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Chinese nursing education levels have developed fast over the past few years. Many nursing educators are devoted to the research of nursing teaching. How to cultivate nursing students＇ creative thinking is one of the principle researches and has received increasing attention. In the course of nursing teaching, we renewed the teaching design based on the empirical education from nursing basics as follows. The teaching contents are enlarged to make students establish a sense of nursing development and dynamic study. The traditional teacher-centered teaching methods have been replaced by diversified students-centered methods from knowledge to activities. Evaluation of learning effect is developed to be a versatile comprehensive evaluation including students＇ Self-evaluation in accord with the multimedia teaching, group-evaluation in theoretical and discussion classes, and teachers＇ all-around evaluation. The new teaching design have embodied students＇ principal role and enhanced their abilities of creative thinking. 相似文献
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The focus on quality improvements by institutions for better online and blended teaching can be delivered in different ways. This article reports on the implementation of this process and the approaches taken first, in terms of the design of new learning materials, and second, when reviewing the existing curriculum. The study aims to ascertain whether the combination of a collaborative, networked approach at the initial design stage, augmented with visualisations, has changed the way educators design their courses at The Open University, UK. Analysis of 148 learning designs shows both before and after the introduction of Learning Design, which of the pedagogic decisions that educators made substantially changed. Courses that were designed after the introduction of Learning Design were more focused on the development of a range of skills and included fewer assimilative activities (reading, watching videos and listening to audio). Our findings suggest that by visualising the design upfront, educators focused less on traditional teaching patterns, such as the ‘teach, practice, apply’ model. Remarkably, just by visualising initial decisions and working in collaborative workshops, educators created more student-centred and creative designs aimed to develop a range of skills which support students in both their studies and the workplace. Further studies are needed to establish whether these pedagogic decisions have an impact on student outcomes and whether these findings can be replicated in different institutions. 相似文献
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Celeste Rossetto 《Assessment & Evaluation in Higher Education》2019,44(2):216-232
University accounting education typically develops the technical skills that students require to enter into the world of commerce. However, in the context of the rapidly changing socioeconomic environment, and a proliferation of corporate and financial collapses, there have been calls for educators to provide a more contextual appreciation of accounting practice. The changing nature of work has also generated calls for the development of generic skills in students, such as creativity and critical thinking. We outline our efforts to offer third-year university students the opportunity to use creativity in response to their major assessment task. This task required students to explore the ethical dimension of a recent corporate collapse and present their understanding in a modality of their choice. Our analysis of the creative experience of students suggests that such a creative approach to assessment opens up possibilities for a transformative educational experience. While this article focuses on accountancy students, this type of assessment has potential application for other disciplines. 相似文献
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Robyn Gibson 《Teaching in Higher Education》2013,18(5):607-613
Richard Florida's The rise of the creative class (2002) delivered a strong wake-up call to higher education institutions worldwide. By linking creativity to technological innovation and economic prosperity, Florida argued that universities and colleges should nurture creativity in their students. But for many years, the higher education enterprise has been criticised for dampening creativity rather than fostering it. This paper explores the subversive nature of creativity, the value of creative teaching and proposes a number of strategies higher education should consider if they hope to graduate the future leaders of twenty-first century society. 相似文献
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Using collaborative performance ethnography in community- and school-based settings, sex education has the potential to challenge at-risk narratives for lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) youth. This paper problematises the youth-led drama project Epic Queer to test the ‘queer’ potential of youth-driven initiatives at the school and community level, and to reject the singularity of victimised and ‘at-risk’ narratives so pervasive in sex education internationally about queer youth. By drawing on the It Gets Better Project as an example of widespread but narrowing social media texts encouraging normativity, deferred pleasure and a happiness narrative, this paper argues for the potential of performance-based arts engagement for re-expanding queer youth subjectivities. 相似文献
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While educators in many parts of the world grapple with what creativity means in practice, discussions about creative pedagogy usually include the elements of creative teaching, teaching for creativity and creative learning. This article stems from a research project that occurred at a Preparatory to Year 9 school in Australia where we worked with staff to explore their understandings of creativity and creative learning in the Arts. We found that while students’ creative learning is a fundamental element in a creative pedagogy framework, the notion of creative learning of teachers is largely overlooked in discourses of teachers’ professional learning. Given the important role teachers play in student learning, we argue that teachers need to be informed not only about how to teach creatively and for creativity, but also how to consider possibilities and understand things in new ways, thereby making a case that a teacher’s own creative learning is crucial. 相似文献
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Richard Watson Todd 《英语辅导》2004,(1)
A creative teacher is likely to use a beneficial variety of activities in the classroom, to be able to adapt a coursebook to meet the needs of the learners, and to design materials and 相似文献
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Product design is the convergence point for engineering and design thinking and practices. Until recently, product design has been taught either as a component of mechanical engineering or as a subject within design schools but increasingly there is global recognition of the need for greater synergies between industrial design and engineering training. Product design engineering (PDE) is a new interdisciplinary programme combining the strengths of the industrial design and engineering. This paper examines the emergence of PDE in an environment of critique of conventional engineering education and exemplifies the current spread of programmes endorsing a hybrid programme of design and engineering skills. The paper exemplifies PDE with the analysis of the programme offered at Swinburne University of Technology (Australia), showing how the teaching of ‘designerly’ thinking to engineers produces a new graduate particularly suited to the current and future environment of produce design practice. The paper concludes with reflections on the significance of this innovative curriculum model for the field of product design and for engineering design in general. 相似文献
