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#LTHEchat 43 Exploring Creativity in [my own] Development

22/1/2016

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My new experience this week was to be instigator of the 43rd LTHEchat Learning and Teaching in Higher Education Twitter channel ( #LTHEchat  http://lthechat.com/) so this post is my way of reflecting on my experience as a self-development process in order to explore how my creativity featured in it.

I recently came across Tom Senningers simple but useful learning zome model (1) it made a lot of sense to me. It pointed out that in order to develop we need to stretch ourselves. Just chugging along doing what we always do will not do it neither will being pushed into a situation where we are at 6's and 7's. With the benefit of hindsight I can see that by agreeing to act as instigator of a Twitter conversation I was putting myself into my stretch zone as I had not done this before. The stretch zone is outside our comfort zone. It involves some risk, for example making a fool of yourself in public.  Its unfamiliar and we find it challenging and have to work hard to understand and perform in it. But it's also exciting and rich in affordance for exploring something new and for creative action, and having experienced it we will almost certainly have developed some aspect of ourselves. It's the zone which holds the greatest potential for our personal and professional development so it's worth accepting the risk.

Creativity is seeing affordance and development is
the process that enables affordance to be realised

 
When Chrissi Nerantzi, one of the organisers, invited me to act as an 'instigator' I did my usual trick of trying to imagine what 'it' (the twitter conversation) might look like. I have a habit of trying to connect things, which I suppose is where I think much of my own invention lies,  as only I am interested in the things I'm interested in and therefore take the trouble to try to connect them. In this way I can invent stuff that stands a good chance of being original, because I'm the only one trying to do it!
 
One of the ways I have come to understand personal creativity is the ability to see the affordance(s) in something and development then being the means to enable you to access and make the most of the affordance. I could see the affordance in connecting the #lthechat with my interests in creativity and my current projects - producing the April issue of Creative Academic Magazine and contributing to World Creativity and Innovation Week. I reasoned that if we stuck to the same general theme 'exploring creativity in development and innovation' then they would inevitably be connected in a synergistic way. So I sat down and thought about some questions which  provided the framework for the #LTHEchat. I also designed a simple on-line questionnaire to gather more systematically information on the creative beliefs of participants.
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#LTHEchat 
The chat has been storified by Chris Jobling. Two hours before we started the conversation I posted this image and invited people to share their perspectives on the sorts of journeys that development took them on: because development always involves a journey. I didn't get many responses but I like to think that it prepared the ground for conversation and hopefully planted the idea that there is no single right answer where developmental journeys are concerned - only lots of possibility.  In fact the answer to this question is development takes you where you need to go - you may not know exactly where you want to go when you start but generally you end up at, or near, the right destination.

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#LTHEchat is an interesting phenomenon because it is a co-operative co-created process that produces a tangible product - the ideas, perspectives, experiences, insights and visualisations that are shared and curated on Twitter, and intangible outcomes - the learning and development of participants. The conversational part of this journey is co-created by participants within which many ideas, perspectives and resources are shared. These things emerge in response to the questions and to what other participants post including their visualisations. It is an energetic and  highly emergent process.  Neither the instigator or the participants know in advance what will come out of the process so the idea of exploration is very relevant to this type of developmental process.
​
an explorer can never know what he is
exploring 
until it has been explored' (2) 


However, with over 500 posts in 60mins the information flow is quite overwhelming. I was definitely in my stretch zone it felt exciting and there was a sense of anticipation that something new would emerge every second of the process. But at times I felt I was in my panic zone wondering how to respond and not surprisingly I felt distinctly uncreative in responding to the odd post and making my pre-prepared contributions aimed at promoting further conversation.  ​But I was able to enjoy the chaotic way in which ideas collided and emerged through the process.
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The final product of this fairly chaotic conversational process is preserved in the #LTHEchat page and storified. It's also synthesised by individuals who share their reflections on what came out of the process for them. But the effects of the process are much more than what is preserved in the web space. The effects reside in the way that individuals now think about the things that were discussed, in the new tools/mediating artefacts they acquired and will use again to think about these things and in new relationships that were formed. Thanks to the event I have 18 new connections on twitter. I also have a new collaborative relationship and access to a lot of new resources and to an experience on which I can reflect and develop further my understanding of the relationship between my creativity and my development. Its often the intangibles, like new relationships, that hold most potential for future learning, achievement and creativity. In this way development for the present is also developing new potential for the future.
Development is fundamentally a search for new  meaning aided by our creativity

But the developmental journey relating to the chat is longer than the twitter conversation. For me it included the preparation and design, participation and the enjoyable experience of reading posts the day after the event and responding to those posts I found particularly interesting. It also involved this reflective process through which I looked back on the whole experience to make more sense of it.

