Education, Creativity, Curiosity and Feelings

I found Tepper’s and Kuh’s 2011 “Let’s get serious about cultivating creativity” article quite interesting. He presents 7 core abilities based on existing research that define creativity. Moreover, he stresses that creativity is cultivated through rigorous training and it is not an abstract concept. He mentions that in arts school, creativity is more successfully developed through the curriculum. Fortunately, the National Science Board has been collecting data to track data an improve arts-school education. Ultimately, the authors suggest incorporating the use the methods of arts school in other disciplines.

I agree with W. Gardner Campbell’s article on curiosity as a learning outcome, however what’s begs the question is, how should we do that? In addition, why should we need to trade compliance for curiosity, can’t they both co-exist? Isn’t there a dynamic interrelationship, between curiosity and outcome, in that both of them affect each other?

Finally, Paul Silvia’s piece regarding the knowledge of emotions and how they affect education helped me understand better how feelings (i.e. curiosity, emotions, interest etc) are fundamental in the learning process. It would be interesting to add some of these ideas during a lecture, fostering different type of emotions to help students to learn better.


Savor the Emotions

smell the flowersPaul Silvia’s article Knowledge Emotions may hold some clues for successfully integrating feature films into instruction, something that intrigues and fascinates me. I have a hunch that providing the class with a common emotional experience and a set of scenarios to frame learning later in the course is an effective way to foster deep learning, leading to knowledge transfer, but I do not have much guidance for designing lesson plans around multimedia instruction. The article explains that interest is an intrinsic motivation for learning.  In other words, the class will want to watch an interesting movie for the pleasure derived from it rather than for a grade.  Interest will motivate exploration, which disposes the class toward reflection and deep engagement.  Adding a wrap-up or debriefing allows for this reflection and is also a change-up activity, as suggested in this week’s reading by Middendorf and Kalish. Movies can be highly effective to motivate or facilitate learning when they induce a state of awe, which is something not typically provoked by traditional lecture. The movie sound track can be part of the awe-inspiring experience that opens one to further learning.  I have wanted to open the first day of class with the theme of 2001. In The Slow Professor, Maggie Berg and Barbara K. Seeber speak to the “emotional” aspect of learning as they advocate for time for reflection, deliberation, and open-ended inquiry in pedagogical practices, for “cultivating emotional and intellectual resilience.”  [Berg 2016] Enjoying a movie together is a splendid way for a learning community to build pauses for reflection into its learning environment. Not only are emotions key to disposing one toward learning; they tend to feel good, and thus may contribute to well-being in general.  This weekend, as I endured an incredibly painful medical condition no doubt brought on in part by the stress of an academic job, I spent an hour watching a satirical current events show with my daughter.  Laughing with Katherine made me conscious that the physical and psychological grip of the pain was weakened slightly during that hour. With this week’s readings, I have a few more ideas about using movies and other multimedia content for instruction. While I’m exploring them, I’ll be sure to take the time to savor the enjoyment of the movies themselves and my satisfaction in creating a rich and pleasant learning environment. For more information: Kubrick, S., & Clarke, A. C. (2001). 2001:  A space odyssey. EUA, Reino Unido: Metro-Goldwyn-Mayer. Berg, M., & Seeber, B. K. (2016). The slow professor: Challenging the culture of speed in the academy. Toronto, [Ontario];Buffalo, [New York];London, [England]: University of Toronto Press.

Still Curious

When my grandfather was in the last few days of his life, I remember him being remarkably alert. He knew what was coming, and maybe it was for that reason that he worked beyond his exhaustion to talk to me. I distinctly remember one of the last sentences he spoke to me. He said, “Sarah, don’t ever stop asking why.”

