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MEASURING CREATIVITY AND INNOVATION IN SCENARIO-BASED LEARNING April 15, 2009 A.

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Presentation on theme: "MEASURING CREATIVITY AND INNOVATION IN SCENARIO-BASED LEARNING April 15, 2009 A."— Presentation transcript:

1 MEASURING CREATIVITY AND INNOVATION IN SCENARIO-BASED LEARNING April 15, 2009 A

2 Joyce Malyn-Smith, Ed.D. Director Strategic Initiatives Workforce & Human Development Education, Employment & Community Programs Education Development Center, Inc. Newton, MA Today’s Presenter:

3 Why did you choose this session? What are you hoping to leave with?

4 CREATIVITY INNOVATION What do the words mean to you? How would you describe it?

5 Why is creativity important? World has changed Economy is down New Workplace Paradigm

6 Thrive – The Skills Imperative Embrace freedom to test new frontiers of knowledge and technology Create the spectrum of skills that keeps a complex infrastructure humming Nurture the entrepreneurial spirit that risks a step into the unknown Enable the innovation that creates whole new industries Celebrate an innovation nation

7 Current thoughts impending shortages in America’s science and technology workforce (Business Roundtable, 2005; Council on Competitiveness, 2008) Skills such as “expert thinking and complex communication” (Levy & Murnane, 2005) have been identified as core skills needed for creative work,

8 CREATIVITY INNOVATION Creative thinkers…  SOLVE problems we KNOW we have  SOLVE problems we didn’t know about  LEAD us to new horizons

9 “Creative insight often occurs when new connections are made between ideas or experiences that were not previously related.” -National Advisory Committee on Creative and Cultural Education (UK)

10 Creativity Individual knowledge Innovation Scientific advancement Thinking outside the box Implementation of creativity within organizational contexts novelty Workable ideas Solutions to problems Invention in science, fundamental discovery Implementation of ideas Brainstorming Detecting clues – anomalies Reframing problems decentralizing Sustaining innovation – better solution/ideas (e.g., simplicity to market (eBay, Google)

11 Workforce Development:  Rapid growth of competition in business and industry  Effective use of Human Resources  Discover new and better ways to solve problems ibid

12 Framework Question and Challenge Ideas Make Connections Develop Ideas Translate Concepts into Action e.g. products, practices

13 Categories Measurement Criteria Beginning Measurement Criteria Practicing Measurement Criteria Modeling Question and challenge ideas.  Asks “why/how” questions.  Responds to ideas, questions, tasks, or problems in surprising ways.  Thinks independently.  Challenges conventional thinking.  Identifies problems not previously recognized.  Proposes new questions not previously asked.  Strengthens challenges with alternative approaches. Make connections.  Sees only obvious superficial connections.  Reinterprets & applies learning in new contexts.  Makes novel combinations.  Makes associations between things not usually connected.  Generates original ideas.  Demonstrates creative insight.  Communicates new ideas in novel or unexpected ways.  Formulates conclusions based on connections. Develop ideas.  Draws on a dialog and ideas and achievements of others.  Thinks within existing organizing frameworks.  Interprets new ideas, concepts, and/or possibilities in different ways.  Envisions possibilities, problems, and challenges from multiple perspectives.  Pushes limits of current thinking.  Incubates new ideas/ concepts.  Makes improvement in processes.  Engages in breakthrough thinking.  Experiences “ah-ha” moments.  Creates new ideas, concepts, and/or possibilities.  Creates new frameworks to organize ideas. Translate concepts into action, e.g. products, practices.  Draws on skills & know- ledge.  Utilizes resources to translate ideas/concepts into action/processes/products.  Engages in the design process.  Integrates and synthesizes ideas and concepts.  Adapts/utilizes tools and resources to enhance the evolving concept.  Constructs and tests models/ prototypes.  Engages in continuous improvement.  Purposefully validates new ideas by seeking external appraisals. Creativity & Innovation Rubric © EDC 2006

14 Creativity can be enhanced through formal training Awareness-development Creative problem-solving Synectics Creative analysis

15 Creativity has STYLES… INNOVATIVE  Ideas of radical change Ex: 1st airplane  ADAPTIVE  Change that improves something Ex: Flying Atlantic Ocean < 4 hours

16 Creativity is a HABIT Habits can be learned if the conditions are right and people have the relevant knowledge and skills.

