8. P–8
Martin Westwell on creativity (in the workplace)
• clearly articulate the task
• exemplify
• motivate
• maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation
9. P–9
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• exemplify
• motivate
• maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation
10. P–10
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• motivate
• maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation
11. P–11
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation
12. P–12
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• Don’t maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation
13. P–13
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• Don’t maintain focus
• Don’t reduce interruptions
• give feedback
• encourage self-evaluation
14. P–14
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• Don’t maintain focus
• Don’t reduce interruptions
• Don’t give feedback
• encourage self-evaluation
15. P–15
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• Don’t maintain focus
• Don’t reduce interruptions
• Don’t give feedback
• Don’t encourage self-evaluation
17. P–17
OECD
Formal learning is “always
organised and structured,
and has learning
objectives. From the
learner’s standpoint, it is
always intentional...”
18. P–18
OECD
Informal learning is “never
organised, [it] has no set
objective in terms of
learning outcomes and is
never intentional from the
learner’s standpoint…”
20. P–20
Stephen Heppell - best learning experiences
• active - doing something
• doing it with others
• a sense of personal progress
• a guide / coach / teacher
• a difficult task achieved
• there was an audience
• a sense of "got there early"
• a feel for others' progress
• some passion
• a little eccentricity
21. P–21
Jean Lave and Etienne Wenger - Situated Learning
“communities of
interest…”
31. P–31
Value proposition/s – public
• access to technology you can't (yet) afford to buy...
managing/redressing resource scarcity is a traditional library role
• learning/growing
not formal
ie informal and non-formal
cf OECD definitions
the experience of learning
metacognition
• individual/social experience
community/ies of interest
• 3 step process
hanging out, messing around, geeking out…
• what it says about me...
• what it says about us...
32. P–32
Value proposition/s – the library itself
• learning/growing with its community
• playing/experimenting with the role of the library
• embracing change
...and seen to be doing so
33. P–33
Value proposition/s – funder/s and stakeholders
• future focussed
• future skills for the community
• cool - and that rubs off...
• embracing change
...and seen to be doing so
34. P–34
John Seely Brown on making
“something you begin
to feel in your hands
as much as your
mind”
35. P–35
Bibliography
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral
participation. Cambridge: Cambridge Univ. Pr.
• Christensen, C. M. (1997). The innovator's dilemma: When new technologies
cause great firms to fail. Boston, MA: Harvard Business School Press.
• Eaton, S. (2010). Formal, non-formal and informal learning: What are the
differences? Literacy, languages and leadership, viewed 30 May 2014,
<http://drsaraheaton.wordpress.com/2010/12/31/formal-non-formal-and-
informal-learning-what-are-the-differences/>
• Edutopia, John Seely Brown on Motivating Learners (Big Thinkers Series),
viewed 27 May 2014, <http://www.edutopia.org/john-seely-brown-
motivating-learners-video>
• Hepple Net, Best Learning Experiences, viewed 30 May 2014,
<http://rubble.heppell.net/archive/best_learning/>
• Itō, M. (2010). Hanging out, messing around, and geeking out: Kids living and
learning with new media. Cambridge, MA: MIT Press
36. P–36
Bibliography
• OECD. (n.d.), Recognition of non-formal and informal learning, OECD, viewed
30 May 2014, <http://www.oecd.org/edu/skills-beyond-
school/recognitionofnon-formalandinformallearning-home.htm>
• Mark Prensky, Verbs and Nouns, viewed 27 May 2014,
<http://marcprensky.com/verbs-and-nouns/>
• Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected
age. New York: Penguin Press.
• Westwell, M, Creativity - presentation given at education.au conference, no
longer published online, but a copy is available at
<https://www.evernote.com/shard/s4/sh/814fd8d0-5273-4ec2-bb41-
bf7f922ca8cf/8051f39414930562b2e05a50dc9b5b70>
• Wikipedia, Hype Cycle, viewed 30 May 2014,
<http://en.wikipedia.org/wiki/Hype_cycle>