Search

This essay brings together creative practice and pedagogy centered on the Marshall Islands to examine how poetry and politics, used together as a critical call-and-response strategy, can contribute to the achievement of climate and nuclear justice for that country. The first part of the essay discusses my work-in-progress documentary film, Her Excellency, which focuses on the stories of women who are heads of state—in particular, the women I met and interviewed in the Marshall Islands in August 2018. The second part describes how I incorporated the film’s stories from the Marshall Islands into an ecomedia film course I taught in spring 2022. While the COVID-19 pandemic temporarily halted the film’s production, I continued my creative practice and research in the remote-learning classroom, where I established a spirit of co-inspiration with my ecomedia students. In the first half of a semester focused on the Marshall Islands, students critically and creatively considered what steps we can take to mobilize our support for the Marshallese people and for ourselves in the face of rising sea levels. Through their ecomedia projects on the Marshall Islands the students steered their audiences to navigate our entangled and problematic world, visualize our place in this world, understand the importance of feeling with islanders, and situate our lives in relation to the Marshallese. These connective relations matter to our mutual survival and mutual healing from the brutal acts of history so that we may forge paths toward livable presents and futures for all.

Use of simulation-based education (SBE) in social work is growing. However, there is a lack of substance use training, for both post-qualified social workers and undergraduate social work students. This study addressed a gap in undergraduate substance use education around prenatal alcohol exposure (PAE) and its impact on foetal development. A mixed methods approach was used with undergraduate social work students across two universities in the Southwest of the UK. Both groups received a taught session on foetal alcohol syndrome (FAS), completed pre- and post-taught session questionnaires assessing FAS knowledge, and had the opportunity to interact with the FAS neonate simulator. Creative activities around interaction with the FAS simulator enabled feedback on thoughts, feelings and practice implications. Findings revealed increased pre- to post-FAS knowledge and enhanced understanding of the long-term impacts of gestational alcohol use for the developing child. Social work students felt more aware of the impact of alcohol use during pregnancy and were more confident to address these issues through future practice. The use of FAS neonate simulators as a pedagogic tool is beneficial to help elucidate student knowledge on alcohol use during pregnancy and to increase confidence working with people who are pregnant who may be using alcohol or substances. [ABSTRACT FROM AUTHOR]

This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical work, a transgressing and transversing of conventional conceptions of ‘school climate’, ‘methodology’ and ‘pedagogy’. Our school climate project emerges as an experimental mapping of eventful research, a slow research creation process where we attuned to emergent affirming pedagogical relationalities. Students worked alongside researchers over six weeks at an Australian community school, enacting research creation in the making of school climate. Da(r)ta created include voice recordings, reflective notes, written responses, photographs, narratives, soundscapes, zines, posters, drawings and maps. [ABSTRACT FROM AUTHOR]

The last few decades have seen a growing trend toward the analysis of creativity and flow experiences in pedagogy, but we have only a limited knowledge of how cultural institutions can contribute to flow experiences in learning processes. Our study argues that the effectiveness of learning might be enhanced by the experiential accumulation of knowledge and that the experience of the flow state is also crucial for developing creativity. Focusing on the learning experience of 261 undergraduate students in museums and other cultural institutions, our 20-item Flow State Survey tests if pedagogical events in cultural institutions can help students experience a flow state. Our results support the conclusions of previous research as we found a significant correlation between the appropriate level of challenge and the likelihood of experiencing flow. Moreover, we found high scores for flow experience in the case of both genders, but with significantly higher values for females on a "merging of action" factor. All things considered, we conclude that museums and cultural institutions, when offering appropriate events, can boost the likelihood that students will experience flow-like states; thus, these institutions can provide an ideal environment for creative learning. [ABSTRACT FROM AUTHOR]

