Cloud Atlas

 

Cloud Atlas

1. Background

Given helping the fresh graduates with employment and making them adapt to the fierce competition in HK society, this year CityU’s Senate mandates all faculties to design and develop new courses based on incorporating creativity and innovation in teaching, learning and assessing for undergraduate students. The Department of English is no exception. We, four English teachers, are required to showcase a new curriculum that not only for teaching English, but also can best teach and assess students’ creativity. 

Our new course’s name is English and Creativity in Workplace, and will be coded as GE4XXX that means any senior student from any department, who wants to work at an international organization, can register it. The new one will have a 40-participant/3-hour/13-week class framework for the whole university’s curricular arrangement.

2. New Course Introduction

Before we design the new course, we should explain two essential questions. What are the stakeholders’ concerns for the course? What is creativity and innovation?

2.1 Stakeholders’ Concerns & Pie Expanding

The curriculum’s direct stakeholders are divided into two groups, the administrators, who make the education policy and requirements, support and monitor the course implementation, and appraise the course’s results; and obviously, the students, who will be instructed and assessed within the curriculum. The indirect stakeholders are also two groups, the participants’ parents and their future employers.

Four kinds of stakeholders’ main concerns are summarized as the following table:

Obviously, if the stakeholders’ concerns can be regarded as much as possible, the pie among them will be expanded. However, we should communicate, survey or collaborate with different stakeholder groups via more targeted means rather than completing the preparing phase through only one way.

First, we should treat the new course design and implementation as a project, thus gaining more details of the course, such as vision, targets, boundaries, budget, and acceptance criteria, is necessary. Face-to-face meeting with the high level administrators is the most appropriate approach, because the preconditions of the project need to be efficiently exchanged between the sponsor and the executor as early as possible. Generally, for the open-end course design, the administrators may not have willing for investing much money once. Therefore, we need to make a clear planning and timeline and get an agreement and memo of step-by-step appropriation.

Second, perhaps students do not know what they like (or their interests just have limited meaning), but they must know what they dislike, the boring, outdated and difficult-to-apply things. Using software, such as nVivo and SPSS, to code and analyse the stored data of the official Teaching and Learning Questionnaire (TLQ), we can be easy to obtain the teaching and assessing styles which should be avoided. Meanwhile, we can randomly invite students and display them some best practices from other regions, and then learn their feedback. 

Third, if we want to ease the employment pressure, we must try to understand the employers’ recruitment requirements for fresh staff. Despite the requirements are various from different industries and organizations, we believe some requirements are general, basic and will be suitable for cultivating the course participants from any programme. Statistics and research results from Student Development Services (SDS) and the Department of Management are trustful to support our design task.

Finally, we all know the parents’ most main concern is about their children’s future, and actually most parents may not take an interest in the courses’ details after their children come of age. Maybe we can hardly to collect and respond this concern before the course’s first round, but we will utilize the innovative assessment to let all stakeholders know the participants’ growth, and then gather their feedback for improvement. 

These are our analysis and explanation of collaboration approaches with different stakeholders. We think the more effective course is in itself an innovation for gaining the win-win results with all stakeholders. 

2.2 Creativity & Innovation Understanding

Think back to the opening ceremony of the 2012 London Olympic Games, the Queen and Mr James Bond made a spectacular entrance at the stadium. The Queen is old, 007 is outdated, and both the helicopter and the movie making technology are existed, but the scene gave us a deep impression – “This is a British Games!” 

According to the example and literature review, we get some findings of creativity and innovation:

1. Creativity is to establish new concepts and relationships among the existed things or ideas. If the Queen directly appeared at the stadium, it would be so boring; but linking her with a fabled and well-known character and an exciting entry style actually pushed the atmosphere to the climax.
2. Creativity is an attribute of thinking activity, but if without implementation, it will still exist into the director’s brain, and will not bring any result. Hence the creativity implementation usually is called Innovation. (Ferrari, Cachia & Punie, 2009) In the very famous sports simulation game, Football Manager, the player’s creativity just is related with passing (connecting players) technique – as we know, passing can generate goal chance rather than direct scoring.  
3. From creativity to innovation should get a balance of originality and value. (Ferrari, Cachia & Punie, 2009) People often are attracted by novel things, but indeed, to implement the creative idea must be under a particular context and provide value for a particular target. In other words, we can regard the relationship of creativity and innovation as a process which is from thinking to result, from internal to external. 

