Educating for Creativity and Innovation

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject investigates the theory and practice of the process of creativity and its implications for teaching and curriculum. The aim of this subject is that students will leave with a deeper appreciation of the importance of educating for creativity and innovation across the disciplines and in different educational contexts.

Students will examine a number of areas including

• models and theories of creativity
• the psychological characteristics of creativity
• conditions for fostering creativity
• the types of thinking that lead to creative outcomes
• evaluating and measuring creativity
• pedagogical implications and classroom application.

Students will have the opportunity to respond to readings, to transfer the theory to practice and to reflect on their practice in light of the theories. This will prepare them for their major assignment which will require the application, investigation and reporting on an aspect of the study of creativity and innovation and its implications for education.

The students will:

• examine, critically analyse and evaluate theories of creativity;
• identify the cognitive and affective psychological processes involved in creativity;
• identify the conditions necessary for fostering creative thinking and learning;
• develop and evaluate procedures for assessing both creative potential and creativity;
• identify strategies for fostering creative thinking in curriculum implementation and pedagogy practice;
• evaluate the effectiveness of assessment procedures for creativity.

• Report on a reading or practical task, 1000 words, due mid-semester, 20% of final grade.
• Essay on self-designed question, 4,000 words, due end of semester, 80% of final grade. Class time will be devoted to this assignment and students will be required to submit their questions, an abstract and a partial draft for feedback during the semester.

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject is not available as a breadth subject.

The students will:
have in-depth knowledge of educational practice and theory;
be critical and creative thinkers, with an aptitude for continued self-directed learning;
examine critically, synthesise and evaluate knowledge across a broad range of disciplines;
expand their analytical and cognitive skills through diverse learning experiences;
have the capacity to participate fully in collaborative learning and to confront unfamiliar problems;
have a set of flexible and transferable skills for different types of educational practice.