Music education involves elements of inquiry, discovery, explicit instruction and self-driven designerly ways of thinking that can lead to mastery and expertise. COVID-19 forced lecturers and teachers within a Higher Education music conservatorium to creatively adapt delivery with students for much of 2020. This qualitative study examined responses from (N = 32) participants including (n = 25 students and n = 7 teachers). The authors utilised questionnaires and extended responses to investigate innovative pedagogies and delivery modes that evolved during the pandemic in Victoria, Australia. Graduate teaching programmes shifted to fully online delivery for 20 months, one of the longest periods of societal isolation mandated worldwide. Data identified how teachers reinterpreted curricula and repositioned methods of teaching and assessment, fostering new learning experiences, creativity, self-reflection and problem-solving skills. Recommendations point to adaptive delivery and student engagement innovations. The authors outline how teachers can approach personal, collective and socio-cultural pedagogic approaches that enculturate students towards adaptable, creative and interdisciplinary thinking. [ABSTRACT FROM AUTHOR]

Background & Objective: In the medical field, there is a growing emphasis on fostering creativity and innovation in medical students to prepare them for the unpredictable nature of patient care. This study aimed to explore the perspectives of both lecturers and medical students on the current teaching practices and their influence on the development of creative thinking skills. Materials & Methods: The study was conducted as qualitative research at the Malaysian Faculty of Medicine and Health Sciences and included a purposeful sample of eight medical students and seven lecturers. Data were gathered through individual semi-structured interviews held via the Google Meet platform and analyzed using a thematic analysis approach. Results: The findings indicate that learner-centred approaches, such as problem-solving exercises and group discussions, seminars, debates, and dramas have a positive impact on enhancing their creative thinking abilities. The use of technology-assisted teaching methods, including e-learning and simulation labs, was also perceived as inspiring, however, limitations in technical infrastructure were noted. Challenging activities like assignments, games, competitions, and online tests encourage creative learning. Hands-on activities, such as bedside teaching and clinical skill learning, are also valuable in learning clinical skills in unique ways, but their effectiveness could be reduced by environmental and personal factors. Furthermore, practicing para-curriculum activities in a supportive and relaxed learning environment was identified as fostering a culture of original thought. Conclusion: This study suggests that a comprehensive approach to medical education that integrates creative pedagogy can be instrumental in fostering creativity in medical students. Providing opportunities for creative thinking through workshops and addressing technical infrastructure limitations in technology-assisted teaching methods could be considered in enhancing the creative curricula in the South East region. The findings underline the importance of a learner-centred approach and a supportive learning atmosphere in promoting creative learning. [ABSTRACT FROM AUTHOR]

In modern society knowledge of Creative Pedagogy ensures high potential of educational activities and achievement of a high level of education quality. The education system is faced with the task of qualitatively preparing a modern graduate for further education and work. Solving this problem requires the search and implementation of new teaching methods, which are a meaningful component of Creative Pedagogy. Scientific works do not fully present a comprehensive analysis of Creative Pedagogy. They primarily reveal only some aspects related to the creativity of a teacher and the principles of organizing a creative environment. The weak theoretical development of the issue under consideration allowed us to formulate the following research problem: what are the essential characteristics of Creative Pedagogy? The purpose of the article is to substantiate theoretical approaches to the definition of “Creative Pedagogy”. Solving the stated goal required the use of theoretical research methods (analysis of scientific literature, synthesis of existing knowledge on the problem under study, generalization). The empirical basis of the study is represented by analytical materials and information resources on the Internet.The results of the research include 1) the concept of “Creative Pedagogy” is considered as an innovative direction of the new education paradigm; 2) the potential of Creative Pedagogy in educational activities has been revealed; 3) the pedagogical conditions for the creative orientation of pedagogical activity have been determined; 4) the basic principles of creating a creative educational environment have been outlined.Key findings: The study extends pedagogical theory toward understanding the content of Creative Pedagogy; the presented basic principles can be used by teachers when organizing a creative educational environment, and the proposed creative teaching methods can be used to stimulate the cognitive activity of students.

