1. with Chrissi Nerantzi @chrissinerantzi

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 (Norman will join
us)
• 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. pre-workshop tasks
Reading:
Chapter 3: Connecting Creativity, Imagination and Play in: James, A. & Brookfield S. (2014)
Engaging Imagination. Helping Students become creative and reflective thinkers, San Francisco,
CA: Jossey-Bass, pp. 47-66.
PBL: Understanding Problem-Based Learning by Terry Barrett at
http://www.nuigalway.ie/celt/pblbook/chapter2.pdf (whole book at
http://www.nuigalway.ie/celt/pblbook/contents.htm)
Game-based learning: Whitton, N. & Moseley, A. (2012). Using Games to Enhance Learning and
Teaching. New York: Routledge. > booksite http://gamesbook.playthinklearn.net/index.htm with
some resources
Activity 1:
Think of a tricky concept you have difficulty explaining to your students. Capture this in your
portfolio and bring it with you when we meet.
Activity 2:
Play a board game at home or with colleagues and capture how you felt by drawing an image.
Add to your portfolio.

4. Reminder to self
• Pay attention to your ideas
• Keep an ideas (e-)booklet!
• Start mind mapping
• Put ideas into practice
• Use available technology
• Change surroundings
• Challenge assumptions
• Create connections, associations
• Develop creative habits of mind

5. teaching
cycle
identifying
needs and
planning
designing
facilitating
supporting
assessing
evaluating
based on McKimm, J. et al. BMJ 2003;326:870-873
http://www.bmj.com/cgi/content/full/326/7394/870/Fu7

6. Sell your bargains
Pairing and sharing ideas to enhance your practice
Your target will be to identify 2 items as a pair, 1 each, that have the potential to transform a specific learning and teaching
situation and help you resolve creatively the challenge you are facing (and identified). Start by sharing the challenge with your
co-player. Discuss the difficulties you envisage and bounce ideas off each other while searching for the item. You only have 1
hour. You are free to go anywhere you like but must return to the meeting point at the agreed time. Remember to spend as little
as possible and no more than £3 for both items. Consider identifying an item that is freely available and don’t spend a single
penny! Think together and try and come up with innovative ideas and interventions which you think might work and could form
the basis of your innovation for this unit. Don’t get just anything.
During your discovery journey through Manchester, remember to capture your thought process using the mobile devices you
brought with you. Could you take a series of pictures, a few video clips as you come up with the ideas? It is up to you. But please
remember to do this as these digital artefacts will be very useful and provide a richer insight into your thought process and
enable you to capture your idea and reflections of your intervention as it is forming in a media-rich format that can be added to
your portfolio.
Task 2 (1.5h): Demonstration, evaluation of
findings and ideas. There will be a prize for the most
creative ideas!
9.30am: Task 1 (1h): Get 2 items (1 each)
which could enhance a specific learning situation.
Could this become your innovation? Plan to trial it and
consider asking your colleague to observe. Think
about this possibility.
Max spending £3. The challenge is to spend as little as possible!!! Or
nothing at all!
Stay together!
In an emergency call
Chrissi at 07527526025
10.30am: Return to the same point.

7. We will meet outside the
Arndale Centre,
Exchange Square,
Manchester M3 1BD
where the Big Wheel
used to be.
Please, wear
comfortable clothing and
shoes and bring £3
spending money with
you.
If you will be late, or in
an emergency, please
contact us on the
numbers shown below.
Chrissi xxxxxxxxx
What we are going to
do? Well, it will all
become clear when
you arrive, or shortly
after.
Surprise, surprise!
On the 5 February we are going to meet at 1pm

8. https://farm9.staticflickr.com/8561/16449839941_860bbfc663_b.jpg

9. https://www.flickr.com/photos/21614692@N02/15831447513/in/set-72157650429760242

10. https://farm8.staticflickr.com/7426/1582896
0714_741e87f8ef_b.jpg
https://farm9.staticflickr.com/8622/15828938
184_8324f71525_b.jpg
more pics at
https://www.flickr.com/phot
os/21614692@N02/sets/721
57650429760242/

11. post-workshop extensions
• Reflect on this experience
• Develop your idea into a pedagogical activity over
the next few weeks
• Plan for implementation
• Consider inviting a peer to observe you in action
• Reflect, evaluate and enhance
• What else could you try and why?
• Prepare for the next workshop.

12. References
Csikszentmihalyi, M. (1997) Creativity: Flow and the Psychology of Discovery and Invention, Harper Perennial
Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience, Harper Perennial
Dineen, R. (1996) Views from the chalk face. Lecturers’ and students’ perspectives on the development of creativity in
art and design, in: Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (1996) Developing Creativity in Higher
Education. An imaginative curriculum, Oxon: Routledge, pp. 109-117
Jackson, N. (1996) Imagining a different world, in: Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (1996) Developing
Creativity in Higher Education, pp. 1-9
James, A. & Brookfield S. (2014) Engaging Imagination. Helping Students become creative and reflective thinkers, San
Francisco, CA: Jossey-Bass
Nygaard, C., Courtney, N. & Holtham, C. (2010) Teaching Creativity – Creativity in Teaching. The Learning in Higher
Education Series, Faringdon:
Libri Publishing
Torrance E P (1974) Torrance Tests of Creative Thinking, Lexington, MA: Personnel Press
Whitton, N. & Moseley, A. (2012). Using Games to Enhance Learning and Teaching. New York: Routledge.

13. with Chrissi Nerantzi @chrissinerantzi
Creativity for Learning and FLEX artwork by artist Ellie Livermore