Thus, for new course development, the aim is cultivating participants’ creativity; and for achieving this goal, we need to use some innovative forms of teaching and assessing as the enablers of creativity cultivating. (Ferrari, Cachia & Punie, 2009)

2.3 Core Notion of Creativity Cultivating

No doubt creativity is a kind of ability, not a flash of intuition. Thus we need to find a core notion of creativity cultivation, and then design the concrete teaching and assessing methods. 

There are multiple researches into the individual creativity’s influencing factors. As the university teachers, some factors are really hard to intervene, such as intelligence, personality traits and cognitive abilities; on the other hand, some can be affected or provided in the curriculum, for specifically, thinking skills, expertise, motivation and environment. (Ferrari, Cachia & Punie, 2009) Here we want to share our core notion based on thinking skills and expertise learning.

Dr. Peter Drucker viewed the society, organizations and individuals as an ecosystem therefrom started the modern management discipline. Based on this system viewpoint, he summarized some innovation opportunities, that influenced innovation to have a very high status within business and management.  (Drucker, 1987)

(by Prof. Joe Maciariello, the Drucker Institute )

As the chart, system thinking can involve more comprehensive and key points, such as stakeholders, into the innovation process for avoiding unhelpful minds. 

Unfortunately, most traditional teaching methods just infuse the fragmentary or linear knowledge into the students’ brains, and would not help them with system construction. Upon that, in the majority of cases, the ordinary people only can make creative idea by intuitive flash. 

Therefore, in the new course, we want to try to cultivate the participants’ ability of system construction and thinking. We believe if the participants can grasp this ability in English learning, they will duplicate it in other knowledge fields and find more potential, hidden and valuable connections when they need innovating. 

The helpful learning methods of system construction and thinking are Mind Map, popularized by Tony Buzan, and Concept Map, developed by Joseph Novak. In fact, both of them are expression forms of the knowledge base systems (KBS), and can be grasped by IT tools. We plan to utilize the mind map in class because it allows more free making process; and utilize the IT tools for students review and assessment.

2.4 Teaching Creativity

English and Creativity in Workplace, as the name suggests, we should consider objectives into two dimensions – English, the abilities of listening, speaking, reading and writing; and the general employment requirements, such as self-development planning, self-management, skills of communication and persuasive presentation, time management and etc., which will be as topic in each class. Innovation and creativity will be as an independent class and also will be merged into other topics.

The class procedure will be divided into four units, topic instruction, scenario learning, mind mapping and creation. All participants will form several groups in week 1 for enhancing efficiency and activity. Before class, a basic teaching slides (and game introduction if will be used) will be uploaded on the Blackboard system and the students will be asked to prepare the class. Each unit are described in the bellow table:

(The mind map is constituted of three levels, the central topic which is the class topic, the main topics which are used to classified, and the subtopics which can be extended endlessly and use phases, symbols and graphs to represent concepts, activities and other relative things. The participants can use different color or shape notepapers to differ levels and classifications.) 

The inhibitors and facilitators, which may influence the class effect, will be showed in the next session.

2.5 Assessing Creativity

The creativity is widely mentioned in the realm of literature and art, but there is few awards tagged with creativity or innovation. Three reasons may be as explanations – the creativity effect is hard to be measured, the creative activities are hard to be compared, and the effective innovation value is almost merged into the entireness or a special aspect of the performance of a product or process.   

As the teaching part of the new course, the assessing part also should include two dimensions, English and employment ability (is merged with creativity). Because the creativity effect is hard to be measured and the creative activities are hard to be compared, we plan to apply various assessment approaches for more justness.
  

All approaches will be emphasized on each student's developmental situation rather than simple grade. Here we want to talk more about the assessment of online participation. Wiki, as a helpful tool, can facilitate English and creativity improvement. We can add the wiki function on the Blackboard system, or apply the CityU Wiki for the course. However, we want to recommend the Google Sites or other free and third-party website as the Wiki platform. Because we want to share the participants’ performance with other stakeholders, a single grade or a tool on the intranet cannot be useful enough. 

In contrast to the topics of mind map, the Wiki entries are more structural and detailed for describing and explaining the knowledge points; and by hyperlinks, they can be connected more freely. As the Wiki’s sponsors and administrators, we need to define the basic structure of entries, the use instruction and rules of platform and the authorities of participants. After each class, some entries of the key knowledge points will be released (just has main title and subtitles), and all students will be encouraged to discuss, add and edit content on the Wiki.