Creative learning is increasingly being recognised as a crucial part of children’s holistic education. In this paper, we critically explore our experiences as artist-educators working across four differing European countries, namely, England, Iceland, Germany, and Greece in relation to differing educational policy. These experiences of practice are set against educational policy landscapes which have progressively eroded opportunities for young people to engage in the creative arts in education across many European states. As artist educators, we are involved in a three-year Erasmus+ funded project, "arted", which aims to transfer the knowledge of artists working in education to school and home contexts in response to these eroded opportunities. Using Deleuzian theory (Deleuze and Guattari, 2004) and narrative inquiry, to offer an alternative reading of policy texts, we examine our own ideologies of creativity and principles of practice within differing national curricular contexts. The rhizo-textual analysis (Honan, 2007) highlights the ‘pedagogical characteristics’ which have enabled us to hold resistance spaces for creative arts learning, acting as a social critique of policy. Through the process of this analysis three ethical principles emerge which underpin our interactive guides for teachers and parents within the project.

Copyright of Új Pedagógiai Szemle is the property of University of Miskolc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: In this paper, creative language teaching and learning will be discussed in the context of subject-based development of creativity that supports learning performance. Although there are several benefits of creative teaching and learning methods, creative writing tasks are not typical in foreign language education. The main focus of this study is developing a creative writing test in GFL education. Methods: The pilot study was implemented in a primary school in Hungary in 2020/2021 and introduces a model to enhance creativity in German as a Foreign Language (GFL) classroom through creative writing tasks. In the pilot experiment, pre- and post-test design was used. Results: Results of the study show that there is significant correlation between creative writing and creative thinking skills, measured with a Language Proficiency Test for Creative Writing Skills and the Test for Creative Thinking/Drawing Development (TCT-DP) by Urban and Jellen (1996). The results indicate that our creative writing skills assessment instrument is valid for measuring creative performance in GFL, however in the development of creative writing we could not prove significant changes in the experimental group, probably because of the online teaching situation during the coronavirus disease (COVID-19) pandemic. Conclusion: Creative writing is an important tool for enhancing divergent thinking and foreign language competence. Through creative writing tasks, students engage with the language more intensively and their creative, imaginative thinking skills develop. For the evaluation of students’ creative texts analytical rubrics have been developed and they proved to be appropriate. However, despite the exciting and thought-provoking exercises, more motivation and criterion-oriented feedback is needed to support the creative learning process in an online learning environment.

Ставится проблема совершенствования массовой социально-педагогической практики посредством освоения идей и техник креативной педагогики. Отмечается дефицит креативных технологий в арсенале школьных социальных педагогов на фоне высокой результативности их применения в специализированных службах с разным контингентом несовершеннолетних. Раскрывается полифункциональность креативных техник при решении социально-педагогических проблем. Креативность трактуется как цель и средство социально-педагогической деятельности. Приводится типология креативных социально-педагогических техник. Анализируется авторский опыт преподавания дисциплины «Креативные техники в работе с несовершеннолетними». Приводится пример создания студентами креативного продукта – интегративной художественно-творческой методики «Семейный театр» для работы с семьей несовершеннолетнего. Делается вывод о необходимости освоения креативного инструментария и идей креативной педагогики для дальнейшей технологизации и гуманизации социально-педагогической деятельности.

Conversations about how design learning moves toward its preferable future are critical. This paper discusses a hybrid area of investigation across Futures studies and Design Research that informs thinking toward a design education imaginary, as part of a larger body of work addressing pedagogical innovation. It sets out discursive approaches for connecting knowledge, and investigates the role that narrative might play in enabling that future to be imagined, visualised and enacted. The paper introduces a process -- a tool, currently in early phase testing -- through which discursive, community knowledge might be collected for application within existing systems and processes. The paper proposes critical conversation as a form of making, as a device for creating the future story in, and of, design learning, pointing toward a new chapter for design education where it might expand to truly make sense of the world around learning. [ABSTRACT FROM AUTHOR]

This conceptual article addresses specific clinical and practical implications for the utilization of role-play in the human growth and development course. Specific approaches to integrating role-play into the human growth and development course, including what we coin as Structured Role-Play, Semi-Structured Role-Play, and Unstructured Role-Play implementation strategies, are discussed at length. Sample vignettes and experiential activities for each developmental stage are provided. Finally, we address ethical considerations regarding role-play implementation. [ABSTRACT FROM AUTHOR]

