg
  • 22. Design studio activity 1. Reflect on what we did during the workshop and identify opportunities to develop creative activity for learning, teaching or research. 2. Discuss with a colleague. 3. What could you try?
  • 23. post-workshop extensions • Reflect on the session • Implement the activity/ies you developed • Consider inviting a peer to observe you • Reflect, evaluate and enhance • What else could you try and why? • Prepare for the next workshop.
  • 24. References • Bracher, M., Collier, R., Ottewill, R. and Shephard, K. (2005). Accessing and engaging with video streams for educational purposes: experiences, issues and concerns. ALT-J, Research in Learning Technology 13(2), June 2005, 139–150. • Freie, P.(2011) Pedagogy of the opressed, New York: continuum. • Hall, I. & Wright, D. (2007). Literature Review of the use of Video as a resource for professional development of mathematics teachers. National Centre for Excellence in the Teaching of Mathematics. Newcastle: The Research Centre for Learning and Teaching. Available from https://www.ncetm.org.uk/public/files/248292/NCETM+Literature+Review+31-10-07.pdf • Jordan, L. (2012). Video for peer feedback and reflection: embedding mainstream engagement into learning and teaching practice. In Research in Learning Technology Supplement: ALT-C 2012 Conference Proceedings, 16-25. Available from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19192/pdf_1 • Laurillard, D. (2002). Rethinking university teaching: A Conversational Framework for the Effective Use of Learning Technologies. London: RoutledgeFalmer. • Mayer, R. E. (2005) Cognitive Theory of Multimedia Learning. In Mayer, R. (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31-48). Santa Barbara: University of California, Cambridge University Press. • Moon, J. (2010) Using Story In Higher Education and Professional Development, Oxon: Routledge. • Nerantzi, C & Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J. (eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html.
  • 25. with Chrissi Nerantzi @chrissinerantzi Creativity for Learning and FLEX artwork by artist Ellie Livermore
  • 26. This workshop/course counts towards FLEX, which is a personalised and practice- based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities, work towards up to 30 credits of the PgCert/MA in Academic Practice and help in preparation for an application for professional recognition with the HEA. FLEX activities need to have a focus on learning and teaching. To find out more about FLEX and how to submit your claim, please visit FLEX at http://www.celt.mmu.ac.uk/flex/ or on Twitter using the hashtag #flexcpd FLEX lead Chrissi Nerantzi at c.nerantzi@mmu.ac.uk practice-based CPD