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10.10.2012
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ndTowards Creative and
Innovative Learning
Päivi Tynjälä
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3Major global challenges
http://herbu1.files.wordpress.com/2009/06/future-thinking.jpg
GlobalisationClimate change
Urbanization Ageing of population
Techonological development
Networking
Continuing change
Fast development
Complicated structures
Innovations
Digitalization
Increasing amountof information
Boundaryless work
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Major global challenges
• Climate, energy and environment(nature)
• Networked economy(society)
• Well-being and sense of community(human beings)
http://www.ipc.dk/en/long_courses_themes.asp?theme=1&subject=12
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5Ten skills for the future workforce(Future Work Skills 2020, Institute for the Future for the University of Phoenix
Research Insitute)
1. Sense-making
2. Social intelligence
3. Novel and adaptive thinking
4. Cross-cultural competency
5. Computational thinking
6. New-media literacy
7. Transdisciplinarity
8. Design mindset
9. Cognitive load management
10.Virtual collaboration
http://blogs.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-
generation/
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What is needed?
�New forms of learning:
- transformative, innovative and creative rather thanreproductive
- social and networked rather than individual- ethical and value-conscious instead of ”value-free”
and ”objective”
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Creative and Innovative Learning
- Forms of learning that differ from traditional
knowledge transmission
- Forms of learning that promote creativity and innovation
http://dailygumboot.ca/2012/04/school-at-work/
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Two definitions of creativity (Sawyer,2012):
Individualist definition: Creativity is a new mental combination
that is expressed in the world
(”little c creativity”)
Sociocultural definition: Creativity is the generation of a product
that is judged to be novel and also to be appropriate, useful,
or valuable by a suitably knowledgeable social group
(”big C Creativity”)
The two definitions are complementary
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Lessons learnt from the individualist approaches
Csikszentmihalyi (1990a,b): Creativity, flow and peak experiences
- Clear goals
- High degree of concentration
- A loss of self-consciousness
- Distorted sense of time
- Continuous immediate feedback
- A sense of personal control
- Intrinsic motivation
- A lack of awareness of bodily needs
such as hunger
- A focus of awareness to the activity
itself
- Balance between ability and the
challenge http://www.edbatista.com/2010/09/happiness.html
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Lessons learnt from the individualist approaches
Learning environment supporting flow experiences?
- Self set goals
- Opportunity to choose between
different kinds of tasks
- Opportunity to choose between
different levels of difficulty
- Feedback
- Authentic tasks or simulations
- Game environments
http://www.edbatista.com/2010/09/happiness.html
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Simulations
http://www.laerdal.fi/document.asp?subnodeid=14925384
-Technical equipment (e.g. fligth simulators)
- PC / online learning games
- Role play simulations
Role play simulation Patient simulator
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Simulation games
Teachers’ role as a facilitator important(Hämäläinen, R. & Oksanen, K. Computers & Education, 2012)
Game on
work
safety
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Lessons learnt from the individualist approaches
Sawyer’s eight stages of the creative process (Sawyer, 2012):
1. Find the problem
2. Acquire the knowledge
3. Gather related information
4. Incubation
5. Generate ideas
6. Combine ideas
7. Select the best ideas
8. Externalize ideas
�Instead of being a sudden insight,
creative work is intentional knowledge construction process
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Research on creativity (Sawyer, 2012) Educational implications
New ideas are always combination of prior
experiences and learning.
Activate and utilize previous knowledge
Education is essential to creativity – but
rote memorization is not sufficient.
Creativity is based on deeper
understandings that results from focused
and active forms of learning.
Encourage deep learning.
Favor activating methods.
Ideas often emerge in conversation, or as a
result of conversations you’ve had before.
Groups play a central role in creativity.
Favor collaborative learning and team
work
Exceptional ideas sometimes come from
people who have experience and training
in a different area before they began to
study new area.
Encourage inter-disciplinarity and
boundary crossing.
Build networks.
The most creative ideas come from people
who are deeply familiar with the domain
Support hard working and deep learning.