IntroductionCreativity is an important 21st-century skill that also plays an important role in second language use and development. This study examined the effects of creative pedagogy centered on student questioning activities for second language learners’ creativity, language proficiency, and questioning ability.MethodsIn the Japanese second language course, a creative activity intervention involving questioning activities was conducted for 81 university students. The students were taught how to ask higher-order questions, and they performed questioning activities and discussions about their questions after reading articles for eight lectures in 4 weeks.ResultsAfter the intervention, the quantity and quality of questions asked by participants increased and improved in the Questioning ability test. In the Creative thinking test, the three subscales of creative thinking (fluency, flexibility, and originality) improved after the intervention. In the Language proficiency test, there were also significant changes in vocabulary, grammar, and total scores after the intervention compared to before the intervention.DiscussionThe creative pedagogy significantly improved learners’ creativity, second language performance, and questioning ability, with a particularly positive impact on questioning ability, representing innovative thinking skills. The findings of this study not only contribute to future research on the development of creativity in second language instruction and deepen the exploration of the development of questioning ability for innovative thinking skills.

Science student development of creative thinking ability is not sufficiently promoted and can even be inadvertently discouraged by current methods of instruction. Aimed at addressing this issue, the present study examined an undergraduate biology course in which scientific content instruction and creative drawing were integrated through use of authorised cheat sheets (personalised visual aids that students draw to bring for consultation during course examinations). Through a mixed‐method analysis, we sought to identify the forms of student cognition that resulted, and how effective this pedagogical strategy was in promoting student creativity. Results indicate predominance of intermediary levels of student creative performance centred on the alteration of ideas and images encountered during the course (83% of drawings). In contrast, creation of original and novel images was considerably less frequent (only 6% of drawings). Authorised cheat sheets were found to be effective as a pedagogical tool for promoting student creativity in the form of structured imagination. Rather than limitless and unconstrained, the resulting student creativity was structured (constrained) by existing conceptual knowledge. Illuminating the relationship between pedagogical tools in a science classroom and students' emergent creativity, the present study underscores the critical need for educators to support student development as future creative professionals. [ABSTRACT FROM AUTHOR]

• The study investigates the effect of incorporating creative pedagogy within problem-based learning (PBL) sessions on the development of higher-order thinking skills (HOTS) in natural science education. • The findings reveal a significant enhancement in the proficiency of higher-order thinking skills among students who underwent the integration of creative pedagogy within the PBL model. • The study investigates the integration particularly fostering critical analysis, evaluation, and innovative problem-solving abilities. • The integration of creative pedagogy encourages students to transcend conventional knowledge and apply critical thinking in authentic real-world scenarios, allowing them to identify problem origins, evaluate alternatives, and generate creative solutions. • The implications underscore a paradigm shift in learning approaches that has the potential to significantly enrich students' learning experiences in natural science education. This study aimed to assess the impact of incorporating creative pedagogy within a Problem-Based Learning (PBL) on the development of higher-order thinking skills (HOTS) in the field of natural science. A sample of 280 eighth-grade students from a province in Lampung participated in the study. Employing a quasi-experiment design, one experimental group underwent the integration of creative pedagogy within the PBL model, while two control groups did not receive this treatment. The findings from the experiment strongly suggest that the integration of creative pedagogy in PBL sessions significantly enhances the proficiency of higher-order thinking skills within the context of natural science education. Specifically, this integration fosters the students' capacity to critically analyze, evaluate, and devise innovative solutions for intricate problems. By integrating creative pedagogy, students were encouraged to transcend conventional knowledge and apply their critical thinking in authentic real-world scenarios. Notably, students demonstrated not only the capability to pinpoint problem origins but also exhibited prowess in evaluating diverse alternatives, considering consequences, generating creative and workable solutions. However, it is essential to acknowledge the existence of challenges and resistance encountered by both educators and students when implementing creative pedagogy in PBL activities. The implications of integrating creative pedagogy within the PBL model in natural science education underscore a paradigm shift in the learning approach, which has the potential to significantly enrich students' learning experiences. [ABSTRACT FROM AUTHOR]

