The Creative Design and Implementation of a Staff Development Module in Problem-based Learning In Higher Education at University College Dublin
Last modified: 2011-12-07
Abstract
More work needs to be done in ‘connecting creative capital and university pedagogy’ (McWilliams & Dawson, 2008, p. 633) in order to make creativity the “centrepiece” of higher education. This paper explores the design of a staff development module on problem-based learning in higher education aimed at facilitating participants to maximise the potential for creativity in problem-based learning both as students and tutors.
This paper describes the processes used to design a creative problem for lecturers to work on for this module. The reflections for the rationale for the creation of a cartoon that embedded de Bono’s six thinking hats approach to innovation will be discussed though analysing the visual, reviewing how the problem unfolded in practice and making links to the literature on creativity (Csikzentmihalyi,1991) problem-based learning (Jonassen & Hung, 2008). Barrett, 2010) and the use of visuals in learning ( Istrate,2009). The data on participants’ perceptions of the problem will be evaluated.
The design of a customised problem-based learning process visual guide will be outlined by presenting and analysing this visual and reviewing this guide as a scaffold rather that a straightjacket for learning (Barrett 2010). The design of the overall learning environment to encourage variety and creativity in participants’ experience of problem-based learning will be explored.
References
Barrett, T. (2010). The problem-based learning process as finding and being in flow. Innovations in Education & Teaching International, 47(2),165-174
Csikzentmihalyi, M. (1991) Flow: The Psychology of Optimal Experience. New York: HarperCollins Publishers
deBono , E (2000) Six Thinking Hats. London: Penguin Books.
Istrate, O (2009) Visual and pedagogical design of eLearning content. eLearning Papers www.elearningpapers.eu No.17 1-11
Jonassen, D. & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. The Interdisciplinary Journal of Problem-based Learning, 2(2), 6-28.