When I read W. Gardner Campbell’s piece, it brought me back to this moment with my grandfather, and to the moments that would follow our last day together. I would move forward with my life, graduate from high school, college, and eventually enroll in graduate school. However, it wasn’t until the last couple of years that I have begun to understand what he meant. Too often we find ourselves caught up in the whirlwind of competition, doing whatever it takes to stay ahead, and fail to look around and ask the important questions. We are often so focused on the answers, that we miss the joy and intrigue of the questions themselves.

Campbell says: “Our world is too complex, our problems too intricate, our opportunities too vast to settle for such narrow aspirations.” Looking back now, perhaps my grandfather had noticed the shift in the world around him. Perhaps he noticed how his grandchildren were being shuffled from one soccer tournament to the next, staying up late trying to finish homework, all the while distracted with our devices and blind to the world around us. Perhaps he saw that moment as an opportunity to send a message to me that would not fully come to light until a decade later. Regardless, his intention is clear to me now. The praise we receive as children is often tied closely to the value of our accomplishments-the glittering report card, the athletic ability or success in the band, the schools we are accepted into. In the midst of the struggle to attain the goals that will provide us with the praise we long for, we have simultaneously lost sight of the joy in the questions themselves.

I share the above story because I think it begs the following question: can we illicit curiosity in other people? And if so, how? The reason I find this question so perplexing is that, for me, it had a lot to do with time. I needed to mature to the point where I could fully reflect and be introspective before I truly became curious about the world around me. This could be a fairly difficult task for a professor teaching a classroom full of distracted freshman (as I once was).

I’m really looking forward to the discussion this week. I am especially excited to hear  from the experienced teachers in the classroom on what they found to be the most effective strategies for encouraging curiosity.

“Curiosity is, in great and generous minds, the first passion and the last.” -Samuel Johnson

 

 

 

 


What does Pokemon Go teach me about pedagogy

When I was in primary school, a Japanese animated series named “Pokemon”  caught everyone’s eyes. We wish someday we can have our own pokemon. Thanks to Pokemon go, our dream finally came true. It’s no wonder that Pokemon Go is the most hottest game in the world and millions of people (of course me included) crazy about it.

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Pokemon is not only about catch pikachu or other pokemons, it’s a good example of teaching environment.

Why is Pokemon Go so popular?

  • Explore. Actually, there is no guideline in Pokemon Go. No one teach you how to play this game, they only give you some hints. What you can do in Pokemon Go is involve and get your first hand experience and you will learn from your experience. Pokemon Go is all about adventure. You never know what will happen in the next corner, may be a pokemon you never caught, may be a pokemon with high combating power, maybe a pokemon you don’t like. If you want catch a new type pokemon, you may even need to explore to other places you never went to before. However, I love this adventure, I love the happiness when I encounter something new. I love the process when I explore.
  • Cooperation and Competition. In Pokemon Go, if you achieve level 5, you can choose a team to join, whether red, yellow or blue. There are several Gyms around you, you can combat with other teams to occupy the gym. If you succeed, you team color the your pokemon will appear in the gym and people will see it from a far distance. The combating process needs the cooperation of team members and you should be strategic in deciding which pokemon to use. In addition, even if you successfully occupy the gym, you can use your pokemon to help your own team build the combat power in this gym and lessen the possibility to be beaten by others. I think Pokemon Go provide a good mechanism full of incentives and risks, which makes us enjoy the cooperation and competition in this process.
  • Communication. In my own experience, you may not achieve great success without communicate with others. Since there’s no guideline in Pokemon Go, all you have is the experience from you and others. We all now, the sample size of one person is too limited, you won’t have the energy or time to explore all and identify all the possibilities. With the help of  others, you can enlarge the sample size and easily get the information. Based on the information, you can find some spots where rare pokemon may appear. You can also get strategies in the game. What’s more, in pokemon’s world, items may exhibit positive externalities (A jargon in economics, describes something one does that create a positive influence for others). For instance, if you use lure module in one spot, other nearby players will all benefit from it. With communication, you can know this information and share benefit with others.
  • Decide your own goal. There is no general “success” rule in Pokemon Go. Some people are fans of pikachu, so they may want catch as many pikachu as possible. Some people love combating, so they want conquer as many gyms as possible. Some people may enjoy collection, so they want collect as many types as possible. In this world, all the thing is your call and you can decide all by your personality and interest.
  • Effort based. Although luck may play some role in Pokemon Go, but generally, Pokemon Go is effort based. If you explore more, you have a highly chance to get more pokemons and you can see your progress day by day.
  • Interactive and technology. Technology make Pokemon Go possible and let pokemons enter our world. Pokemon is no longer something in imagination, it’s the cute babies live in your phone and may “interact” with you in the real life.

