Creative Learning for the Information Age: How Classrooms Can Better Prepare Students, second edition examines how students in their formative years can learn in a more creative manner and can become successful in an age in which knowledge ...
Author: Lyn Lesch
Publisher: Rowman & Littlefield
Creative Learning for the Information Age: How Classrooms Can Better Prepare Students, second edition examines how students in their formative years can learn in a more creative manner and can become successful in an age in which knowledge travels so rapidly and is transformed so quickly.
Creative Learning in Action Lyn Lesch. occur , although both of these things are
extremely important . One must also make the sort of significant structural
changes in one ' s classroom that will permit more creative approaches to their
Author: Lyn Lesch
A discussion of updating teaching strategies to reflect changes in an increasingly technology-centered world includes an exploration of the process of learning to learn and advocates for expanding the connection between school and the adult world.
In V. P. Glăveanu (Ed.), The Palgrave handbook of creativity and culture research
(pp. 77–99). London: Palgrave. Tanggaard, L. (2014). Fooling around: Creative
learning pathways. Charlotte, NC: Information Age. Valsiner, J. (2014).
Author: Vlad Petre Glaveanu
Publisher: Oxford University Press, USA
The Creativity Reader is a necessary companion for anyone interested in the historical roots of contemporary ideas about creativity, innovation, and imagination. It brings together a prestigious group of international experts who were tasked with choosing, introducing, and commenting on seminal texts focused on creativity, invention, genius, and imagination from the period of 1850 to 1950. This volume is at once retrospective and prospective: it revisits old ideas, assesses their importance today, and explores their potential for the future. Through its wide historical focus, this Reader challenges the widespread assumption that creativity research is mainly a product of the second half of the twentieth century. Featuring primary sources interpreted through the lenses of leading contemporary scholars, The Creativity Reader testifies to the incredible richness of this field of study, helps us understand its current developments, and anticipates its future directions. The texts included here, many of them little known or forgotten, are part of the living history of creativity studies. Indeed, an examination of these seminal papers helps the new generation of creativity and innovation researchers to be mindful of the past and unafraid to explore it.
Towson Transition Course : Using Information Effectively in Science Course
Description : Introduction to information processing , problem solving techniques ,
creative thinking skills , communication skills , team building , and professional ...
Author: Patricia Senn Breivik
The author offers an in-depth examination of resource-based learning as an important new paradigm for higher education. This concept shifts the focus from teaching to learning by requiring students to select their own learning materials from a wide range of real world information resources. A resource-based approach helps students assume more responsibility for their own learning. It also creates a strong partnership between faculty members and campus librarians. Breivik highlights examples of colleges and universities that are already using this approach successfully and offers a framework to help educators create their own resource-based learning programs. This work will be of significant interest to academic leaders, faculty, and campus information providers.
Creativity. in. Engineering,. Information. Literacy,. and. Communication. Patterns.
of. Engineering. 5. Nature. of ... Homes and offices are filled with furniture,
appliances, and Lifelong Learning for Engineers and Scientists in the Information
Author: Ashok V. Naimpally
The book provides a comprehensive review of lifelong learning, information literacy and internships including assessment techniques for lifelong learning, teamwork and information literacy as defined by the ABET criteria. It also discusses critical thinking skills for scientists and engineers and their role in lifelong learning in the information age. It will be invaluable for: Engineering educators including librarians interested in developing programs to satisfy the ABET criteria for lifelong learning and teamwork. Engineering librarians developing programs and assessment tools for information literacy using online databases and the Internet. Engineering educators and career advisors interested in developing internship programs in engineering. An internship is defined as work performed in an industrial setting that provides practical experience and adds value to the classroom and research learning processes. This book will cover all aspects involved in administering internship and cooperative education programs. Employers of interns will find useful information on needs assessment, program development, evaluation and the importance of lifelong learning; and, Science and engineering educators interested in developing critical thinking skills in their students as an aid to developing lifelong learning skills especially given the challenges in the digital age. Provides information on how to develop programs and assessment tools for information literacy Describes how to set up an internship program Develops critical thinking skills
Cultivating the possible. http://www.education.ox.ac.uk/wordpress/wpcontent/
uploads/ 2011/ 03/ Transcript- ... Developing creative learning through possibility
thinking with children aged 3–7. ... Charlotte, NC: Information Age Publishing.
