Leveraging creativity to engage students in an agile ecology for learning

Authors

  • Megan Y.C. Alexandria Kek University of New South Wales
  • Henk Huijser Queensland University of Technology
  • Lindy Abawi University of Southern Queensland
  • Jill Lawrence University of Southern Queensland

Abstract

This article explores the concept of an agile ecology for learning and its potential in leveraging creativity to engage students. Creativity is both seen as something that students bring with them from different part of their lives, across different formal and informal learning environments, but it is also seen as something that can be encouraged and developed through deliberate design of learning experiences and environments. The agile ecology for learning is fundamentally about blurring boundaries between informal and formal learning environments. A case study of a Closed Facebook group managed by students is used as a case study to illustrate the potential of using an agile ecology for learning as the underlying ‘map’ for learning design. If done well, we argue that this allows us to leverage creativity in students as both a tool of engagement and a crucial component in the development of a way of being for students whereby using their creativity in critically reflective ways becomes the norm.

Downloads

Download data is not yet available.

Author Biographies

Megan Y.C. Alexandria Kek, University of New South Wales

She is an Associate Professor and Academic Director of Student Academic and Career Success. Her research is in problem-based learning, student development and educational environments.

Henk Huijser, Queensland University of Technology

He is a senior lecturer and has 15 years’ experience in academic development in Australia, the Middle East and China. He has widely published in the higher education sector.

Lindy Abawi, University of Southern Queensland

She is a Professor and Co-Head of School of Education. Her research interests are school improvement, student voice, distributed leadership, creativity and learnin, and pre-service education.

Jill Lawrence, University of Southern Queensland

She is a Professor and Head of School, Humanities and Communication. Her research interests are higher education research, first year experience, access and equity issues and cross-cultural communication.

References

Barnett, R. (1999). Realising the university in an age of supercomplexity. Buckingham: SRHE and Open University Press.

Barnett, R. (2000a). Supercomplexity and the curriculum. Studies in Higher Education, 25(3), 255-265.

Barnett, R. (2000b). University knowledge in an age of supercomplexity. HIgher Education, 40(4), 409-422.

Barnett, R. (2004). Learning in an unknown future. Higher Education Research and Development, 23(3), 247-260.

Barnett, R. (2013). Imagining the university. Oxon: Routledge.

Barnett, R. (2017). Foreword. In M. Y. C. A. Kek & H. Huijser (Eds.), Problem-based learning into the future: Imagining an agile PBL ecology for learning (pp. vii-ix). Singapore: Springer

Barnett, R., & Coate, K. (2004). Engaging the curriculum in higher education. Berkshire: Mc-Graw Hill Education.

Bransford, J. D., Barron, B., Pea, R. D., Meltzoff, A., Kuhl, P., Bell, P., . . . Sabelli, N. H. (2006). Foundations and opportunities for an interdisciplinary science of learning. In K. R. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 19-34). New York: Cambridge University Press.

Bransford, J. D., & Schwartz, D. L. (1999). Rethink transfer. A simple proposal with multiple implications. Review of Research in Education, 24(1), 61-100.

Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.

Ford, D. Y., & Harris III, J. (1992). The elusive definition of creativity. Journal of Creative Behavior, 26(3), 186-198.

Hatano, G., & Inagaki, K. (1984). Two courses of expertise. Research and Clinical Center for Child Development Annual Report, 6, 27-36.

Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualising school learning using insight from expertise research. Educational Researcher, 32(8), 26-29.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Retrieved from York, UK.

Kek, M. Y. C. A., & Huijser, H. (2017). Problem-based learning into the future: Imagining an agile PBL ecology for learning. Singapore: Springer.

Kek, M. Y. C. A., Kimmins, L., Lawrence, J., & Abawi, L. A. (2017). Students’ enabling students in a student partnership project: A case study emerging from the OLT Transforming Practice Project on Student Partnership. Student Success, 8(2), 117-122. Retrieved from https://studentsuccessjournal.org/article/view/389/407

Parkhurst, H. B. (1999). Confusion, lack of consensus and the definition of creativity as a construct. Journal of Creative Behavior, 33(1), 1-121.

Partnership for 21st Century Learning. (2007). Framework for 21st century learning. Tucson, AZ: Partnership for 21st Century Skills.

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96.

Savin-Baden, M. (2008). Learning Spaces: Creating opportunities for knowledge creation in academic life. Buckingham: McGraw-Hill Education.

Stein, M. I. (1953). Creativity and culture. The Journal of Psychology, 36(3), 311-322.

Sternberg, R. J. (2003). What is an expert student? Educational Researcher, 32(8), 5-9.

Vygotsky, L. S. (1978). MInd in society: The development of higher mental processes. In M. Cole & S. Scribner (Eds.). Cambridge, MA: Harvard University Press.

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge: Harvard Business Press.

Downloads

Published

2019-11-08

How to Cite

Kek, M. Y. A., Huijser, H., Abawi, L., & Lawrence, J. (2019). Leveraging creativity to engage students in an agile ecology for learning. Student Engagement in Higher Education Journal, 2(3), 138–153. Retrieved from https://sehej.raise-network.com/raise/article/view/880