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Developing an Evaluation Strategy for the CETL in Creativity

Developing an Evaluation Strategy for the CETL in Creativity. Dr Paul Martin. What We Are. The University of Brighton Creativity Centre is half of ‘InQbate’ the Centre for Excellence in Teaching and Learning (CETL) in Creativity.

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Developing an Evaluation Strategy for the CETL in Creativity

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  1. Developing an Evaluation Strategy for the CETL in Creativity Dr Paul Martin

  2. What We Are • The University of Brighton Creativity Centre is half of ‘InQbate’ the Centre for Excellence in Teaching and Learning (CETL) in Creativity. • It is situated in the School of Environment and Technology behind Cockcroft Building

  3. Our Mission • To enhance Creativity in Learning • To enhance Creativity in Facilitating Learning • To enhance Creativity in the Creative Process

  4. Mission Achieved Through • The physical Creativity Centres activities • Projects in learning, facilitation and creativity + CDF projects • Developing a creative community • Working with InQbate and the wider CETL community • Researching aspects of creativity and disseminating findings

  5. Context and Variables • Physical space • Virtual space • Personal space • Context of activity • Facilitation

  6. Physical Space • The physical environment in which creativity takes place • Needs or preferences may vary with discipline eg; a studio for an artist or workshop for an engineer – or with personal likes or dislikes

  7. Virtual Space • E-connections between individuals and groups with the centre and with the wider world community • Creation of national and international interest groups and communities

  8. Personal Space • Shaped by a persons whole biography • By the individuals personal values, beliefs, perceptions, experiences • By cultural influences, family, friends, religion, society, gender, profession, trade, discipline etc. • By personal likes and dislikes

  9. Context of Activity • Attitude towards type of engagement with creativity influenced by :- • Rationale eg; work, business, personal gain, personal enjoyment etc. • Who else is present eg; assessor, line manager, tutor, friends, work colleagues etc.

  10. Facilitation • Transfer of knowledge to facilitation of meaning making / creativity • Traditional ‘Sage on the stage’ to ‘Guide on the side’ to ‘meddler in the middle’ or even ‘co-inquirer or creator’

  11. Underpinning Philosophy of Research • Knowledge socially constructed • Constructivist / Interpretavist • Therefore a mostly qualitative approach • Findings not necessarily generaliseable to all situations

  12. What We Want to Find Out • Need to refine questions about • Which types of space, furniture, environmental elements support creative process (cp) • Which technologies support the cp • Which types of facilitation support the cp

  13. Issues • How to carry out worthwhile research in an area of such wide, interactive and complex variables.

  14. Initial Research Methods • Time line observations • Facilitator / teacher evaluation forms • Centre feedback form • Booking / enquiry form info plus notes by centre staff

  15. 2nd Phase Research Methods • Initial research methods as appropriate plus • Learner / delegate evaluation forms covering their whole experience • Focus groups • Interviews with facilitators and learners • Filmed sessions

  16. Creative Community • If you are interested in joining us to research in this field and help create a community of research into creativity please contact me @ • (p.r.martin@brighton.ac.uk)

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