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Constructivism and creativity: learning is not about passive reception of information
- it is active (re)construction of knowledge
Your head is not empty
You interpret new knowledge
on the basis of what you
already know
People have different
previous knowledge and
experiences � different
interpretations
�Discussion, interaction,
and collaboration
are important in learning
and creativity
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Lessons learnt from the sociocultural approaches
Characteristics of group flow (Sawyer, 2007):
1. Match between group and goal
2. Close listening
3. Complete concentration
4. Being in control
5. Blending egos
6. Equal participation
7. Familiarity
8. Communication
9. Keep it moving forward
10.The potential of failure
Creativity and innovation are basically social prosesses
http://blog.beliefnet.com/haveamagnificentday/2012/02/teamwork-%E2%80%93-together-everyone-
achieves-more.html
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Lessons learnt from the sociocultural approaches
Group flow process(Sawyer, 2007):
1. Innovation emerges over time (through series of small insights)
2. Innovation emerges from the bottom up, not the top down
3. The meaning of each contribution becomes clear only
afterwards
4. There are many dead ends
http://blog.beliefnet.com/haveamagnificentday/2012/02/teamwork-
%E2%80%93-together-everyone-achieves-more.html
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Creativity and the Zone of Proximal Development
Potential level
of development
Actual level
of development
(Vygotsky, 1978)
Together we can achieve more than alone ����
Power of (multi-disciplinary) collaboration
ZPD
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On the zone of proximal development in space
http://science.ksc.nasa.gov/history/apollo/
apollo-13/apollo-13-patch.jpghttp://nssdc.gsfc.nasa.gov/planetary/lunar/ap13_damage.gif
http://www.msnbc.msn.com/id/7561781/
Apollo 13 directed by Ron Howard, 1995
MCA/Universal Pictures
http://abyss.uoregon.edu/~js/space/lectures/lec15.html
”Houston, we have a problem here”
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Observation of new (Higgs?) bosonPress conference 4th of July 2012, CERN, Geneva
”It required lots of hard work, dedication,
collaboration, team spirit”
”It was result of collaboration and
competition at the same time,
coopetition”
Fabrice Coffrini / AFP / Lehtikuva http://img.yle.fi/uutiset/tiede/article6205141.ece/ALTERNATES/w580/
http://img.yle.fi/uutiset/tiede/article6205150.ece/ALTERNATES/w580/
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Project-based learning(e.g. Helle et al.,2007; Tynjälä et al., 2009)
Project work is a form of study in
which work is project organized,
problem-oriented,
interdisciplinary, in groups, with
student influence”
(Webb, 1999)
Components:
-the assignment
-deadline, resources
-teamwork, collaboration
-distribution of work
-documentation
-end product
-assessment
http://www.puv.fi/en/news/tietojenkasittelyn_opiskelijat_lahiverkkoa_toteuttamassa/
Pedagogigal components:
- Integration of different disciplines
- Integration of different elements of
expertise
- Self-regulation + guidance + peer support
+ collaboration
- Reflection and self-assessment
(individual + group)
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Team-based learning (Michaelsen, Knight & Fink, 2002)
http://louisville.edu/hsc/continuinged/news-and-events/tbl10
http://one.wikia.com/wiki/Team-Based_Learning
1. Pre-reading
2. Individual test
3. Team test
4. Written appeals from teams
5. Clarifying lecture
6. Application activities
Learning sequence (5-7 per course):
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NoviCraft – a multiplayer game to enhance team-
building and leadership training
http://www.teamingstream.com/
An awareness tool for trainers,
HRD specialists and consultants
for assessing, building, and
developing leaders, teams and
team work in organizations.
Experiments combined with
other HR activities in the largest
Nothern bank.
The challenge of continuously
changing teams.
http://www.ludocraft.com/realxtend.html
http://realxtend.wordpress.com/
Häkkinen, P., Bluemink, J., Juntunen, M. & Laakkonen, I. (2012).
Multiplayer 3D game in supporting team-building activities in a work
organization. Proceedings of International Conference on Advanced
Learning Technologies, Rome, 4.-6.7.2012.
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Communication, knowledge
sharing
Stopping and listening
Collaboration & inter-
dependence
Getting to know other
teammembers;
putting oneselfin other’s place
Sharedexperiences
NoviCraft - findings
• The game was experienced
as gripping, activating and
”best team coaching ever”
• The experiences and
reflections of users were
related to key areas of team
work
Häkkinen, P., Bluemink, J., Juntunen, M. & Laakkonen, I. (2012).
Multiplayer 3D game in supporting team-building activities in a work
organization. Proceedings of International Conference on Advanced
Learning Technologies, Rome, 4.-6.7.2012.
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Learning leadership skills in a simulated
business environment (Siewiorek et al 2011, 2012)
Group-based game +
individual reflective
essays:
-analysing game
experiences in the light
of business and
leadership theories
-satellite members
experienced frustration
� virtual teams a major
challenge
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Inquiry-based learning & knowledge building(Hakkarainen, K., Lonka, K. & Lipponen, L. 1999. Tutkiva oppiminen. WSOY.
