“Creativity and Innovation in promoting Multilingualism and Intercultural Dialogue“ - June 2009, Iasi Creativity and autonomous learning – colliding or complementary principles? Creativity and autonomous learning – colliding or complementary principles?
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“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Creativity and autonomous learning
– colliding or complementary principles?
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
1
Autonomous learning is a concept of education that sees learners as individuals who can be / should become even
more autonomous, responsible for their own learning.
The autonomous learner takes responsibility for his or her own learning, has developed useful and effective learning strategies and is able to work independently.
Littlewood, W. (1997) Self-access: why do we want it and what can it do? in: Autonomy and independence in language learning, p.83.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Characteristics of an autonomous language learner (I)
• Planning Good organisational skills are the key to effective autonomous learning. Throughout the language courses, learners are given tips and advice on how to be an effective autonomous learner.
• Learner’s choice Learners make learning choices based on their own personal needs and preferences. Notwithstanding clear course objectives which are relevant for groups and necessary to mark the rhythm of courses, each learner must decide on the individual relevance to him or her.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Characteristics of an autonomous language learner (II)
• Independent learning Much direct learning takes place not only inside but also outside contact time. All learners must work individually to make progress. Tutors will help students to do this as effectively as possible.
• Awareness of resources Learners are aware of the range of language material and learning techniques available to them, at the resource centres, online, etc. Tutors try to propose as comprehensive a selection as possible.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Characteristics of an autonomous language learner (III)
• Self Assessment Learners assess themselves and make language learning decisions based on that self assessment.
• Collaborative Learning Autonomous learning does not exclude working in a group. Collaborative learning without a teacher empowers and enriches learners. It enhances learner confidence and is also great for motivation.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Key competences – the key to PISA success
IIIAct auto-nomously
IIInteract in heterogeneous groups
IUse tools interactively (e.g.
language, technology)
The heart of key competences = REFLECTIVENESS
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
2
Materials developed for autonomous learning need to be transparent in many aspects.
The material as a whole as well as any unit developed needs to give users the chance to find their specific needs.
Learners will have the chance to choose their individual way when working with the material.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
• Transparency as orientation within the material given: Where do I find what?
• Transparency and consistency for working with the learning environment: How easy can I navigate in the material?
• Transparency for the learners in achieving their goals: What do I do in this unit?
Criteria for Material (I)
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
• Transparency in Aspects of Quality: What am I expected to know by now? What is the quality of the language like at this level?
• Transparency in Evaluation and Self Evaluation How good did I solve my tasks? Which process and form of work is successful for me?
• Transparency in Form of the Tests: What am I supposed to bring with me, to start off? What did I manage well in the entrance test? Can I do successfully the exit-test A2?
Criteria for Material (II)
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Skills: What sort of training for the different skills is available?
Situations: Which situations do I have to manage in the new language? What do I need for any of them? What is the basic vocabulary? What are important phrases for this purpose?
Cultural awareness: What am I supposed to do? What am I supposed not to do? What does it mean if person xy says yz.
Criteria for Material (III) Giving learners a choice – Giving learners the choice
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
to work my way through …
to do it all over again
to do the exercises / the homework
to study xy
to prepare for the exam
When learners talk about learning
Collaborative Learning?
Solving Tasks?
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
3
A look at the process of learning and acquisition, how learners act and interact
Projekt Europa 09
Alles, außer gewöhnlich!
Innovation und Kreativität
Bilder_Medien_Projekte
http://www.projekt-europa.at/
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Donnerstag, 19.2.2009 – Themenauswahl und GruppeneinteilungUnsere Gruppe:
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Projektidee: Wir schwankten zwischen einem Song und einemkurzen Film. So entstand die Idee, wir machen ein
MUSIKVIDEO.
Inhalt: Ein schwarzer Mann ist deprimiert, traurig.Dann sieht er eine Frau, die zwar weiß ist, aber auch sehr bunt. So realisiert er, dass esja eigentlich alles nur Farben sind und bekommteine andere Sicht auf die Welt.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Samstag, 21.2.2009 - Songidee
Am Samstagmorgen hatten Magdalena und Veronika die ersten Songideen.
Den Vormittag über entstanden so der gesamte Textund der erste Melodienentwurf.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?Walk on the
rainbow
On Sunday morning I’m walking through the parkfeeling so black and seeing darkmy life is boring, my job so bad
there only worst thoughts in my head
And I just see black and white and my future is so dark
I’m walking through the parkCause there’s nothing else to do
Suddenly I see the light
and I know I have to fight doesn’t matter if we’re black or white
we’re all the same worldwidecause we all see the rainbow
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
And I don’t see black and white And the world would be so strong
if the colors all among the rainbow
The world so pretty
if you see the green of treesthe red of apples
and the blue of all the seasand the yellow of the sun, shining in my
face
Suddenly I see the girl sitting at the pondher shirt so colorful and her hair is blond
I’ve never seen so many colors a time before
purple, pinkgolden and much more
And I don’t see black and white and I’ve never been so strongsince I walked on the rainbow
Our society would be complete if we have the friends we need
And we don’t see black and white
and we’ve never been so strongsince we walked on the rainbow
I like the world, I love my life
because I don’t see black and white
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Montag, 2.3.2009 - Filmausarbeitung
Die Ideen für den Film wurden ausgebaut und uns gelang esden gesamten Film zu planen, inkl. Kleidung und Requisiten.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Mittwoch, 4.3.2009 - Gitarrenbegleitung
Maria Leutschacher (eine Bekannte von Familie Weber) half
uns eine Gitarrenbegleitung zu schreiben, welche Carolinas
Bruder Clemens dann für uns spielen würde.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Montag, 9.3.2009 - Organisation
Da uns die Schule das Mikrofon nicht zur Verfügung stellte, riefen wir im Mediencenter des Landes Tirol an, welche uns freundlich berieten und uns sogleich ein Audio – Aufnahmegerät für Donnerstag reservierten.
