Creativity and Learning (eBook)

Preface 6
Contents 9
Notes on Contributors 12
List of Figures 23
List of Tables 24
1 Introduction: Creativity and Learning as Sociocultural and Intertwined Phenomena 26
Sociocultural Perspective for Creativity and Learning 30
Creativity and Learning as Intertwined Phenomena 32
Focus, Purpose, and Contents of the Book 33
The Main Conclusions of This Book 37
Change and Uncertainty as Bases for Creativity and Learning 38
Agency and Autonomy (as Sources of Creative Interactions) Leading to Creativity and Learning 40
Cultures, Shared Goals, and Different Methods of Building, Supporting, and Facilitating Creative Learning Communities 43
References 45
2 Uncertainty: A Necessary Condition for Creative Learning 50
Introduction 50
The Role of Uncertainty in Creative Learning 51
Intra and Interpsychological Processes of Creative Learning 52
Agentic and Socio-Cultural Perspective 54
Secondary Phase of Creative Learning 56
Uncertainty in Educational Practices Supportive of Creative Learning 58
Encountered Uncertainty 60
Planned Uncertainty 61
Implications for Theory, Research, and Practice 63
References 66
3 Time to Think: Lessons about Purpose and Agency from Case Studies 70
Introduction 70
Gruber’s Emerging Point of View 71
Network of Enterprise 73
From Historical Materialism to Gestalt Holism 74
Piaget and Systemic Development 75
The Cognitive Revolution 76
The Darwin Case 76
Experimental Epistemology 77
Social Activism 79
Evolving Systems 79
The Individual as Evolving System 80
Method 81
Studying the Organization of Work 81
Generalizability of Findings 82
Generalized Questions 83
Legacy: Distributed and Participatory Creativity 83
Educational Implications 85
Long-Term and Holistic Perspectives on Learning 86
Individuality in Complex Distributed Systems 87
Case Studies 88
Conclusion 89
References 90
4 Developing Intelligence and Creativity in Education: Insights from the Space–Time Continuum 93
Introduction 93
Education in the Industrial and Information Societies 95
On the Relationship Between Intelligence and Creativity 97
Creativity in Education: A Conundrum 99
Applying the Space–Time Continuum to Education 101
Mapping Pedagogies on the Space–Time Continuum 104
Conclusion: Balancing Pedagogies in the Space–Time Continuum 106
References 108
5 Cultivating Creativity in Computing Education: A Missed Opportunity? 112
Introduction 112
Background 114
The Subject “Technology Comprehension” in Denmark 114
Creativity in Education 116
Method 118
Analysis 120
Creativity in Students’ Cognitive Skills, the Design Process, and in the New Digital Solution 120
Creativity as a Prerequisite for Learning and as a Learning Outcome in Itself 121
Creativity as a Monodisciplinary and Interdisciplinary Endeavor 122
Creativity as an Individual and Collective Phenomenon 123
Creativity as an Unleashed Potential in Technology and as a Design Solution 124
Discussion 126
Creativity Is Integral to the Danish Technology Comprehension Subject 126
Articulations of Creativity in the Technology Comprehension Subject Appear Contradictory and Inconsistent 128
Closing Remarks 131
References 132
6 Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning: A Vision and Practice of Everyday Creativity 137
Introduction 137
Framing and Operationalizing Creativities Theory-Into-Practice 140
An Ecological Framework for Diverse Creativities 140
“Everyday Creativity”: An International Collaborative Effort to Boost Schools’ Creative Resources with Finnish Models of Education 143
Creative Ecological Dimensions of the Finnish National Core Curriculum (2014) 145
Developing a Research-Based Blended Course in Multi-stakeholder Co-creation 147
Course Content, Structure, and Organization 148
Approaches to an Ecology of Diverse Creativities: An Analysis of Teachers’ Accounts with the Renewal of Learning Environments in Focus 152
Discussion and Conclusion: “Everyday Creativity” in Teacher Professional Learning 159
References 162
7 Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory 166
Introduction 166
Distributed Creativity and Expansive Learning 169
Study 172
Research Setting 173
Data Collection 174
Data Analysis 176
Findings: Distributed Creativity and Expansive Learning in the Change Laboratory 178
Interaction Episode 1: Searching for the Shared Object of the Collective Activity 178
Interaction Episode 2: Envisioning a Dynamic Team Model for Pedagogical Collaboration 181
Interaction Episode 3: Inventing a Dynamic Model for Pedagogical Leadership 185
Discussion and Conclusion 188
References 191
8 Virtual Enterprise Simulation Game as an Environment for Collaborative Creativity and Learning 196
Introduction 196
RealGame as an Environment for Fostering Collaborative Learning and Creativity 198
Method 201
Collaborative Creativity and Learning in the Participants’ RealGame Experiences 204
Discussion 208
References 211
9 Mind the Gap: Creative Knowledge Processes Within Interdisciplinary Groups in Organizations and Higher Education 216
Introduction 216
How to Understand Creativity and Learning as Creative Knowledge Processes 217
From individual Creativity to Creativity as a Social Act 218
Polyphony as a Sociocultural Approach to Understanding Creative Knowledge Processes 221
A Study on Interdisciplinary Groups 223
Three Research Groups in Organizations 224
Results 225
Transferring the Results to Student Groups in Higher Education 230
The Importance of Openness, Respect, Psychological Safety, and Trust in the Groups 231
Concluding Remarks 233
References 234
10 Remaking and Transforming Cultural Practices: Exploring the Co-occurrence of Work, Learning, Innovation 239
Introduction 239
Promoting Innovations and Learning at Work 242
Explanatory Orientation 244
Investigating How Innovations Are Initiated, Enacted, Supported, and Rewarded in Workplaces 245
Initiating, Enacting, Supporting and Rewarding Innovations 248
Initiating Workplace Innovations 250
Enacting Workplace Innovations 254
Supporting Innovations in the Workplace 257
Rewards for Innovation 258
Work and Innovation: Discussion 259
Importance of Workers’ Engagement 259
Proximity to Managers and Workers 260
References 262
11 Supporting Creativity and Learning at Work: Practices and Structures from Growth Companies 265
Introduction 265
Creativity and Learning in Working Life 268
Practices and Structures Supporting Creativity and Learning—A Focus on HRM 271
Aims, Questions and Sub-studies of the HeRMo Project 275
Methodology and Data 275
Mixed Methods and Ethnographic Approaches 275
Data 275
Analysis 278
Summary of the Main Findings of the Sub-studies of the HeRMo Project 279
Four Main Conclusions from the HeRMo Project 280
Creativity and Learning Are Collective and Informal Phenomena at Work 281
A Variety of Structures and Practices Enable Creativity and Learning at Work 282
Equality and Employee Orientation in Structures and Practices Are Important 283
A Context-Specific Examination of Creativity, Learning and Supporting Practices Is Needed 285
Closing Thoughts 286
References 287
Index 293