conference workshop CELT Learning and Teaching Conference 4 July 2014

1. Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University
@chrissinerantzi
Haleh Moravej
Senior Lecturer in
Nutrition Science
Manchester
Metropolitan University
@halehmoravej
CELTAnnualLearning&TeachingConference,MMU,4July2014

2. By the end of this session, colleagues will be able
to:
• Discuss the concept of thinking inside-the-box as
an enabler to innovate
• Share and experience collaborative problem-
solving and ideas generation linked to a specific
constraining learning and teaching scenario
• Identify opportunities for innovative thinking and
action within constraints linked to own practice
to transform the student experience
Workshopintendedlearningoutcomes

3. Reminder
“Problems are
things or states that
someone thinks are
worthy of attention
or investigation.
They might be
visualised from two
very different
perspectives.
The first sees a
problem as an issue
that needs to be
resolved or rectified,
the second that
there is an
opportunity for
something
different.”
(Jackson, 1996, 3)

4. Curriculum
… is a creative act but it
usually focuses on…
•norm
•core knowledge of discipline
•assessment
•orientation internally and
externally
•informal adjustments
ongoing
•crammed?
Creative Curriculum
… is a creative act that
focuses on…
•space
•flexibility
•originality
•personalisation
•collaboration

5. little-c, big-C (Mihalyi Csikszentmihalyi, 1997)
big C – extraordinary
creativity,
transformation of a
domain, person well
known in his field –
breaking the norm!
When we think of
creativity we usually
think of big C people
little c – everyday
creativity, problem-solving
at personal level, person
not known to many others

6. In flow (Mihalyi Csikszentmihalyi)
http://indiedevstories.files.wordpress.com/2011/03/flow-channel1.png

8. http://4.bp.blogspot.com/_5q3g5rw4GBI/TFA1MnCDkZI/AAAAAAAAAAM/2IHEbv_YUHk/s1600/whitebox.jpg
INSIDE: Reflect on the limitations you experience
linked to a specific learning & teaching situation. –
individual task

9. #thinkbox
#thinkboxOUTSIDE: Discuss with others and
capture some ideas on the outside
of your box that would help you
resolve your problem.
KEEP ONE SIDE BLANK!!!

10. On blank side: Ideas to follow up,
things to try!

11. Join the Greenhouse ;)
monthly gatherings around the university to
share creative and innovative practice,
experiment with learning & teaching ideas
cross-disciplinary fertilisation
explore opportunities for wider engagement
and dissemination
infect others
https://www.flickr.com/photos/21614692@N02/sets/72157642314666495/page2/
http://www.celt.mmu.ac.uk/flex/greenhouse.php

12. Creativity
• Preparation
• immersion in the material
• Incubation
• matures during incubation
• Illumination
• full consciousness, testing in the real world, refined,
examined
• Verification
• made whole, completed
earliest description of creative process
Wallas G (1926) The art of thought, New York: Harcourt
Gelb (1996)
•preparation
•generation
•incubation
•evaluation
•implementation

13. “People tend to be more
satisfied if they are able to be
creative; and that individually
and collectively we need to be
creative to continually adapt and
invent in an ever-changing
world” (Jackson, 1996, 1)

14. source: http://izquotes.com/quotes-pictures/quote-a-new-idea-is-first-condemned-as-ridiculous-and-then-dismissed-as-trivial-until-finally-it-
william-james-345047.jpg

15. 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
Torrance E P (1974) Torrance Tests of Creative Thinking, Lexington, MA: Personnel
Press

16. Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University
@chrissinerantzi
Haleh Moravej
Senior Lecturer in
Nutrition Science
Manchester
Metropolitan University
@halehmoravej
CELTAnnualLearning&TeachingConference,MMU,4July2014

18. Torrance,1974)

19. Oh, no!
It can’t be done.
I can’t do it.
There is nothing I can do.
But I am not creative.
That is childish.
What will people think?
Unaccepted!
Play it safe!
Blockage Attitude
Curiosity
Challenge
Belief that mistakes are welcome
Ability to see the need for
improvement
Belief that problems can be solved
Ability to suspend judgement and
criticism
Seeing the good in the bad
Problems lead to improvements
Problem can also be a solution

20. 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

21. Creativity
Evolution
new ideas from existing ideas
Synthesis
combination of existing ideas
Revolution
brand new ideas
Re-application
existing ideas in new light
Changing direction
new path when old doesn’t work
Types?

22. Tasks
1. Asking questions (3 min): Write all questions you can think of, based on the
drawing/scene.
2. Product improvement (3 min): List ways to change the toy/game so that children
will have more fun playing with it.
3. Unusual uses (3 min): List interesting and unusual uses of a cardboard box.
4. Elaboration (3 min): How many different objects/pictures can you make from the
shapes? Title them.
Torrance Tests of Creative Thinking (1974)
(Scoring for : fluency, flexibility, originality, elaboration)
Directions:
Do not begin until you are told to do so.
•Try to think of things that no one else will think of.
•Try to think of as many ideas as possible.
•Add details to your ideas to make them complete.
•If you finish before time is up, you may continue to add details or sit quietly.
•Please do not go to the next activity until told to do so.

23. Scoring components:
•Fluency – the sheer number of ideas
•Originality – the statistical infrequency of response
•Flexibility - the degree of difference in the responses, i.e. whether the responses come
from a single domain or multiple domains, and the variety of categories of relevant
responses.
•Elaboration - the amount of detail in the response
Guilford’s Alternative Uses Task (1967)
List as many possible uses for a common household item (such as s brick, a paperclip, a newspaper)