17 Creativity is a PROCESS… PREPARATION INCUBATION ILLUMINATION VERIFICATION

18 Characteristics of the Creative Processes Thinking or behaving imaginatively Imaginative activity is purposeful Something original is generated Outcome must have value

19 Creativity emerges through different kinds of activities:  Collaborative and collective  Individual  Engaging with environment, tools, things

20 Categories Measurement Criteria Beginning Measurement Criteria Practicing Measurement Criteria Modeling Question and challenge ideas.  Asks “why/how” questions.  Responds to ideas, questions, tasks, or problems in surprising ways.  Thinks independently.  Challenges conventional thinking.  Identifies problems not previously recognized.  Proposes new questions not previously asked.  Strengthens challenges with alternative approaches. Make connections.  Sees only obvious superficial connections.  Reinterprets & applies learning in new contexts.  Makes novel combinations.  Makes associations between things not usually connected.  Generates original ideas.  Demonstrates creative insight.  Communicates new ideas in novel or unexpected ways.  Formulates conclusions based on connections. Develop ideas.  Draws on a dialog and ideas and achievements of others.  Thinks within existing organizing frameworks.  Interprets new ideas, concepts, and/or possibilities in different ways.  Envisions possibilities, problems, and challenges from multiple perspectives.  Pushes limits of current thinking.  Incubates new ideas/ concepts.  Makes improvement in processes.  Engages in breakthrough thinking.  Experiences “ah-ha” moments.  Creates new ideas, concepts, and/or possibilities.  Creates new frameworks to organize ideas. Translate concepts into action, e.g. products, practices.  Draws on skills & know- ledge.  Utilizes resources to translate ideas/concepts into action/processes/products.  Engages in the design process.  Integrates and synthesizes ideas and concepts.  Adapts/utilizes tools and resources to enhance the evolving concept.  Constructs and tests models/ prototypes.  Engages in continuous improvement.  Purposefully validates new ideas by seeking external appraisals. Creativity & Innovation Rubric © EDC 2006

21 Rubric Review What works? What doesn’t? What is missing?

22 ITAC Scenarios You are a firefighter at a rural emergency response agency and have been assigned to organize a fire prevention program for a local elementary school. Part of the program must include an annual presentation on fire safety to each grade level (k-6).

23 Real World Design Challenge Tools: world class engineering tools in geometric design and computational fluid dynamics. Competitive Focus: geometric modeling and familiarity with interactions between aerodynamic devices including wing, flaps, and winglets; quantifying solution quality and establishing confidence levels.

24 RWDC Process: Optimize a wing design for a cruise condition with a stall speed constraint; Optimize a supercritical wing design at a high speed condition. Challenge: master multi-dimensional optimization concepts; with non-linear characteristics of flow regime because of shock wave interaction with boundary layer.

25 RWDC Winners: State: Lowest fuel burn rate wins National: Lowest drag wins.

26 Iolani High School, Honolulu, HI.

27 Categories Measurement Criteria Beginning Measurement Criteria Practicing Measurement Criteria Modeling Question and challenge ideas.  Asks “why/how” questions.  Responds to ideas, questions, tasks, or problems in surprising ways.  Thinks independently.  Challenges conventional thinking.  Identifies problems not previously recognized.  Proposes new questions not previously asked.  Strengthens challenges with alternative approaches. Make connections.  Sees only obvious superficial connections.  Reinterprets & applies learning in new contexts.  Makes novel combinations.  Makes associations between things not usually connected.  Generates original ideas.  Demonstrates creative insight.  Communicates new ideas in novel or unexpected ways.  Formulates conclusions based on connections. Develop ideas.  Draws on a dialog and ideas and achievements of others.  Thinks within existing organizing frameworks.  Interprets new ideas, concepts, and/or possibilities in different ways.  Envisions possibilities, problems, and challenges from multiple perspectives.  Pushes limits of current thinking.  Incubates new ideas/ concepts.  Makes improvement in processes.  Engages in breakthrough thinking.  Experiences “ah-ha” moments.  Creates new ideas, concepts, and/or possibilities.  Creates new frameworks to organize ideas. Translate concepts into action, e.g. products, practices.  Draws on skills & know- ledge.  Utilizes resources to translate ideas/concepts into action/processes/products.  Engages in the design process.  Integrates and synthesizes ideas and concepts.  Adapts/utilizes tools and resources to enhance the evolving concept.  Constructs and tests models/ prototypes.  Engages in continuous improvement.  Purposefully validates new ideas by seeking external appraisals. Creativity & Innovation Rubric © EDC 2006

28 Your Project? Identify/Describe Project What do you want to measure? Adapt Rubric Language to Project Adapt/Develop Rubric Elements

29 In the Classroom/Shop What are examples of creativity and innovation you have observed in your classrooms/shops?

30 Strategies to promote Creativity & Innovation Engage in problem-based learning Use scenario learning Allow the freedom to experiment Ensure time for reflection Encourage students to identify what they would do differently

31 How do you promote the habit of creativity in students?  Have them participate in creative activities  Create a low risk environment – let them make mistakes  Allow opportunities for them to defend their point of view  Recognize that there is more than 1 answer or way to get at the answer

32 Encourage students to:  Look for ways to see problems that other people don’t look for  Take risks that others are afraid to take  Have the courage to defy the crowd and stand up for their own beliefs

33 Role for educators… Use embedded assessments Invite students in assessment Individualize assessment Use results for their benefit

34 Your Plan What would you do differently to promote creativity and innovation? Examples…

35 Interested in More? Contact: NSF IT Across Careers ITAC 3


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