One of the thoughts I had during the #LTHEchat conversation was that development was a process through which we searched for, discovered and attributed new meaning to what we are doing or what we have done. Whether we invent new process, perform something or make/produce something we are investing meaning in what we are doing and what we achieve. In this case I am interested in how my own creativity featured in my development process and this was my focus for reflection. In my synthesis of my own developmental process formed around the #LTHEchat I can recognise a number of steps within which I can appreciate how my creativity was involved in my development.
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  In my synthesis picture of my own developmental process I recognise a number of steps within which I can appreciate my own creativity.
​
Step 1 involved me using my imagination to see the affordance in my life: affordance that enabled me to connect my involvement in the #LTHEchat with two other projects - production of the April issue of Creative Academic Magazine and the other work I'm doing for World Creativity and Innovation Week. My creativity was used to visualise a future and connect up things that I wanted to be related.

 
In Step 2 I explored ideas and made a design for the conversation based on 6 questions (and some supplementary questions / statement) and some visual aids I wanted to share. Creativity again involved imagination but this was also combined with reasoning in order to create a design that I hoped would work. I also prepared some visual aids drawing on and adapting materials I had used before and creating some new material.
 
Step 3 was to actively engage in the conversational process and try to respond to the wealth of ideas that populated the #LTHEchat  space. This was the hardest part for me - responding in real time is challenging when you are trying to read the material that is being posted, respond to posts that grab your attention and add the contributions you want to make. I did not feel creative at all in this part of the process. My one creative moment was when I saw the affordance in the artistic talent of one of the participants and invited him to contribute to Creative Academic Magazine.
 
Step 4 After the event I had time to look at the posts and assimilate some of the ideas. I had the time to compose a response and also to connect to people. I also undertook my own analysis to draw out the key ideas (when completed this will be posted as a pdf attachment) and I wrote this reflective piece and produced my narrative picture to capture the essence of my developmental process. This is my way of learning and creating personal meaning from the experience and it involves thinking in an integrative way combining imagination, analysis, reasoning and feelings and it most definitely feels like I am thinking creatively and producing something new. Its not in any way innovative but I am bringing things into existence that were not there before.

This final step in the development process enables us to see the whole rather than only the parts. It enables us to appreciate how well we have realised the affordance or potential we believed these particular circumstances offered and we can used this knowledge in future. Perhaps this subtle change in our understanding is where much of our creativity lies and yet this often goes unrecognised as a dimension of our creativity. Having reflected on my development process I was struck by how similar the overal pattern was to Zimmerman's (3) model of self-regulation - forethought, action and reflection - which of course is the normal pathway for how we learn in situations that are new to us.

 
I have always thought that I am creative in finding and persuading people to work with me and on this occasion, I am delighted to say, I found a new collaborator - Simon Rae @simonrae whose creative illustrations added humour and insight to the conversational process.

Thank you to everyone who participated and made this such an enjoyable experience.

  
Invitation
If you would like to contribute to the April issue of  Creative Academic Magazine on the theme of Creativity in Development please visit 
http://www.creativeacademic.uk/magazine.html

Sources
1  Senninger, T. (2000). Abenteuer leiten – in Abenteuern lernen. Münster/Germany: Ökotopia. Learning Zone Model. http://www.thempra.org.uk/social-pedagogy/key-concepts-in-social-pedagogy/the-learning-zone-model/
2 Bateson, G. (2000 reprint. First published 1972). Steps to an Ecology of Mind: Collected Essays in Anthropology, Psychiatry, Evolution, and Epistemology. Chicago, Illinois: University of Chicago Press
3 Zimmerman B J (2000) Self-regulatory cycles of learning. In G A Straka (ed) Conceptions of self-directed learning, theoretical and conceptual considerations. New York, Waxman 221-234