This article examines how literary criticism and the teaching of creative writing can be brought together. Specifically, it analyses an aspect of intradiegetic literary creation in A.S. Byatt’s Babel Tower, the third novel of the Frederica Quartet, in which Frederic Potter, a teacher of English literature and would-be novelist, is afflicted by writer’s block. Frederica works through this problem by returning to a project begun in The Virgin in the Garden, the first novel of the tetralogy, entitled Laminations. The idea of this intradiegetic text is to write in a series of apparently separate layers, hence the title, and then to allow these layers to come together to create new meaning. In Babel Tower, she experiments with cut-up texts, in the style of William Burroughs.This article outlines a creative writing teaching technique intended to trigger ideas which build on Frederica’s cut-ups, transposing her attempt to find new signifiers, and thus express new ideas, to the realm of the altered book (also known as black-out or erasure). It suggests a technique for distilling Byatt’s long and complex commentary on creativity – a life’s work – into a creative writing teaching method which could be used with students in French universities.

Along with the numerous cultural, religious or political functions of translation (establishing religious authority or nation-building, for instance, as with the King James Version of the Bible), along with its didactic use in language-learning and its intercultural one in aesthetic transmission and appropriation, translation can also play a healing role. Bi- or plurilingual speakers and language students often experience difficulties of various kinds, including insecurity in one of the languages, unintentional code-switching and “attacks” of awkward, embarrassing untranslatability, or conflicts of loyalty due to the “inferior” status of the mother tongue. Children who cannot translate their experience of school into the language spoken in their home, or their “interior language” (De Mattia-Viviès) for instance, or plurilingual parents unable to translate the symptoms of their child for the psychiatrist, as well as students learning foreign languages, can all benefit from the transports of translation. The polysemy of the term “transport” – both conveyance from one place to another and “an intense exaltation of mind and feelings” that “lifts one out of oneself” (Merriam-Webster Dictionary), will help us conceptualise the pedagogic and therapeutic value of practising translation. This short article will look at creative translation workshops as a means to vindicate all languages, to heal conflicted identities by facilitating and fluidifying movement between languages.

Creative pedagogy in educational institutions has been the mainstay of sustainable development globally as it ensures high standard human capital with a high level of imagination and problem-solving potentials. However, there are several drivers of creative pedagogy. This exploratory study employed the embedded mixed methods design with qualitative and quantitative approaches aimed at exploring the perspectives of teachers in selected pre-tertiary institutions in Ghana on the teaching strategies, school environment, and culture as drivers of creative pedagogy, using Lin’s creative pedagogy theory. The findings have shown that teaching strategies, school environment, and culture that promotes flexible and independent thinking, problem-solving and collaborative skills ensure students’ creativity development. The study recommends the implementation of learner-centered teaching strategies, a flexible teaching curriculum that encourages creativity development, smaller class sizes, semi-circular seating arrangements, and an introduction of a permissive culture that allows students to think and explore outside the box in Ghanaian schools.

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Modern school education should provide the best conditions for realising students' potential and reveal all the natural inclinations inherent in them. The use of technology for solving inventive problems in creative Computer Science lessons organises thinking and promotes students' critical thinking development. Therefore, the child develops logical thinking, increases motivation to learn, and independence. This study aims to develop methodological aspects of using inventive problem-solving technology to develop students' logical thinking in creative Computer Science lessons. The following approaches were used in the study: theoretical analysis and generalisation of scientific data on the subject matter; observation, questionnaires, testing, pedagogical experiment and methods of statistical processing of findings. In the process of research, the features of the formation of logical thinking of students in Computer Science lessons in primary school were analysed, the expediency of using techniques of technology for solving inventive problems as a means of developing logical thinking of primary school students in creative Computer Science lessons was substantiated. A system of tasks for the development of logical thinking in 8th-grade students was developed and implemented in the educational process, which allowed experimentally testing the pedagogical effectiveness of the level of formation of logical thinking and its development in 8th-grade students. The study of the level of formedness of logical thinking in 8th-grade students in such components as the level of development of the ability to analyse the conditions of the problem (the “logical problems” method) and the level of development of logical thinking (the “logical and quantitative relations” method) is carried out. The results of the pedagogical experiment confirmed the hypothesis that the development of logical thinking of 8th-grade students during creative Computer Science lessons is influenced by the technology of solving inventive problems