Muukkonen, H. Lakkala, M. & Hakkarainen, K. 2003. Computer-mediated progressive inquiry in higher
education. In T. Roberts (ed). The Online Collaborative Learning (pp 28-53). Hershey: Infosci.)
Setting research
questions
Initial hypothesis
Evaluation of existing knowledge
Acquiring new
knowledge
Setting more
exact questions
New theory
Case or
problem
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Writing as a tool for creating
new knowledge
By writing you can, for example:
-activate your previous knowledge
-compare previous and new knowledge
-compare different theories / approaches / cases …
-reflect on your own experiences (also in the light of theory)
-apply theoretical concepts into real life situations (on paper)
-analyse and synthetisise
-criticize
-summarise
-tell a story …
Writing makes thinking visible
Knowledge telling vs
knowledge transforming(Bereiter & Scardamalia 1984)
http://kendra-summer2010edu3040.blogspot.fi/2010_07_01_archive.html
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http://www.knowledgeforum.comhttp://www.knowledgeforum.com
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- Emphasise that learning is always situated in a certain context
- When you learn something in one situation it is not always easy
to transfer learning to other situations
Situationalist theories and creativity?
Prefer learning in authentic situations
http://www.spacegrant.nau.edu/stargazer/Classroom%20group.JPG Worlld Skills Finland 2005
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Situationalist theories and creativity?
Legitimate peripheral participation (Lave & Wenger, 1991)
in communities of practice (Wenger, 1998)
http://www.nancarrow-webdesk.com/warehouse/storage2/2007-w44/img.55368_t.jpg
Karrasch et al.Lukion psykologia 4, p. 141
- Novices have a right to participate in authentic practices
Photo: Martti Minkkinen
-Emphasis on socializing novices into
existing practices rather than developing
new ones
-Significance of context and community
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Proposing a model for creative and innovative learning
in higher education:
Integrative Pedagogy
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Components of professional expertise(Bereiter & Scardamalia 1993; Bereiter 2002; Eraut, 20 04; Le Maistre & Paré 2006
–summarized by Tynjälä et al, 2006; Tynjälä, 2008; He ikkinen et al, 2011; Tynjälä & Gijbels, 2012)
THEORETICAL / CONCEPTUAL KNOWLEDGE
PRACTICAL / EXPERIENTIAL
KNOWLEDGE AND SKILLS
SELF-REGULATIVE
KNOWLEDGE AND SKILLS
-explicit, universal
-experiential; often implicit (tacit) - Metacognitive and reflective
SOCIOCULTURAL
KNOWLEDGE
SOCIOCULTURAL
KNOWLEDGE
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Traditional model of developing expertise
1
Theoretical
knowledge
4
Self-regulative
knowledge
2
Practical
knowledge
3
Socio-cultural
knowledge
In classroomThrough practical exercises, simulations
and in real life experiences
Develops
itself ????
http://www.spacegrant.nau.edu/stargazer/Classroo
m%20group.JPG
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Integrative Pedagogy(e.g. Tynjälä et al 2006; Tynjälä, 2008; Heikkinen, Tynjälä, & Kiviniemi, 2011; Tynjälä & Gijbels, 2012)
-analytical
-practical
-creative
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Integrative Pedagogy integrates:
- Different forms of expert knowledge: theoretical, practical,
self-regulative, and socio-cultural
- Different forms of intelligence (analytic, practical, creative)
- Thinking and action
- Conceptual understanding and practical / manual work
- Formal and informal learning
- Domain-specific knowledge and generic skills
- Individual and social learning
- Work and learning
- Possibly different disciplines
- Possibly physical, social and virtual learning environments
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Integrative Pedagogy as an integrative construct
Cognitive approach
Socio-cultural approach
Research on
-Thinking
-Intelligence
-Expertise
Integration
of different
forms of
knowledge
Authenticity
Participating in
communities of practice
Boundary crossing
Partnerships
CREATIVITY
NEW KNOWLEDGE
Individual level
Community level
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Integrative Pedagogy in Teaching PracticumCourse on Teacher Ethics + Practicum (Heikkinen, Tynjälä , & Kiviniemi, 2011)
SELF-REGULATIVEKNOWLEDGE
PRACTICAL/
EXPERIENTIAL
KNOWLEDGE
CONCEPTUAL/
THEORETICAL
KNOWLEDGE
Mediating tools:
WRITING:
DISCUSSIONSTUTORING, MENTORING, COACHING
analytic tasks,journals, portfolios
Refle
cting R
efle
cting
ExplicatingConceptualising
Transforming
PARTICIPATION IN COMMUNITIES OF PRACTICE Creation of new
knowledge
SOCIO-CULTURAL KNOWLEDGE
Ethical theories
How to work with high
ethical standards?
