Over the past few weeks, Alyse, Allison, Yahia, and I have been working together to identify strategies, approaches, and technologies that we believe provide a viable solution on how to make innovation part of the learning ethic. In my last blog post I summarized my group’s Wicked Problem of Practice and explained why I felt it was an extremely complex problem to tackle. Since then, my group has come a long way! By collaborating with classmates and implementing their feedback, we were able to turn our proposal around and refocus our recommendations around strategies rather than the problem itself in our revamped White Paper Recommendation.
From there, we created several pieces of work that define the nature of our problem and the complexities surrounding it, and offer our vision on making innovation part of learning ethic. Since making innovation part of learning ethic isn’t really about using a specific tool or procedure, but rather freedom and choice modeled by a progressive classroom design that embraces learning as a process and utilizes 21st century tools as supports, we refocused our recommendation around this question: If creativity is the driving force for innovation, how do we cultivate creativity in education?
In doing so, we established what we felt were essential aspects of the creative learning process in terms of cultivating creativity– providing time for learners to share experiences and make connections through collaboration, to use their interests to engage them in higher order problem solving learning tasks, to use 21st century tools to share and learn with a global community– and why those skills were so important to prepare for future of unknowns. Please watch, read, and explore our work by checking out our Smore Flyer.
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Milloy, C. (2013). Who’s Failing? America’s uninspiring, creativity-killing schools. The Day Connecticut. Retrieved February 12, 2014, from http://www.theday.com/article/20130804/OP03/308049963/1070/NWSlatest
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