For example, an entry is about office meeting, we will give some subtitles, such as definition, types, meeting management, the common-use words and expression in meeting and etc. The users can edit the entries by interest, self-learning and collaboration. Certainly, coping information from other sources must be forbidden.   

In the end of semester, by software, we will analyse each user’s online behaviors that include number of entries editing, contribution of final-version entries and discussion record. Then we can give each student a reliable grade with some feedback of this assessment item; and other stakeholders can visit their performance.

3. Facilitators & Inhibitors

Creativity needs time, flow, interaction, suspension of judgment, and risk-taking, all these being attitudes that go against traditional school institutional principles. Therefore, for an innovative curriculum, there should have some enablers to enhance its development, and also have some potential factors may restrict performance. Here we exemplify some inhibitors and facilitators which can be clustered into four areas, namely: teacher’s role, individuals' behaviors, tools and interaction form.

3.1 Teacher's Role

The contents and means of college English teaching are dominated by teachers. No matter the entire teaching plan of arrangement, the depth of teaching content of each class and its modalities and processes, are not decided by the students, but by the decisions of the college English teachers (Peng, 2008). There is no doubt that teachers plan a quite important role in triggering the creativity of student through a curriculum. They have to provide the balance between determine to trigger or hinder creative output of students and freedom and structure of expression (Beghetto, 2005). 

Even though there are many good policies, as teachers are the ultimate source of creativity and the innovative curriculum, all policies rely on them to implement in class (Ng & Smith, 2004). Traditional teachers who defer individual autonomy of students are normally inhibitors of promoting the new English teaching curriculum. Thus, only these teachers, who are creative, understand what creativity is, know how to look for and foster creativity, or will be trained on creativity, can be treated as facilitators. Additionally, teachers who have nice personal qualities and charisma, and are good at encouraging, may become the important factors that directly enhance the effectiveness in the class.

In contrast, teachers who have poor communication with students, are lack of expertise or capacity, may not be able to stimulate students' interest in learning, and thus unable to guide students to effectively participate in the class.

3.2 Students' Behaviors

The simulated training courses focused on mining students’ interest points, and stimulating the creativity of students. So the students became another important participant that affects the effectiveness of the course. Whether the students are interested in curriculum, whether they are actively participate in, whether they are willing to express themselves, all these will directly affect the course performance.

All students can be facilitators to this new curriculum if students could develop certain attitudes, knowledge and abilities in order to perform in innovative ways. Because we intend to open this new curriculum to university students, students will graduate from universities and look for jobs sooner or later. It seems attractiveness for students to have simulated workplace English scenes teaching classes. When students are interested in taking this kind of class, they always like to pay more attention on learning English and work more hard to learn English better. Students facilitate us to arrive at this innovative curriculum if they like to attend classes, enjoy classes, and accept the teaching mode and teaching styles we provide.

From the students' personality, shy or closed students may have obstacles on express themselves.  From the students’ background knowledge, lacking of enough and professional knowledge may influence the effect of creative learning.

3.3 Tools

The tools can be used to facilitate our innovate teaching include resources, spaces and networking. To be specific, in order to open up the new curriculum, we need enough resources, such as financial support, teaching resources, innovative slides and textbooks, and enough students. Another tools are physical resources, like layout of chairs and desks in the classroom, suitable space and audio devices for group discussion and presentation. Besides, it is also necessary to have networking to support our innovative curriculum. By using information technology and medias, both teachers and students can share good practices, knowledge and ideas virtually or face-to-face.

On the other hand, workplace stimulation course may has some special requirements on venues and aids. These requirements may not be reached and realized because of budget reason, or in coordination with the school, which may limit the effect of class.

3.4 Interaction Form

Teachers will set up different topics which are related to career development for every workshop. These topics cover several aspects, such as interview, planning, presentation and communication skills. Teacher and students will work together to play different roles based on each topic. They may interact in a scenario way. Sometimes the teaching places will move outside depending on different topics. All students can learn much practical English while they are playing. The interaction between teachers and students or among students themselves may work virtual online as well. This interesting and relax interaction style can facilitate students to accept the new curriculum easier. Also, some common rules and shared vision of the course will facilitate a harmonious atmosphere in the classroom.

