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Teaching creativity creatively
| Content Provider | Semantic Scholar |
|---|---|
| Author | Shnai, Iuliia Chechurin, Leonid |
| Copyright Year | 2017 |
| Abstract | The first steps toward innovative technologies in education are often initiated at individual level, especially in small sized universities. Experiencing limitation in resources, teachers hunt for the cost-effective, creative approaches, using open and easy to learn tools, developed and proved models and time-saving methodologies. After implementation of innovative learning designs, they try to justify the benefits for the students. Primarily, learning outcomes and student’s satisfaction are evaluated. The paper describes technology-based changes in teaching Theory of Inventive Problem Solving” (TRIZ) course at Lappeenranta University of Technology in a way of roadmap. It aims to reveal changes in learning process, based on student’s satisfaction of traditional and flipped courses. The online part of the course is built in a flipped classroom form using open e-learning platform, interactive video hostings and Facebook group for materials delivery. The in-class sessions consists of discussions with originally developed feedback system and problem-solving group works. The data is gathered by the asynchronous surveys provided by the LUT administration and specific surveys, customized by teachers and instructors of the course. The results in blending of TRIZ course demonstrate how systematic creativity tools assist the inventive course design and address the gaps and drawbacks in teaching. Shared student feedback basically shows positive response to the teachers efforts. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://aaee.net.au/wp-content/uploads/2018/09/AAEE2017-Shnai_Chechurin-Teaching_creativity_creatively.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