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Unahalekhaka Apittha Bers Marina Umaschi 《Education and Information Technologies》2022,27(5):6577-6597
Education and Information Technologies - Project-based assessment has been used to evaluate coding projects created by students for a long time. Nevertheless, there is a lack of rigorously tested... 相似文献
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Education and Information Technologies - Following a mixed-methods approach, this study investigated the effect of a virtual reality (VR) creative project on EFL learners’ creative... 相似文献
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Grace O' Grady 《Irish Educational Studies》2018,37(2):255-274
Located in a larger study that attempted to challenge taken-for-granted or homogenizing assumptions about constructions of adolescent identity and to interrogate radically the process of qualitative research in this field [O’ Grady, G. (2012). “Constructing Identities with Young People using Creative Rhizomatic Narrative.” PhD Thesis. Queen’s University Belfast], the paper picks up the narrative of the research journey at a moment of meeting with Kim Etherington, Professor of Narrative Research at the University of Bristol. It opens with the conversation that ensued and my introduction to the figure of the rhizome [Deleuze, G., and F. Guattari. ([1987] 2004). A thousand plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. London: Continuum, 8) which, alongside other poststructuralist ideas, I subsequently used to conceptualize and frame the inquiry. In grappling with the questions posed in our conversation, I hope to make visible three interweaving themes in this paper: My difficulties initially in ‘inhabiting’ the philosophical positions I took up in this creative narrative inquiry; my growing commitment to a form of narrative inquiry that challenges inherited dominant understandings of subjectivity and research methodologies and finally, my encounters with ‘otherness’ in the construction of self/other as a thematic thread that interwove all the narratives of the young people in the larger study. 相似文献
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Limitations of language: developing arts‐based creative narrative in stories of teachers’ identities
Ruth Leitch 《Teachers and Teaching》2013,19(5):549-569
This paper is based on a multidimensional study employing a heuristic methodology termed ‘creative narrative’ that combines arts‐based methods with narrative inquiry. Six female teachers’ narratives of identity are explored through artistic, visual images to illuminate if and how they story ‘unconscious’. The creative narratives, illuminated through a multi‐layered extract from one creative narrative, illustrate various ways in which the participants imputed meaning and power to tacit and non‐conscious influences which were emotionally potent but previously hidden from themselves and others and that continued to affect their professional identities. The paper argues that such unconscious or non‐conscious dimensions to teachers’ lives are crucial to the experience and exercise of professional identity and yet are largely absent from our understandings and outside the capture of narrative inquiry as it is presently conceptualized. Narrative inquiry should strive to extend its theoretical boundaries and incorporate non‐verbal arts‐based research methods in order to go beyond the limits of language and capture the meaning of lived experience in more holistic ways. 相似文献
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Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner's bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey. 相似文献
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Sara Bragg Helen Manchester 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):864-879
Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures. 相似文献
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K. Allen J. Quinn S. Hollingworth A. Rose 《British Journal of Sociology of Education》2013,34(3):431-452
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularly concerned with which students are excluded in this process. We show how normative evaluations of what makes a ‘successful’ and ‘employable’ student and ‘ideal’ creative worker are implicitly classed, raced and gendered. We argue that work placements operate as a key domain in which inequalities within both higher education and the graduate labour market are (re)produced and sustained. The paper offers some thoughts about how these inequalities might be addressed. 相似文献
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The purpose of this paper is to consider some issues in the uses of what we have termed ‘creative’ action learning in a business education context, and to review some aspects of its practice. A review of the literature, including its use in higher education, is followed by a case illustration of its use in a UK business school with predominantly international students. Action learning is principally thought of as a human resource development practice and is widely used in a variety of public and private sector organisations. The focus here, however, is on the use of action learning in a business school setting and the application of specific creative thinking tools, in order to explore its potential for developing collaborative peer learning and support. 相似文献
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Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit 
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下载免费PDF全文 Mark Pegrum Emma Bartle Nancy Longnecker 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):142-152
This paper examines the effect of a podcasting task on the examination performance of several hundred first‐year chemistry undergraduate students. Educational researchers have established that a deep approach to learning that promotes active understanding of meaning can lead to better student outcomes, higher grades and superior retention of knowledge over time. We attempted to promote such an approach by setting a task that involved student collaboration, contextualisation of content, and communication through new media, specifically creative podcasting. Examination results were used as a source of empirical evidence of changes in understanding and retention that occurred for students who completed this task. In comparing results across 2 years on similar questions related to the podcasting topics, we found a statistically significant improvement after introduction of the podcasting task on the questions related to one of the topics on which students had actively created their own podcasts (“acids & bases”), but not on the other (“oxidisation and reduction”). Improved learning outcomes in the form of better understanding and retention over time in at least one case suggest that under some circumstances creative podcasting may indeed help to promote a deep learning approach. 相似文献