Author: Vlad P. Gl&aveanu
Publisher: Oxford University Press, USA
"This book explores an eminently human phenomenon: our capacity to engage with the possible, to go beyond what is present, visible or given in our existence. Possibility studies are today an emerging field of research including topics as diverse as creativity, imagination, innovation, anticipation, counterfactual thinking, wondering, the future, social change, hope, agency and utopia. The present contribution to this wide field is represented by a sociocultural and pragmatist account of the possible grounded in the notions of difference, position, perspective, dialogue, action and culture. Put simply, this theory proposes that our explorations of the possible are enabled by the human capacity to relate to the world from more than one position and perspective and understand that any perspective we hold is, at all times, one among many. Such an account transcends the long-standing dichotomy between the possible and the real, a sterile separation that ends up portraying possibility as separate from and even opposed to reality. On the contrary, the theory of the possible advanced here goes back to this notion's etymological roots (the Latin possibilis "that can be done", from posse "to be able") and considers it as both a precondition and outcome of human action and interaction. Exploring the possible doesn't take place outside of or in addition to our experience of the world; rather, it infiltrates it from the start, infuses it with new meanings and ends up transforming it altogether. This book aims to offer conceptual, methodological and practical tools for all those interested in studying human possibility and cultivating it in education, at the workplace, in everyday life and in society"--
3) Information age (knowledge workers) – an age we currently live in.
Governments view education as a product and a personal investment. Hierarchal
approaches to education exist in the form of league tables, with private schools
for the rich ...
Author: Ruksana Mohammed
Taking a fresh look at the role of creativity within the early years, this accessible guide explores what is meant by creativity and considers how creative skills, behaviours, and thinking can be identified and fostered in the individual child. Underpinned by the latest research and policy, chapters illustrate how creative attitudes can be adopted in all subject areas, and opportunities for creativity maximised. Creative Learning in the Early Years acknowledges the power of creative processes in helping children reach their full potential in the early years and beyond. Photocopiable work tools enable the reader to plan, observe, assess, and record progress as they develop playful and creative approaches, whilst practical advice and demonstrable examples are easily integrated into existing practice. Topics addressed include: recognising and encouraging creative tendencies stimulating the child’s imagination developing adult creativity and self-awareness creating enabling environments and creative spaces using documentation and planning to inspire creativity. An exciting and accessible guide which encourages exploration, experimentation, reflection, and development, Creative Learning in the Early Years will support current and future early years practitioners as they discover the rich opportunities opened by creative practice.
In order to meet the need of information age, the university students should
develop creative learning approaches that include creative learning concepts,
contents, methods and strategies. That is to say university students should have
Author: David Jin
Publisher: Springer Science & Business Media
This volume presents the main results of 2011 International Conference on Electronic Engineering, Communication and Management (EECM2011) held December 24-25, 2011, Beijing China. The EECM2011 is an integrated conference providing a valuable opportunity for researchers, scholars and scientists to exchange their ideas face to face together. The main focus of the EECM 2011 and the present 2 volumes “Advances in Electronic Engineering, Communication and Management” is on Power Engineering, Electrical engineering applications, Electrical machines, as well as Communication and Information Systems Engineering.
The creative age: knowledge and skills for the new economy. London: ... In M. Le
Compte, W. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in
education (pp. ... The information age: Economy, society and culture. Vol. 1, The ...
Author: Pat Thomson
It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.
In The University of Google she projects a defiant and passionate vision of education as a pathway to renewal, where research is based on searching and students are on a journey through knowledge, rather than consumers in the shopping ...
Author: Tara Brabazon
Looking at schools and universities, it is difficult to pinpoint when education, teaching and learning started to haemorrhage purpose, aspiration and function. Libraries and librarians have been starved of funding. Teachers cram their curriculum with 'skill development' and 'generic competencies' because knowledge, creativity and originality are too expensive to provide to unmotivated students and parents obsessed with league tables, not learning. Meanwhile, the internet offers a glut of information on everything-under-the-sun, a mere mouse-click away. Bored surfers fill their cursors and minds with irrelevancies. We lose the capacity to sift, discard and judge. Information is no longer for social good, but for sale. Tara Brabazon argues that this information fetish has been profoundly damaging to our learning institutions and to the ambitions of our students and educators. In The University of Google she projects a defiant and passionate vision of education as a pathway to renewal, where research is based on searching and students are on a journey through knowledge, rather than consumers in the shopping centre of cheap ideas. Angry, humorous and practical in equal measure, The University of Google is based on real teaching experience and on years of engaged and sometimes exasperated reflection on it. It is far from a luddite critique of the information age. Tara Brabazon celebrates the possibilities of digital platforms in education, but deplores the consequences of placing funding on technology and not teachers. In doing so, she opens a new debate on how to make our educational system both productive and provocative in the (post-) information age.
