The paradox of creative uncertainty in learning and teaching
Philip, Robyn Louise (2015) The paradox of creative uncertainty in learning and teaching. In 38th HERDSA Annual International Conference : Learning for Life and Work in a Complex World, 6 - 9 July 2015, Melbourne Convention and Exhibition Centre, Melbourne, Vic.
In an ever-changing and globalised world there is a need for higher education to adapt and evolve its models of learning and teaching. The old industrial model has lost traction, and new patterns of creative engagement are required. These new models potentially increase relevancy and better equip students for the future. Although creativity is recognised as an attribute that can contribute much to the development of these pedagogies, and creativity is valued by universities as a graduate capability, some educators understandably struggle to translate this vision into practice. This paper reports on selected survey findings from a mixed methods research project which aimed to shed light on how creativity can be designed for in higher education learning and teaching settings. A social constructivist epistemology underpinned the research and data was gathered using survey and case study methods. Descriptive statistical methods and informed grounded theory were employed for the analysis reported here. The findings confirm that creativity is valued for its contribution to the development of students’ academic work, employment opportunities and life in general; however, tensions arise between individual educator’s creative pedagogical goals and the provision of institutional support for implementation of those objectives. Designing for creativity becomes, paradoxically, a matter of navigating and limiting complexity and uncertainty, while simultaneously designing for those same states or qualities.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Creativity, uncertainty, graduate capabilities, higher education, HERN|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty
Past > Schools > Journalism, Media & Communication
|Copyright Owner:||Copyright © 2015 HERDSA and the authors.|
|Copyright Statement:||Apart from any fair dealing for the purposes of research or
private study, criticism or review, as permitted under the Copyright, Designs and Patent Act, 2005, this
publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior
permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the
terms and licenses issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside
those terms should be sent to the publishers at the address above.
|Deposited On:||06 Aug 2015 22:03|
|Last Modified:||04 May 2016 07:35|
Repository Staff Only: item control page