Adams, Anne; Hartnett, Elizabeth and Clough, Gill
(2015).
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Abstract
It has been long understood that creative approaches can increase student engagement in learning. However, recent research has started to uncover a clear impact upon learning progression and transforming student understanding across disciplines. This paper details a series of case studies from the JuxtaLearn project conducted across Europe in schools and HE. The results show an increase in students’ depth of understanding (deep learning) through creative juxtaposed approaches, in particular using participatory video making. For this research, an ecology of different devices (mobiles, tablets, tabletops, large screens and computers) was used to scaffold a juxtaposed collaborative learning process supporting a deeper understanding of ‘tricky topics’. We have worked with >114 students in science, maths, technology, drama and religious education within schools and universities in the UK and across Europe. The findings identified issues around the process of storytelling learning topics and the tools that can inhibit and support that process being bound by norms of practice within that context. A discussion is presented of the role of creativity within the science, technology, engineering and methods disciplines (STEM).
| Item Type: | Journal Item | ||||||
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| Copyright Holders: | 2015 The Authors | ||||||
| ISSN: | 2151-4771 | ||||||
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| Extra Information: | Special Issue on Creative Excellence in Education
14 pp. |
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| Keywords: | theory of juxtaposing; storyboarding; comparative learning; transfer of learning; TC; surface to deep learning; dramaturgy | ||||||
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) Learning and Teaching Innovation (LTI) |
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| Research Group: | Centre for Research in Computing (CRC) Centre for Research in Education and Educational Technology (CREET) |
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| Item ID: | 44758 | ||||||
| Depositing User: | Gill Clough | ||||||
| Date Deposited: | 04 Nov 2015 10:33 | ||||||
| Last Modified: | 11 May 2019 12:19 | ||||||
| URI: | http://oro.open.ac.uk/id/eprint/44758 | ||||||
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