​My Narrative of #LTHEchat43

exploring_creativity_in_development_lthechat43.pdf
File Size: 1415 kb
File Type: pdf
Download File

Chris Joblings Storify
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MELSIG Digital Narratives experience

9/1/2016

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There is something really invigorating and uplifting about being amongst enthusiastic people who care about students, and teaching and learning. We all need to experience this from time to time to reinforce our beliefs that what we are doing is worthwhile. I know that I don't do enough of this so my resolution this year is to do it more often, so yesterday  I participated in the MELSIG Digital Narratives conference in Nottingham where I was exposed to some very interesting examples of how social media might be used to enhance learning. My practical takeaway was being introduced to storify by Sue Beckingham and then in the workshop to begin making my own story based on my recent experience of the #creativeHE course, using the storify platform. I can see that this will be a useful tool in my work.
 
Everyone's narrative of an experience will be unique and selective - like my narrative. Through the presentations and the conversations I had, and my general knowledge of what is happening in higher education I can see that there is much interest and experimentation in the use of social media and many universities are developing frameworks, strategies and capabilities for supporting the use of digital technologies influenced by many of the people who were at the MELSIG event.  These are the key to systematically incorporating social media into teachers' and learners' ecologies for learning and achieving.

My sense is that a creative teacher who is confident with the technology and willing to experiment, can find many ways of using social media to enhance their students’ experience of learning but that, for some contexts it might seem artificial to do so. So choosing the right context and having a clear understanding of why social media are being used within a pedagogic strategy, and communicating this to students and securing their involvement, are all essential.  Using social media highlights the importance of the process of learning and using technology to assist in generating, selecting and making sense of knowledge. This means that attention has to be paid to the process and experience of learning (HOW & WHY), as well as the content (WHAT) of learning. Something that higher education is generally not very good at.
 
James Walker, in his excellent presentation of his 'Dawn of the Unread' project, quoted someone as saying 'if the 20th century is about knowledge the 21st century is about experience', and the way we convey our experience and the personal knowledge and wisdom we have gained from it, is through the stories we tell about it. It seems to me that we don't do nearly enough in higher education to encourage our students to tell their stories of how they have learnt and why they have learnt what they have learnt.  Narratives are not just annotated content they are the story of the how we developed our understanding of this subject or situation. I felt that James, and other presenters, offered insights into how this might be achieved but we need to adapt the outcomes of a student learning experience accordingly if narratives of learning and achievement are to be recognised and valued.
 
#melsigntu was a most enjoyable experience with lots of interesting perspectives, useful ideas and practical examples offered in a warm and friendly spirit of collegiality demonstrated by participants' willingness to share their own resources. Well done to the NTU digital practice team, Andrew Middleton  and all the contributors for providing such a good experience.

Image credit - great cartoon posted by Simon Rae ​https://twitter.com/simonrae_

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#creativeHE mini-mooc : wisdom an outcome of learning

9/1/2016

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This week we published the third issue of Creative Academic Magazine which explores the idea of creativity through an online course that was designed and facilitated by Chrissi Nerantzi - one of Creative Academic's Founders.
 
The idea of how we might teach people to be creative is an idea that has bothered me throughout my career. I should come clean and say that while I believe teachers can, through their practices, inhibit their students' creativity, but students will always find ways of using their creativity even if it means seeking opportunities outside their academic programmes. But my over-riding belief is that many teachers believe that it's important to encourage their students' creativity and use their own creativity to find ways of doing this in spite of the many obstacles in their way. The more I have thought about this the more I see the teaching project as one of creating affordance that students recognise and utilise for their own learning projects that demand their creativity. Issue 2 of the magazine provides some glorious examples of teachers creating affordances for experimenting and play in higher education. When it comes to mature learners with significant experiences of the world, education is much more about sharing these experiences and the insights that have been gained. Campbell Gardener captures this well when he talks about sharing wisdom (Wisdom as a Learning Outcome TED talk). If a teacher can encourage a group of students to share their experiences and wisdom then they are likely to facilitate a great environment for learning and the development of new insights.
 