Des weiteren hatten wir noch einige gute Ideen für unser Video.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Donnerstag, 12.3.2009 - Songaufnahme
Gleich nach der Schule holten wir im Mediencenter das Mikrofon ab und fuhren zu Carolina nach Hause nach Mutters. Dort schritten wir gleich an die Tat. Mit Clemens‘ Gitarrenbegleitung nahmen wir den Song auf und nach ca. drei Stunden hatten wir die perfekte Aufnahme im Kasten.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Samstag, 21.03.2009 – Dreh des Musikvideos
Am Samstag trafen wir uns gleich in der Früh bei Magdalena, umdas Video zum Song zu drehen.Danach spielten wir es auf den Computer. Dort schnitten undbearbeiteten wir es und legten unseren Song dazu.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
4
Evidence of Human Creativity
A few remarks on the concepts of creativity
The following thoughts are mainly owed to Sir Ken Robinson, direct quotations in Italic.
Creativity now is as important in education as literacy, and we should treat it with the same status.
Creativity = the process of having original ideas that have value.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
• The capacity of innovation is marvelous, young learners have talents to cope with challenges.
If you are not prepared to be wrong you will never come up with anything original.
We get educated out of creativity.
• Children / young people do not reflect their various talents, they just use them – if allowed or needed.
• The Education Systems focus on mistakes, mistakes are the worst thing to happen.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
• All systems of Education were invented in the 19th century. They came into being to meet the needs of industrialism.• Academic ability is on top of the hierarchy in education, other talents are rated fairly low.• Most of the instructions given focus on abstract thinking.
As children grow up, we start to educate them progressively from their waist up and then we focus on their heads and slightly to one side.
How did we get the system of education we have?
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
• Intelligence is diverse. We think visually, we think in sound, we think in abstract terms, we think in movement, we think esthetically
Creativity more often than not comes about through the interaction of different disciplinary ways of seeing things.
The fascination of products we consider to be original
• Intelligence is dynamic, intelligence is interactive. The brain is not divided into compartments.
• Intelligence is distinct. Any person has his/her own style.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
5
Homo ludens? Homo faber?
The autonomous person?
Wagnis und Sensibilität, Ironie und Spiel, Bereitschaft zu unkonventionellen Lösungen und Konsens […] sind nicht Tugenden, die die funktionalisierte Welt erst aushaltbar machen, es sind die Tugenden, ohne die sie nicht funktionieren würde. (1967)
Hartmut von Hentig, Kreativität. Hohe Erwartungen an einen schwachen Begriff. 2000, S. 45
To venture to do something and sensitivity, irony and play, willingness to come to unconventional solutions and consensus […] are not the virtues, that make the functional world in the end bearable, they are the virtues, without them the world would not work at all.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
• Settings of autonomous learning and creativity ? Is finding one’s own self determined path of learning the only creative act left?
Der Mensch ist nicht lehrbar, aber lernfähig. (1996)
People can not be taught, but they can learn. Horst Siebert (1938 - 2009), deutscher Ökonom und Hochschullehrer
Learning – autonomous learning - teaching
• No matter how – interact!
• Solving tasks cooperatively allows anybody involved to bring in his/her distinct talent.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
What is learning? (I)Humans are perceivers and interpreters who construct their own reality. […] We all conceive of the external reality somewhat differently, based on our unique set of experiences with the world and our beliefs about them. (p. 10)
Jonassen, D. (1991). Objectivism vs. Constructivism. Educational Technology Research and Development, 39(3), 5-14.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
What is learning? (II)...the learner is building an internal representation of knowledge, a personal interpretation of experience. This representation is constantly open to change, its structure and linkages forming the foundation to which other knowledge structures are appended. Learning is an active process in which meaning is developed on the basis of experience...
Bednar, A et al. (1992). Theory into practice: how do we link?. In T. M. Duffy, D. H. Jonassen (Eds.), Constructivism and the technology of instruction.
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
What is learning? (III)Conceptual growth comes from the sharing of multiple perspectives and simultaneous changing of our internal representations in response to those perspectives as well as through cumulative experience.
Bednar, A. et al. (1992).
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
What is learning? (IV)
Consistent with this view of knowledge, learning must be situated in a rich context, reflective of real world contexts, for this constructive process to occur and transfer to environments beyond the school.Bednar, A. et al. (1992)
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?
Ich wünsche oft, dass über dem Eingang zu unseren Schulen stünde: “Hier sollt ihr Spaß am Falschmachen haben.”
Heinrich Jacoby
1889-1964, deutscher Musiker, Forscher und Pädagoge
“Creativity and Innovation in promoting Multilingualismand Intercultural Dialogue“ - June 2009, IasiCreativity and autonomous learning – colliding or complementary principles?