The article examines some methodological foundations of the modern creative practices in education and upbringing. The role of properly organized interaction between a teacher and students, achieving their synergy and co-creation, is demonstrated. The developed system and holistic approach to creative learning allows us to find ways to awaken the abilities of students in the joint activities of a teacher and students. Creative approaches in some educational practices in Russia and Bulgaria are considered as case studies. [ABSTRACT FROM AUTHOR]

Drug and alcohol neonate simulators were used to highlight the effects of substance misuse on prenatal development within lifespan development modules to 61 Psychology undergraduates and 12 sixth-form Health and Social Care students. A mixed method approach was used considering both knowledge development and perceptions of experiential hands-on learning. Student knowledge of the effects of drugs and alcohol on prenatal development was assessed before and after an interactive session on teratogenesis utilising neonate simulators demonstrating these effects. With this experiential learning approach, the statistical analysis combining both groups showed increased knowledge after the interactive session, and the students perceived this enhanced understanding to be a direct result of hands-on interaction with the neonate simulators. The researchers encourage the use of neonate simulators as good practice that can be effectively incorporated into the psychology and other health-related teaching contexts to facilitate knowledge on teratogenesis. [ABSTRACT FROM AUTHOR]

In this article, I examine the discursive portrayals of gendered experience and subject positions through Sarjita Jain's "Girliyapa," an online entertainment channel (on YouTube) for female-oriented content in India. I demonstrate how the question of female pleasure that the channel repeatedly foregrounds by way of introducing relatively censored topics of discussion (such as girls buying condoms or articulating their orientation toward same-sex love) is inextricably intertwined with a gender politics that never turns a blind eye to the existing conventions, stereotypes, or structural inequalities that precipitate gender-based violence and discrimination throughout the country. The widespread prevalence of marital rape, color prejudice, and workplace sexism which, in turn, does not allow for a straightforward valorization of girl power is thus satirically interrogated by "Girliyapa.". [ABSTRACT FROM AUTHOR]

Despite the presence of a widening participation agenda, people with criminal convictions face a number of barriers accessing and participating in higher education (Office for Students, 2019). This may be due to unspent criminal convictions (Unlock, 2018), limited confidence and self-esteem (Champion and Noble, 2016), a lack of previous educational attainment (Prison Reform Trust, 2017) and/or presence of risk-adverse, bureaucratic, university admission processes (Bhattacharya et al., 2013). As a result, people with criminal convictions are not only under-represented throughout the sector (Unlock, 2018) but completely overlooked when it comes to understanding their university experience. To address this longstanding issue, the authors have developed an educational opportunity (utilising the Learning Together programme) for criminal justice academics, students, practitioners and service users to come together and learn from one another through lived experience, professional practice and Creative Pedagogy. Learning Together was originally developed and implemented by Dr Amy Ludlow and Dr Ruth Armstrong at the University of Cambridge to provide opportunities for university students to learn alongside people serving a custodial sentence (Armstrong and Ludlow, 2016).

Teaching skills between theory and practice: institutes of art and crafts as an example.Often, applied arts programs have managed to offer learners the opportunity to develop and adapt their skills, mastering the fundamentals of "plastics" and "trades" through its two branches, plastic and design, and sensitize them to all forms of expression, based on cognitive and visual practice, and the know-how of technologies that allow them to master technical data.One of the priorities of the methodological choices, this is a logical reflection on the effectiveness of communication that must be organized according to rules in which the presentation of information corresponds to its use. Possibly that the construction of a strategy - especially if it will be practiced in a theoretical and practical field at the same time - is the construction of this consensus of several components of the working mechanisms and of a balanced research path and an objective required. The field of applied arts is a reliable scientific and practical framework for the development of its programs, decisions, activities and teaching methods. Consequently, the educational process is based on a specific pedagogical strategy and pedagogy compatible with the disciplines of the applied arts of the department of arts and crafts, whether with plastic arts or design. The applied arts also tend to focus on strengthening the knowledge, social and skills of students, according to their respective abilities, while providing solutions to their technical and practical problems, those that accompany the new skills in the methods of teaching, learning methods, materials, tools and activities.