Over the last  12 months Chrissi Nerantzi, a champion of open learning and education through the use of social media, has been developing an on-line course 'Creativity for Learning in Higher Education' or #creativeHE (1), which creates the affordance for people to explore the idea of creativity. It has been one of Creative Academic's goals to facilitate professional development relating to creativity in higher education so I was delighted when Chrissi invited me to be involved as one of the facilitators in the second iteration of the course. This was my first complete experience of participating in an online course. I had joined a couple of moocs before but quickly became disillusioned and dropped out. This was not the case with #creativeHE and I'm very glad I stayed with it as the experience revealed to me the fantastic affordance for learning that a well structured and facilitated online course and a well connected community with a culture of sharing, can create. Over the eight weeks that the course was run I engaged in many productive conversations, met and formed good relationships with many people, learnt about and used new technological tools and generally enhanced my understandings of many things. Looking back I can see and appreciate this as a rich learning and relationship building experience. As the course came to an end in late November I had the idea that we might use the affordance of Creative Academic Magazine to consolidate and share some of the learning gained through #creativeHE and I'm delighted that Chrissi and Jenny thought it was a good idea. Furthermore, two of the most enthusiastic student participants, Nikos  and Rafaela also wanted to help produce the magazine so they joined our small editorial group, along with Roger Greenhalgh, another equally enthusiastic participant in the course. So this issue of the magazine is very much the result of
creative effort involving the editorial team and all the participants who shared their perspectives through the #creativeHE process.  

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Wisdom an outcome of learning
 
The Danish philosopher Soren Kiekegaard once said, 'Life can only be understood backwards but it must be lived forwards'.  I think the same is true of participating in an on-line course. When we view the curriculum laid out before us we can see the structure and a timeline for activity that was imagined by the designer, but the curriculum is a lived experienced, those who participate by sharing their thoughts and feelings, are the source of the curriculum. Of course we are aware of what emerges as it emerges but its only when it's all over, if we have the time and inclination, we can look back and make more sense of it and create deeper meaning of the experience.
 
If being creative is connecting ideas with other ideas, needs or experiences in ways that had not previously been connected then I have done this on several occasions as I reflected on my experience.
 
The first insight was the value of approaching and facilitating learning through the sort of approach used by #creativeHE using a similar range of web tools. This opens up the possibility for Creative Academic to offer similar open courses or discursive processes. Indeed I was so taken by the google+ community tool that I set up a community space called 'Our Creative Life',  for the production of the December issue of Lifewide Magazine to enable people to share their stories of personal creativity
 
As we were finalising the magazine I came across #humanmooc (2) in my Twitter feed and followed the link to discover the Human MOOC website - an instructor-led course that sets out to humanise on-line instruction. I was too late to join the course but felt that the idea of humanized instruction and community interaction in on-line environment established for the purpose of learning, resonated with my experience of #creativeHE (my second insight). I loved the underlying wisdom in the principle of seeking to develop an environment within which our humanity can flourish. Social learning, as embodied in #creativeHE, enables people to share their experiences and the insights that have been gained. Campbell Gardener captures this well when he talks about sharing wisdom(Wisdom as  Learning Outcome TED talk)
. If a teacher can  create a culture within which learners feel safe and can trust each other and be sufficiently confident to share their personal experiences and wisdom, they are likely to facilitate  a great  environment for social learning.

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My experience of #creativeHE was that it indeed felt like a very human experience replete with deep and meaningful conversations based on shared experiences, care, compassion, empathy experiences and reveal how they feel as well as what they know., humour, insights and inspirations, creativity, commitment and new relationships and friendships. I hope that this magazine manages to communicate this, indeed I hope that this magazine is itself an extension of the humanised and humanising process that was #creativeHE.
 ​

The third insight to emerge from this post-experience reflection relates to a new purpose for our magazine. A social learning space without people is a dead space and if it is not accessible or searchable to the wider universe of learners via the internet it has little value as a resource for future learning.

The absence of curatorial tools in Google+, the main platform for community discussion, makes it extremely difficult  to curate the content of #creativeHE. By creating a magazine that draws on the content and attempts to add value through analysis, synthesis, conceptualisation and other sense making processes the magazine is serving as a curatorial tool.
 
