A two-step model for creative teaching in higher education

Abstract

This paper provides examples of practice demonstrating some underlying principles of translating creative and active pedagogies from school into a higher education context, using a simple two-step model and the concept of creative learning and teaching (Jeffrey, 2006). Since working in higher education, I sought to translate the principles of creative learning and teaching (Jeffrey, 2006) into my praxis. This exercise became particularly prudent when moving into academic development, trying to convey the successful principles underlying my pedagogy to colleagues on the Masters in Academic Practice. The paper will discuss a two-step model I developed: de-contextualizing and then re-contextualizing sometimes complex and intangible learning content to make it more accessible for learners. This will be exemplified by two teaching cases and evidenced with data I collected during my own Postgraduate Certificate in Learning and Teaching in Higher Education, demonstrating how the approach improved student performance and the overall quality of their academic work. These principles could be easily translated into different disciplinary contexts, with different groups of students.

Abductive Reasoning: A Design Thinking Experiment

“…In design thinking for architecture, for example, de‐contextualised and re‐contextualised processes are emphasised to encourage students to understand that ‘buildings are interpreted as physical manifestations of differentiated frames’ (Farmer 2014, 107). In addition, it is believed that de‐ and re‐contextualisation makes complex and intangible contents to be accessible for learners (Sheridan 2020). Consequently, it can be said that de‐ and re‐contextualisation is a good pair of thinking to practise abductive reasoning for creativity.…”

Risks, reflection, rewards, and resistance: Academic perspectives on creative pedagogies for active learning

“…As Beltrão and Barçante (2016) indicated, most theory in business courses is taught quite well in terms of traditional educational methods, but application is more problematic, although learning through experience, via a hands-on approach would be more effective. Asking students to analyse the packets of crisps in light of eight dimensions of quality should serve not only as a way for helping students remember the dimensions, but also to help them understand what the dimensions mean in a simple context, which should help them recontextualise the dimensions for other products as well (Sheridan, 2020) though Schmidt-Wilk (2018) questions whether understanding is enough as a result of an experiential exercise. While it is important for students to develop understanding of disciplinary concepts, any exercises should help students develop higher-order thinking skills and practice important management skills.…”

How Do Veterinary Students Engage When Using Creative Methods to Critically Reflect on Experience? A Qualitative Analysis of Assessed Reflective Work

“…More recently, this is defined by the phenomenon of "flow": "the state in which people are so involved in an activity that nothing else seems to matter" (45). The movement between intense attentional work and a period in which attention is focused elsewhere, and the benefits this yields in terms of increased understanding and insight, has also been presented in terms of creative work helping students to decontextualise and re-contextualise concepts with which they are struggling (46).…”