 

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What we can learn from Pokemon?

  • Education can be a journey with exploration. All the students have the creativity and have the learning experience, they just need some hints help them go through. As a teacher, we need find the way which can lead student’s passion and help them feel the beauty of the materials. We are not the people who teach them knowledge, we are the people who lead them explore the world.
  • We can design some interesting and helpful mechanism that contains both cooperation and completion. This mechanism stimulates students’ enthusiasm and make them feel accomplishment.
  • Help students communicate. Communication is always a good way of learning. Sometimes, you may feel lonely when you study alone. Study teams may help digest knowledge, and you may get a good friendship at end.
  • Don’t push students, let them decide what’s their interest and how can they achieve it. As a teacher, you just provide a healthy environment, but they are the owner of their life.
  • Incorporate technology. Nowadays, cool technology always catch people’s eyes. If we can incorporate cool and interactive technology-based teaching in our class, it would be more interesting.
  • Grow with students together. Like you grow with your Pokemon.

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Reposted with permission from weizhe11

Who am I…?

Have you ever had a tough time in classes when you want to say something and the moment is suddenly gone?

Have you ever thought so deeply about the answer to a question that by the time you reach a thoughtful conclusion it is too late?

Have you ever raised your hand in class and slowly lowered it because the professor did not notice or you decided to not say what you had to say anymore?

Well…that is me for sure! I am an Introvert!

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And quite frankly I am completely satisfied with it. I believe that it is a part of my true authentic self. Yes! I know you all are getting ready to write your blogs about your authentic teaching self. For the past few weeks spending time with you all in class has been a fantastic experience for me.

As I read your blogs every week, I observe that you are making the connections, that you are trying, that you are putting forth your ideas for us related to the information we present for your perusal. And even though in the moment it may be confusing, disorganized or elusive, you are sharing your thoughts about the concepts presented and I enjoy reading your thoughts SO much. But, something is missing…

Last Spring, when I took GEDI, something was missing for me too till I got to the post about MY true authentic teaching self…you know what it was? My voice…because

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Yes they do…and yet, I realized while I wrote this post last year that my voice and being able to communicate my ideas IN CLASS was super important. Not only for the benefit of my professor or my participation but because I needed to hear my voice in the classroom in order to find and be my true authentic self. Some of you may be inspired by my post, some intimidated and some not find it useful…but I know one thing – I want to hear your voice. I want you to speak up, I want you to raise your hand and keep it raised till you are called upon to speak.

You know who you are –

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Let us hear you speak!

 


Week 5 – Imagination and Gaming

Praying Mantis on Tinker Cliffs

Many of the posts about assessment this week circled around issues of incentive and motivation (external vs. internal), as well as the various merits and drawbacks of traditional evaluation schemes and regimes. I’m sure we’ll delve much more deeply into the issue of “Outcomes Based Education” (OBE) and the changing ABET standards this evening, and am excited about what that discussion has in store.

Regardless where we end up — and it’s important to remember that reasonable people can see things differently, and that there is no “one size fits all” solution, just revisiting some of the practices and premises we take for granted will benefit our teaching praxis going forward.