This paper builds on my on-going research into the playwright’s role within the collaborative devising process, which includes questioning traditional pedagogical approaches to writing for the stage. In addition, it references the practical experience of developing and teaching modules focused on the craft of playmaking for the online Theatre Studies BA at Rose Bruford College of Theatre and Performance. Although there may appear to be a disconnection between encouraging playwrights to engage with collaborative theatre making and the mainly asynchronous nature of an online degree, where students often work in isolation, the core tenet of this ‘Perspectives’ piece is that all teaching of playwriting, regardless of whether it is online or not, needs to move beyond the traditional classroom/workshop approach.Whilst the pedagogical framework that sees students engage in text-based studies of scripts and books about writing cannot be entirely abandoned, students benefit from a more embodied approach, which reminds them that they are writing for a medium which communicates in a multi-faceted way and is negotiated in the moment, so that they gain a more holistic understanding of how a script might be interpreted in live performance. Drawing on both my practice as a playwright and dramaturg, and my work in online teaching, I argue that there is potential to treat the ‘Zoom room’ as workshop, where students can work together, improvise, and treat their screens as spaces for experimentation and performance. In addition, this more dynamic approach helps to prepare students for a rapidly evolving theatre ecology, which had embraced digital technology long before Covid-19 entered our lives. @font-face{font-family:Arial;panose-1:2 11 6 4 2 2 2 2 2 4;mso-font-charset:0;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:3 0 0 0 1 0;}@font-face{font-family:Arial;panose-1:2 11 6 4 2 2 2 2 2 4;mso-font-charset:0;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:3 0 0 0 1 0;}@font-face{font-family:Calibri;panose-1:2 15 5 2 2 2 4 3 2 4;mso-font-charset:0;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin-top:0cm;margin-right:0cm;margin-bottom:10.0pt;margin-left:0cm;line-height:115%;mso-pagination:widow-orphan;font-size:11.0pt;font-family:Calibri;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}p.yiv1533337505msonormal, li.yiv1533337505msonormal, div.yiv1533337505msonormal{mso-style-name:yiv1533337505msonormal;mso-style-unhide:no;mso-margin-top-alt:auto;margin-right:0cm;mso-margin-bottom-alt:auto;margin-left:0cm;mso-pagination:widow-orphan;font-size:10.0pt;font-family:"Times New Roman";mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-size:11.0pt;mso-ansi-font-size:11.0pt;mso-bidi-font-size:11.0pt;font-family:Calibri;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}.MsoPapDefault{mso-style-type:export-only;margin-bottom:10.0pt;line-height:115%;}div.WordSection1{page:WordSection1;}

In August 2015 a group of seven students and staff from Liverpool Hope University in the UK visited the SOS Children’s Village just outside Galle town in Southern Sri Lanka, to partake in a two week residential program ‘Global Hope’, teaching English to children between four and fifteen. Below is lecturer Dr Rachel Sweeney’s account of their experiences at the SOS Village, reflecting on a range of somatic educational tools as applied to the pedagogic focus of teaching English through movement and music, and focusing broadly on the education values of somatics as placed within an interdisciplinary embodied approach. The paper will follow the pedagogic approach to teaching English through creative play, where the emphasis is on inclusivity and individual agency, allowing for more receptive learning through familiarity with lessons often centred around rhythmic exercises that emphasise repetition through call and response alongside gestural movement and song. These learning practices follow a constructivist approach to pedagogy where the physical embodiment of the image or word allows children to take ownership over their learning, while engaging widely with each other as also the young student teachers. In presenting an extended case study of the above creative arts programs that are designed to prioritise kinaesthetic learning methods whilst implementing English speaking and writing skills, this paper will also engage with a wider political overview of the Centre’s mission aims, which respond to the vast spectrum of southern Sri Lanka’s social and economic problems.

