Educating for Creativity and Innovation

Subject EDUC90636 (2016)

Note: This is an archived Handbook entry from 2016.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2016:

August, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 06-Aug-2016 to 03-Sep-2016
Assessment Period End 10-Sep-2016
Last date to Self-Enrol 11-Aug-2016
Census Date 19-Aug-2016
Last date to Withdraw without fail 26-Aug-2016

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24
Total Time Commitment:

170 hours

Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

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:


Assoc Prof John Munro


Subject Overview:

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.

Learning Outcomes:

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.

Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

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.

Related Course(s): Master of Education
Master of Education

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