Perhaps we might extend the idea of a magazine based on the products of social learning as a curatorial tool, by suggesting that the production of an end of course magazine might be incorporated into a pedagogic strategy providing a useful collaborative activity for social learning and for celebrating the humanising dimensions of the experience. The challenge for facilitators is then one of building a collective with the enthusiasm and commitment to engage with this task on behalf of the whole community.
 
Finally, it was my good fortune to participate in  the MELSIG Digital Narratives conference in the same week as
we published the magazine. It made me realise that #creativeHE was a collection of digital narratives created as participants engaged in the learning activities and/or swapped stories drawn from their own experiences. When viewed through the lens of the 'digital narrative' our magazine, as well as being a curatorial tool, is an ANTHOLOGY OF DIGITAL NARRATIVES contributing to the meta-narrative or big-picture story that attempts to illustrate and illuminate something of the experience and the wisdom that emerged and communicate this to an interested audience.

 
The magazine is free to download at: http://www.creativeacademic.uk/magazine.html
 
Sources
(1) https://courses.p2pu.org/en/courses/2615/creativity-for-learning-in-higher-education/
(2)  http://humanmooc.com/syllabus/overview/
(3) Exploring Creativity through #creativeHE Creative Academic Magazine January 2016  http://www.creativeacademic.uk/magazine.html

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Emergence - my strategy and my belief for 2016

2/1/2016

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If the end of the year causes us to reflect on the past, the start of the year draws our attention to the future. While the past is known and familiar the future is unknown and uncertain. I can look back on last year and see what I have done and what I, often with the help of others, have achieved. I can anticipate continuity in some of my projects but have little idea about what that continuity will mean because the detail will be made up as I do it. Part of me enjoys this uncertainty because I love the idea that many of the things that make my life interesting just emerge from the circumstances of my life. So I go forward in the belief that if I put myself into situations that have potential for new things to happen, my life this year will end up full of stuff that I cannot imagine.
 
But I am old and wise enough to know that emergence doesn't happen by itself. Recently, I have been working with Nikos, a postgraduate Greek student on our magazines. It has been a great experience and I have been able to make some interesting things happen for him. Looking back he claimed that how it all happened was a mystery to him... but it was less of a mystery to me because I had been instrumental in making things happen for him. I am aware of emergence being a property of complex systems and it seems to me that emergence is an fundamental and important property of an ecology in which people are interacting, doing things together in ways that lead to new ideas and new things. Our ecologies for learning and developing are complex systems of contexts, situations, relationships, resources, to create or access the affordances we have for learning and developing in the circumstances of our life.

Putting myself into situations with potential, is partly passive - like building a website and showing what I'm interested in and hope that it will attract visitors who are interested in the same sort of things and this will increase my potential for new things to emerge. Some of it is more deliberate like producing a book and then promoting it with the purpose of connecting to people who care about the things I am talking about, or finding and following a link on a blog and engaging the author.
 
In the past I have made a rough plan of what I want to do and achieve in the coming year but when I look back at the last few years most of the interesting and important things I have done did not feature in my plan. So this year I'm going to trust that as long as I keep putting myself in situations with good potential for new and interesting things to emerge - good things will inevitably emerge if I let them and once I recognise them I encourage them to flourish.
 
I think we need to be aware of new possibilities and looking back I can also see that I devote quite a lot of time to capturing the stuff that emerges in my life - perhaps this is a measure of how much I value the things I do or that happen to me. I keep track of some of it in my blogs and then use the information to try to see the bigger picture more clearly. I am effectively creating a narrative using my favourite digital tools. The narrative captures both the detail and the meaning making that emerges from the detail.
 
My current substantive writing project, 'exploring learning ecologies' is very much formed around the emergence, development and connection of ideas over several years. Similarly, the latest issue of Lifewide Magazine 'Our Creative Life' was not planned, rather it emerged as an idea 6 weeks ago as a result of participating in an on-line course that I was invited to participate in only 12 weeks ago. It's because of such experiences that I trust that the things that give meaning to my life will emerge again.
 
Next week I'm doing something active to put myself into an area with potential for new things to happen by participating in
MELSIGs Digital Narratives Workshop  By meeting new people, encountering new ideas and tools and generally informing myself about  other people's practices I anticipate that new things will emerge as long as I can recognise them.

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    Purpose

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    @lifewider1
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    I have a rough plan but most of what I do emerges from the circumstances of my life 
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