Ethical dilemmas in
teachers` work
Participation in all activities
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Integrative Pedagogy for Learning Communication Skills(Tynjälä, Virtanen, Klemola, Kostiainen & Rasku-Puttonen, 2012, in preparation)
http://www.valmentajakoulutus.fi/?x43=144572
- Theories of social interaction
- Belonging to a group
- Practical exercises
- Reflection on experiences in the light of theory
Methods:
Interactive lectures, small group activities, role play
simulations, peer reflections, reflectice reading and writing,
versatile methods of receiving
and providing feedback and
assessment
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Integrative Pedagogy and Project-Based Learning
http://projekti.it.jyu.fi/old-
proj/eidewww/projektiryhma.html
Development Project Course in Information Systems Design
Integrated with courses:
- Communication Skills
- English
Other theoretical components:
- Theories of project work
- Theories of information systems
Involved:
- a project assignment from a client company
- continuous reflection
- self-and peer-assessment, client assessment,
teacher’s assessment
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Integrative Pedagogy and Project-Based Learning
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44Intrinsic motivation during the project-based course(Helle,Tynjälä, Olkinuora & Lonka 2007)
inventory Binventory A
Est
imat
ed M
argi
nal M
eans
4,6
4,4
4,2
4,0
3,8
3,6
3,4
3,2
3,0
low in SR
intermediate in SR
high in SR
=at the beginning =at the end of the course
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nd1) Domain-specific knowledge and skills (e.g. modelling of
information systems design; domain-specific methods;
programming languages; overall view of the project work
and designing an information system)
2) Generic skills (e.g. project management, information
management; interaction skills, communication skills,
negotiation skills; language skills)
3) Development of professional identity (e.g. development
of career plans, identification as an IT professional,
strenghening of professional self-efficacy
and self-confidence)
Self-assessed learning outcomes(Helle, Tynjälä, Lonka & Olkinuora 2007b; Tynjälä, Pirhonen, Vartiainen & Helle 2009)
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Learning by Developing (LbD) http://www.laurea.fi/en/Research/learningbydevelopingcenter/lbd_model/Pages/default.aspx
Learning by Developing (LbD, Raij, 2007; Kallioinen, 2008)
(Laurea University of Applied Sciences)
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Learning and Competence Creating Ecosystem
(LCCE)
Close collaboration between the university
and the business life
Learning, Research & Innovation, and
Regional Development are connected
Projects as key components in curricula
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Common features:
- Universities networked with business life
- Learning by producing something new
- All partners are considered as learners
����Innovative Knowledge Communities (Hakkarainen et al, 2004)
http://blog.vcu.edu/socialworknewsletter/community_engagement/
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49Expanding contexts for learningClassroom - workplace – lifeplace – virtual place
http://www.heinola.fi/FIN/Palvelut/Koulutus/koulutus.htm
�Need of new kind of pedagogy
World Skills 2005
Photos Martti Minkkinen
http://users.utu.fi/mpsain/Japanin%20kuvat/studying.gif
Karrasch et al.Lukion psykologia 4, p. 141
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Challenges of creative and innovative learning
- Raises emotions
- Requires highly competent and brave teachers
- Requires teachers to be learners
- Requires new forms of assessment
� Support for teachers is needed
� Leadership for teaching and learning is needed
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Model of promoting innovative learning (Tynjälä & Nikkanen, 2009)
Origin ofnew ideas
INDIVIDUALS WORKCOMMUNITIES
PROJECTORGANISATION
Needs ofworking lifeor society
Crisis orthreat
Spread of experiments in the same field and between fields
Forums for discussion
Learning region
Progressiveproblem solvingExtensivecooperativenetworks“Visionaries”
IdeasSmallexperimentsIndividualcontacts
OpencommunicationEqualityInnovative activitiesUtilisation ofexternal helpWorkingleadershipand management
WorkingleadershipandmanagementFundingsourcesExternalcontacts
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Team of teachers
in Department G
Team of teachers
in Department FTeam of teachers
in Department E
Team of teachers
in Department D
Team of teachers
in Department D
Team of teachers
in Department C
Team of teachers
in Department B
Team of teachers
in Department G
Team of teachers
in Department F
Team of teachers in
Department A
Learning Network of University Teachers
Development projects
Network forums
Leadership for teaching and learning
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THANK YOU FOR YOUR ATTENTION!
