Leveraging creativity to engage students in an agile ecology for learning
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Description
This article explores the concept of an agile ecology for learning and its potential in leveraging creativity to engage students. Creativity is both seen as something that students bring with them from different part of their lives, across different formal and informal learning environments, but it is also seen as something that can be encouraged and developed through deliberate design of learning experiences and environments. The agile ecology for learning is fundamentally about blurring boundaries between informal and formal learning environments. A case study of a Closed Facebook group managed by students is used as a case study to illustrate the potential of using an agile ecology for learning as the underlying ‘map’ for learning design. If done well, we argue that this allows us to leverage creativity in students as both a tool of engagement and a crucial component in the development of a way of being for students whereby using their creativity in critically reflective ways becomes the norm.
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ID Code: | 197196 | ||
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Item Type: | Contribution to Journal (Journal Article) | ||
Refereed: | Yes | ||
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Measurements or Duration: | 16 pages | ||
Keywords: | Adaptive expertise, Creativity, Knowledge creation, Learning ecology, Student engagement | ||
ISSN: | 2399-1836 | ||
Pure ID: | 33507716 | ||
Divisions: | Current > Research Centres > Higher Education Research Network | ||
Copyright Owner: | 2019 the Author(s) | ||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
Deposited On: | 10 Mar 2020 01:36 | ||
Last Modified: | 03 Mar 2024 07:51 |
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