Most people do agree that imagination is an essential component of motivation, and next week is all about firing up the imagination for digital learners. Jean Lacoste will be attending the first part of class to share her multi-modal project for teaching a large statistics class. Please have a look at her proposal before you come to class. And for your posts, please read the remaining materials and write about whatever issue (or set of issues) resonates with you the most. This should be an interesting session, and I am eager to read what you have to say.

Assessment: Third Blogging Prompt

Grading Butter by the Railway Cold Stores (1917) By State Library of Queensland, Australia [No restrictions], via Wikimedia Commons

Our topic for this week is “Assessment.” Donna Riley of VT’s Department of Engineering Education will be visiting class to discuss her ongoing work with ABET standards, so please make sure you’ve read her draft paper, “We Assess What We Value” before class.

I’m planning to have us watch one of the Dan Pink videos posted on the Schedule this evening, but if stuff happens and we don’t get there, you will definitely want to familiarize yourself with Pink’s perspective before proceeding further. (Choose between the 11 minute animated version and the 18′ 30″ TED Talk). Then read “The Case Against Grades” (Alfie Kohn) and “Imagination First” (Liu and Noppe-Brandon). If you get to Lombardi’s piece on “The Role of Assessment in Authentic Learning,” that would be great.

You may post about whatever issue (or set of issues) raised in these materials resonates with you the most.  We know from the discussions we have already had that assessment is a complicated topic and that we have complicated (and sometimes contradictory) ideas about how it works (in general and in our particular field.)  This should be an interesting session, and I am eager to read what you have to say.

One more cool thing: We’ll be exploring a relatively new web annotation tool called Hypothes.is over the next few weeks.  To get us started, I will post some questions and annotations on some of the readings.  The links are below.  If you want to respond and play with the tool yourself, that would be great. Just follow the directions on the Hypothes.is site.

Donna Riley: https://via.hypothes.is/http://amynelson.net/gedis16/wp-content/uploads/2016/01/WeAssessWhatWeValue-Submitted-DRAFT.pdf

Alfie Kohn: https://via.hypothes.is/http://www.alfiekohn.org/article/case-grades/

Marilyn Lombardi: https://via.hypothes.is/https://net.educause.edu/ir/library/pdf/ELI3019.pdf  (May have a bug – it’s not you.)

Mindful Learning: Second Blogging Prompt

Once again, everything is on the table as long as it engages the readings for next week and /or the topic of mindfulness in teaching and learning. You might want to respond to the readings in the context of the videos and discussion we shared this evening. You might want to reflect on your current understanding of pedagogy — connected or otherwise — knowing that this might change. And you might want to go back to Gardner Campbell’s article on networked learning as experiential learning to see if there are some new connections you might want to make in light of our F2F session today.

Whichever path you take we look forward to reading your work and talking with you about it.

Welcome – First Blogging Prompt

Dear GEDI’s! I write in great anticipation of meeting you all in person this evening. I am eager to get to know you and to begin a journey of self-discovery, reflection, and collaborative inquiry that will take us not just through the end of the semester, but, if we do it right, far far beyond (perhaps to a galaxy far, far away….).

Once we’ve made introductions and worked through the logistical details, we will talk a bit about connected learning and how we will use the network in this course. After all of that, I hope the following will give you some guidance and inspiration as you set up your blog and formulate your first post:

Blogging guidelines for week one:

Everything is on the table as long as it engages the readings for next week and /or the topic of networked learning. You might want to respond to the readings in the context of the discussion we shared this evening.

You might want to reflect on your current understanding of pedagogy — connected or otherwise — knowing that this might change. Whatever approach you take, know that it will be fine, and that your colleagues will be attentive, interested readers.

Bonus Force Points:

Check out and play with Hypothes.is, an amazingly powerful web annotating tool.

Double Bonus Points:

Read and maybe even add to the Hypothes.is conversation about Gardner Campbell’s article on Networked Learning as Experiential Learning. (If you’re looking for me, my screen name in Hypothes.is is “Laika57”.)

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