Creativity and Collaboration:
An on-line learning experience
Eleanor Pierre, Ph.D.
Lorelle Muller Lumsden
Brock University, St. Catharines,
Ontario, Canada
Learning Outcomes
At the end of this session participants should be able to gain
some insights on how to:



create interaction for group-work in virtual settings
address the challenges of collaboration for the on-line
learners
interject creativity through learner engagement
What is Creativity
The Definition of Creativity:
» “The application of knowledge
and skills in new ways, to
achieve values outcomes”
» “Imaginative activity fashioned
so as to produce outcomes that
are both original and of value,”
(NAACE)
Course – Adult Education in the
Global Context
• Seminar Course
• Half Credit
• 12 weeks
• On-line
• Group work
• Comparative component
• Seminar Presentation
• Research
Who is the on-line Learner in this
context?
• Dynamic
• Goal oriented
• Zest for broadening their horizons
• Willing but overwhelmed
• Not enough time to read background
information
• Unsure of comparatives
• Eager to make new discoveries
• Excited
STRETCHING THE LEARNER
THROUGH INDIVIDUAL WORK
1. Personas
2. Reflection and articulation of Learning
Outcomes
3. Deciphering the Assignments and grading
schematics
4. Collages
5. Comparatives
6. Metaphors
7. Graphical representations of concepts and
ideas
PERSONAS
All about the Self
The Creative Introduction
Borrowing from Kelly`s Constructs
The Persona Exercise
• Please create a persona of self based on the
following:
1.
2.
3.
4.
A book that had a lasting impression on you.
A piece of music you absolutely love.
A place that touched the very core of you.
A piece of art that touched you deeply.
Describe and combine either in a poem,
descriptive discourse, a piece of artwork, a
drawing or just some "stream of consciousness"
writing. Post by starting a new thread with your
name.
Reflection on Course and Session
Learning Outcomes
ACTIVITY
This task is done individually or as group work
depending on the class size.
- Deconstruct course Learning Outcomes to get
an overview of course expectations
- Deconstruct Session LO’s to focus and narrowly
engage in the content and activities of the
session
Conceptualization of the
Assignments and Marking
schematics
Assignments
Expectations
1. Seminar
When students facilitate they
work harder in preparation and
move from surface learning to
deep learning.
2. Data on 2 countries
Research – exposure to many
countries and taps into their
sense of curiosity.
3. Comparison – 1-more issues
in both countries
Allow for verification of data
under several headings –
multiple perspectives, critical
thinking, statistical data
substantiation.
COLLAGES
Hyperlink to Collages
Comparatives Metaphors, and
Graphical Representations
• Students’ experiences
• Faculty experiences
GROUP WORK
Group-work on-line?
Oh! No!
Collaborative Learning
A method of instruction in which students work
together in groups toward a common academic
goal.
Learning Interactions
Student /
Student
Student /
Student /
Teacher
Teacher
Student /
Student /
Student /
Content
Content
Content
Anderson, 2010
ASSIGNMENTS
Seminar Facilitation
Data Gathering –
Research 2 Countries
Comparative Essay – 2
countries
Option of graphical
representations, collages,
pictorials, PPT
STUDENT FEEDBACK
Hyperlinked
REDESIGN
Suggestions for re-design.
Pedagogical Benefits
• Development of critical thinking skills;
• Co-creation of knowledge and meaning;
• Reflection; and
• Transformative learning.
Instruction Transformation
• Process – centred
• Learner driven
• Social constructionism
• Collaborative knowledge construction
Designing The Right
Environment
• Communication tools
• Information & access management tools
• Information production & processing tools
• Time management tools
STUDENT ARTIFACTS
Hyperlinked.
References
•
Anderson, T. & Miyazoe, T. (2010). The Interaction Equivalency Theorem.
Journal of Interactive Online Learning, 9(2), 95. Retrieved April 17, 2012
http://www.ncolr.org/jiol/issues/PDF/9.2.1.pdf
•
Blaschke, L., Brindley, J. & Walti, C. (2009, June). Creating Effective
Collaborative Learning Groups in an Online Environment. The International
Review of Research in Open and Distant Learning, 10(3). Retrieved April 20,
2012 http://www.irrodl.org/index.php/irrodl/article/view/675/1271.
•
Cheurprakobkit, S., Hale, D.F., & Olson, J.N. (2002). Technicians'
perceptions about Web-based courses: The University of Texas system
experience. The American Journal of Distance Education, 16(4), 245-258.
•
Desjardin, F & vanOostveen (2008). Collaborative Online Larning
Environment: Towards a process driven approach and collective knowledge
building. Retrieved April 17, 2012 http://www.editlib.org/d/28720
•
Kelly, G. A. (1955). The psychology of personal constructs. New York:
Norton
•
Olgren, C.H. (1998). Improving learning outcomes: The effects of learning
strategies and motivation. In C.C. Gibson (Ed.), Distance learners in higher
education (pp. 77-96). Madison, WI: Atwood Publishing.
•
Wenger, E.C., & Snyder, W.M. (2000, January-February). Communities of
practice: The organizational frontier. Harvard Business Review, 139-145.