creativity for learning 3: storytelling

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Post on 15-Jul-2015




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  • with Chrissi Nerantzi @chrissinerantzi

    Creativity for Learning and FLEX artwork by artist Ellie Livermore

  • Workshops info workshop 1 (29.1.15, 1-4pm, AS105): Unit overview, introduction to creativity in HE, enablers and


    workshop 2 (5.2.15, 1-4pm Manchester City Centre): Creativity in action! Lets play the Sell your bargains game, where game-based learning meets problem-based learning

    workshop 3 (12.2.15, 1-4pm, AS 105): The use of story for learning and teaching

    workshop 4 (19.2.15, 1-4pm, AS105): Learning through making and LEGO Serious Play

    workshop 5 (5.3.15, 1-4pm), AS105: Innovative project ideas exchange and development

    BONUS: automatically join the Greenhouse, monthly gatherings with showcase events Creative Spaces

    Next term: action learning sets (peer support) Face-to-face and online tutor support 17 June showcase your innovations at the Greenhouse and BSE pre-conference event, here on campus, more info to follow CELT Summer Conference

    theory and practical application, activities and development of creative practices

  • If we come and go the same person, we havent really achieved anything! CN

    Items too heavy to take to a class?

    Easy is better?

    Please think again!

    Remember! We need an open mind Actively listen to other perspectives What others say more important than what we say! Challenge and be challenged! Learning means change!

  • Sessions so far: Where are you now and how does this feel?

    panic alert




  • Online engagement: Where are you now and how does this feel?

    panic alert




  • pre-workshop tasks

    1. Reading: Haigh, C. & Hardy, P. (2011) Tell me a story. a conceptual exploration of storytelling in healthcare education, in: Nurse Education Today 31 (2011) 408411, available at

    2. Resources: Find a story that captivated you and bring this with

    you to the session. 3. Activity: Put a story together using 3 photographs

  • Theory of Multimedia Learning (Mayer, 2005)

    people learn more deeply from words and pictures than from words alone (Mayer, 2005, 31)

    Information processing

    auditory channel

    visual channel

  • ... the use of voice, particularly where augmented with moving image, can support learning in many ways.

    There are affective aspects; the way audio and video can help us to connect with people and emotions, and more practical benefits connected with the richness and reliability of information capture.

    Jordan (2012, p. 24)

  • Lets have a look at stories

  • Lets share a story!

    10 Created by David Leathleans student

  • What do they have in common?

  • Story is powerful

  • What happens when we share stories?

  • Stories bring us closer together

  • Stories help us live different realities (Moon, 2010)

  • problem-posing education (Freire, 2011)

    Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exists and a new term emerges: teacher student with students-teachers. The teacher is no longer merely the one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. (Freire, 2011, 80)

  • there are problems in stories!

  • problem-posing stories with (some) complexity

    to share experiences

    critical, creative thinking and reasoning

    to create new meaning and understanding

    to build a support community

    to find problems and problem-solve

  • How can we use story?

    Share experiences Community building

    Use as a trigger for discussion or debate

    Introduce a new topic or concept

    Activity: Think about your professional context and consider using story where you think this could make a difference to the student learning experience. Create a mindmap and share your idea with a colleague. Revisit your idea and create a session outline. What resources and tools will you need?

  • Create your learning ecology!

    Prof. Norman Jackson, Learning Ecologies at

  • Tools for storytelling, storymaking, storydoing, lets find some!

  • Design studio activity

    1. Reflect on what we did during the workshop and identify opportunities to develop creative activity for learning, teaching or research.

    2. Discuss with a colleague.

    3. What could you try?

  • post-workshop extensions

    Reflect on the session

    Implement the activity/ies you developed

    Consider inviting a peer to observe you

    Reflect, evaluate and enhance

    What else could you try and why?

    Prepare for the next workshop.

  • References

    Bracher, M., Collier, R., Ottewill, R. and Shephard, K. (2005). Accessing and engaging with video streams for educational purposes: experiences, issues and concerns. ALT-J, Research in Learning Technology 13(2), June 2005, 139150.

    Freie, P.(2011) Pedagogy of the opressed, New York: continuum.

    Hall, I. & Wright, D. (2007). Literature Review of the use of Video as a resource for professional development of mathematics teachers. National Centre for Excellence in the Teaching of Mathematics. Newcastle: The Research Centre for Learning and Teaching. Available from

    Jordan, L. (2012). Video for peer feedback and reflection: embedding mainstream engagement into learning and teaching practice. In Research in Learning Technology Supplement: ALT-C 2012 Conference Proceedings, 16-25. Available from

    Laurillard, D. (2002). Rethinking university teaching: A Conversational Framework for the Effective Use of Learning Technologies. London: RoutledgeFalmer.

    Mayer, R. E. (2005) Cognitive Theory of Multimedia Learning. In Mayer, R. (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31-48). Santa Barbara: University of California, Cambridge University Press.

    Moon, J. (2010) Using Story In Higher Education and Professional Development, Oxon: Routledge.

    Nerantzi, C & Beckingham, S (2014) BYOD4L Our Magical Open Box to Enhance Individuals Learning Ecologies, in: Jackson,

    N. & Willis, J. (eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable at

  • with Chrissi Nerantzi @chrissinerantzi

    Creativity for Learning and FLEX artwork by artist Ellie Livermore

  • This workshop/course counts towards FLEX, which is a personalised and practice-based CPD programme with formal and informal pathways and enables you to get recognition via the FLEX award for your CPD activities, work towards up to 30 credits of the PgCert/MA in Academic Practice and help in preparation for an application for professional recognition with the HEA. FLEX activities need to have a focus on learning and teaching. To find out more about FLEX and how to submit your claim, please visit FLEX at or on Twitter using the hashtag #flexcpd FLEX lead Chrissi Nerantzi at

    practice-based CPD