Background In the UK, simulation in midwifery education mostly relates to developing clinical skills such as managing obstetric emergencies. However, there is minimal use of neonate simulators in educating student midwives on the impact of teratogens on fetal development. There is also limited research on using neonatal simulators as a creative pedagogical tool in undergraduate midwifery education. Objectives The two main objectives of this study were to ascertain whether students could recognise the physical impact of teratogens in the early postnatal period while interacting with simulators and to explore whether midwifery students understood their role as future midwives when working with pregnant women who may be misusing substances. Methods This qualitative research involved Level 4 student midwives from south England. A taught session on protecting the unborn environment was provided and students were tasked to interact with low fidelity fetal alcohol syndrome simulators and medium fidelity drug affected simulators. Student responses to group activities, such as interacting with the simulators and considering their role as future midwives in educating pregnant women about the impact of teratogens on a fetus and newborn baby, were collected. Results The use of the simulators was a useful pedagogical tool for enhancing student knowledge around teratogenesis and fetal impact. Conclusions Neonatal simulators can be used to engage undergraduate midwifery students and enhance their learning and knowledge. [ABSTRACT FROM AUTHOR]

This article reports on the preliminary results of a pedagogical experiment instituted by a community of practice (CoP) called the Creativity Collaborative, which is composed of scholars from varying disciplines, backgrounds, and scholarship interests: library and information science, technical education, academic librarianship, media literacy, and rhetoric and composition. In a desire to broaden approaches to teaching and research, the CoP came together around the shared interests of visual methodology and arts-based expression and embarked on a journey to infuse creativity in their professional practice. Through the methodology of self-study, including the CoP acting as a critical friends group, the Creativity Collaborative engaged in individual research activities and then brought data from those projects to the group for discussion and reflection. The results thus far indicate that providing students with opportunities for creativity and arts-based expression lead to a welcome and positive disruption of traditional teaching and learning, increased student engagement, meaning making and real-word connections, and collaborative risk taking that decenters traditional pedagogical systems. Together with students, the Creativity Collaborative discovered the freedom to depart from the normative traditions of higher education pedagogical practices. [ABSTRACT FROM AUTHOR]

Students transitioning into higher education face a myriad of personal and educational challenges as they adjust to new ways of studying in unfamiliar environments. We examine the potential for helping students adapt by providing opportunities for interaction within the context of their courses through two distinct workshops delivered to first-year, undergraduate students at a UK University. The 'LEGO Serious Play' and 'Reframing' workshops allowed students to reflect on their educational journeys and the challenges they faced by providing activities which encouraged discussion and creative thinking. Student feedback in the form of post-workshop surveys and focus groups suggested the workshops were particularly effective for alleviating student concerns and encouraging new and alternative ways of thinking about and approaching their academic work. We present the findings and demonstrate the potential benefits for embedding workshops of this nature into first-year course curricula. [ABSTRACT FROM AUTHOR]

Drawing upon a pilot study and a Social Sciences and Humanities Research Council (SSHRC) Insight research study to explore how a multiliteracies framework may inform more critical and creative pedagogical approaches for adolescents and adults, this article begins with a brief overview of the literature on multiliteracies and then overviews the methodology used in the two research studies. Although multiliteracies has not been used frequently as a theoretical framework to inform work in adult learning contexts, this article argues that there are many benefits to this approach for adult educators to consider, particularly given the increasing need to attend to learning issues pertaining to globalization, diversity, and the impact of new technologies. Data from the interviews are combined with an analysis of the literature to explore the benefits offered by a multiliteracies approach by considering four main areas: lifelong learning and multimodalities; opportunities for engagement for English as Additional Language learners; new digital technologies and multiliteracies; and multiliteracies' emphasis on social justice. The article concludes with a consideration of the potential for multiliteracies to inform educators working in a range of adult learning contexts. [ABSTRACT FROM AUTHOR]