As we learn, poor classroom interaction will weaken the effectiveness of the innovative curriculum. Nowadays, students are highly individual and independent, and teachers cannot force students to do something, such as forcing them to talk, express and participate, even though they will benefit the students. Hence experienced teachers need to identify all students' character, habits, and even the English level earlier, and design special means to interact. Respect and empathy are always the base.

3.5 Summary

To sum up, there are several factors facilitating us to build the new curriculum. But the most important two factors are teachers and students, because teachers are the one who implement all innovative ideas and give lessons, while students are main participants. Students’ behaviors and reflections assess the quality of this new curriculum. In addition, other areas which are mentioned in previous content also are helpful in developing our curricular pitch. Meanwhile, creativity in workplace course still exists some inhibitors. If these inhibitors can be overcome, the class will achieve a better consequent, especially the students will gain more knowledge and practical skills.

4. Conclusion

This blog has introduced the background, stakeholders, core notion, teaching and assessing methods, and inhibitors and facilitators of a new English and creative curriculum. To achieve the educational goals, we must understand all stakeholders’ concerns, potential inhibitors and facilitators, and integrate the learning enablers both of English and creativity teaching into a curriculum. The most suitable way is to cultivate the participants’ system construction and thinking ability by interactive methods.

Organization should adopt the particular innovation strategy on its background, some require short-run profit or market share, some are inclined to sustainable payoff. Universities' creativity and innovation need long-term incubating, hence we cannot totally rely on a few courses. After the first round of the course, we plan to invite the stakeholders to discuss a creativity developing strategy for forming consensus of educational goals, and guiding and improving the creativity-related courses.

5. Reference

[1] Ferrari, A., Cachia, R. & Punie, Y. (2009). Innovation and creativity in education and training in the EU member states: Fostering creative learning and supporting innovative teaching, JRC Technical Notes;
[2] Hargadon, A.& Sutton, R. I. (2000). Building an innovation factory, Harvard Business Review, May-June (2000);
[3] Catmull, E. (2009). How pixar fosters collective creativity, Harvard Business Review, September (2008);
[4] Drucker, P. (1985). Innovation and Entrepreneurship, Butterworth-Heinemann, Oxford, 2007;
[5] King, K. (2001). Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices, Science Education, 85(2), 89-110;
[6] Simplicio, J. S. C. (2000). Teaching classroom educators how to be more effective and creative teachers, Education, 120(4), 675-680;
[7] Beghetto, R. A. (2005). Does assessment kill student creativity? The Educational Forum, Vol. 69, pp. 254-263;
[8] Ng, A. K. & Smith, I. (2004). Why is there a Paradox in promoting creativity in the Asian Classroom? In S. Lau, A. N. N. Hui & G. Y. C. Ng (Eds.), Creativity: When east meets west, pp. 87-112;
[9] Peng, S. (2008). Integrated teaching mode: innovative teaching mode in college English study, Journal of Hunan Normal University, pp. 1-61.

6. Some Resources

In this session, we want to share some resources about creativity and innovation with the peers and readers.

Books:

1. The World Cafe: Shaping Our Futures Through Conversations That Matter, by Juanita Brown: "The World Cafe" is an easy-to-use process for fostering collaborative dialogue and creating innovative possibilities for action particularly in large groups. For example, as we mentioned in conclusion, to discuss with all stakeholders to improve the educational strategy, or to discuss with teachers from other departments for exchanging the curricular design, will get benefits through this form.

2. Six Thinking Hats, by Edward de Bono:  The Six Thinking Hats is a practical and uniquely positive approach to making decisions and exploring new ideas. 

3. Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers, by Dave Gray, Sunni Brown and James Macanufo: This book includes more than 80 games to help you break down barriers, communicate better, and generate new ideas, insights, and strategies. Some games can be used in the Scenario Learning unit in our course.

Videos

1. Apps for Good 2012: It is a Britain project which aims at teaching young people mobile apps designing and developing to solve the social problems. Until last year's September, more than 5000 secondary students and nearly 100 schools participated this project.

2. Evernote Peek: This app uses your iPad's smart cover to quiz you. The peeking feature allows you to really quiz yourself and helps eliminate the hours wasted on making flash cards.

Tools:

1. http://www.mindmeister.com/  is an online mind mapping software that allows its users to visualize their thinking.

2. http://wridea.com/  is an idea management service and collection of brainstorming tools. it is a web service first to avoid ideas being forgotten, then to organize and improve those ideas by giving you the opportunity to share your ideas with friends and necessary tools to improve your ideas by yourself and individually.