14 Creative Learning The computer can be used in wonderfully creative ways .
Seymour Papert , activist and inventor of LOGO ( a programming language
designed especially for beginners ) , has spent decades studying how computers
Author: Harry Henderson
Explores the controversies surrounding the impact of information technology on society such as possible censorship of the Internet, privacy concerns, and education issues.
All too often, however, the educational experience stifles that curiosity and limits
creative thinking. If we want children to be active, engaged learners, we need to
stimulate their curiosity and awaken their creativity. Encouraging them to imagine
Author: editor Barbara K Stripling
Publisher: Libraries Unlimited
Explores the structure and theory behind the learning-centered library and its focus on information literacy, and examines implementation strategies, learning methods, planning, and community involvement.
Students do not just listen; they learn how to learn and how to be creative and
proactive. 2. VISIONS OF E-LEARNING [DREAMS FOR THE NEW EDUCATION
SYSTEM) So, what change will occur after the introduction of e-learning?
Author: Ian D. Selwood
This volume presents findings and insights from contemporary thinking and research on the application of Information Technology in Educational Management. It analyzes the ways in which ICT has been used, across a range of educational institutions, to support various aspects of educational management. It is the latest in a series of books produced by IFIP Working Group 3.7.
A current research direction concerns the verification of developmentally-
appropriate, effective, and efficient learning activities that utilize ICT to cultivate
creativity. This paper presents a case study of the influence that the use of an
Author: Kelly L. Heider
This edited book presents the most recent theory, research and practice on information and technology literacy as it relates to the education of young children. Because computers have made it so easy to disseminate information, the amount of available information has grown at an exponential rate, making it impossible for educators to prepare students for the future without teaching them how to be effective information managers and technology users. Although much has been written about information literacy and technology literacy in secondary education, there is very little published research about these literacies in early childhood education. Recently, the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College published a position statement on using technology and interactive media as tools in early childhood programs. This statement recommends more research “to better understand how young children use and learn with technology and interactive media and also to better understand any short- and long-term effects.” Many assume that today’s young children are “digital natives” with a great understanding of technology. However, children may know how to operate digital technology but be unaware of its dangers or its value to extend their abilities. This book argues that information and technology literacy include more than just familiarity with the digital environment. They include using technology safely and ethically to demonstrate creativity and innovation; to communicate and collaborate; to conduct research and use information and to think critically, solve problems and make decisions.
Traditional methods of organizing schools and teaching do not allow the most
creative and productive deployment of ... In the first paper in this section , “
Education for All in the Age of Globalization : the Role of Information Technology ,
” Wadi ...
Author: Inter-American Development Bank
Publisher: Inter-Amer Development Bank
Brings together the experience of academics, school officials and representatives from business and government in finding out what works in putting information technology in education.
Reimagining the Purpose of Education Lyn Lesch ... Personal Experience and
How to Prepare Students for the Information Age and Global Marketplace:
Creative Learning in Action, both books published by Rowman & Littlefield
Author: Lyn Lesch
Publisher: Rowman & Littlefield
Learning Not Schooling: Reimagining the Purpose of Education examines how both the curiosity and the initiative of students in their formative years can be stimulated by partnering local schools with the world of adult work and professional expertise. This tactic addresses some of the issues that seem to continually plague us, such as how to help students learn more effectively in the modern age, or how to more fully address some of the perpetual inequities between different socioeconomic groupings. Drawing on his experiences from founding and directing a private school for students age six to fourteen, Lyn Lesch presents a new model for education in which learning for students increasingly occurs in the world of adult expertise, with classroom teachers taking on the role of conduits that not only prepare students to learn from professionals working in various fields but also assist them in absorbing the advanced information and knowledge they will be acquiring.