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Breaking disciplinary boundaries in 21st Century Learning: Creative Teaching with Digital Technologies

The Deep-Play Research Group Michigan State University March 2013, New Orleans


Thank you!


Timekeeper

Punya Mishra


Breaking Disciplinary Boundaries in 21st Century Learning: Creative Teaching with Digital Technologies Creativity, technology, and trans-disciplinary thinking: An overview — Punya Mishra 21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


Creativity, technology and trans-disciplinary learning: An overview

Punya Mishra


Creativity


challenges


challenges


IBM Global CEO Study May 2010


Face to face conversations with 1500+ CEO’s worldwide


Organizations face significant upheaval

Don’t know what’s coming next


Top Leadership Qualities


Top Leadership Qualities


Creativity!


Terence Love’s Axiom: Creativity and intuition are the primary tools for creating solutions when relevant information is short Punya’s Corollary: Relevant information is ALWAYS short


Learning for the new millennium...


2 Views


Foundational Disciplinary Knowledge

Creativity Collaboration Innovation


A false dichotomy


The importance of disciplinary knowledge


Disciplines teach us to see


Disciplines teach us to see Purposes | Knowledge | Methods | Forms


Art | Mathematics | Music | Science Engineering | History | Physics Political science | Education

Disciplines teach us to see Purposes | Knowledge | Methods | Forms


Rosamund E. M. Harding (1899 - 1982) Without the rock of knowledge genius has no foundation Originality depends on new and striking combinations of ideas. It is obvious therefore that the more a man (sic) knows the greater scope he has for arriving at striking combinations. And not only the more he knows about his own subject but the more he knows beyond it of other subjects. Success depends on sufficient knowledge of the special subject, and a variety of extraneous knowledge to produce new and original combinations of ideas [and]‌ technical skill [which] must be so far developed that it is never a hindrance to the flow of ideas.


Where do new ideas come from?


Combinatorial creativity & the cross-pollination of disciplines


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Ludwig Boltzman 1844-1906

James Clerk Maxwell 1831 - 1879


The variations of the velocities are, at first, developed majestically: then from one side enter the equations of state: and from the other side, the equations of motion in a central field. Ever higher soars the chaos of formulae. Suddenly we hear, as from kettle drums, the four beats “Put N = 5.” The evil spirit V (relative velocity of molecules) vanishes: and, even as in music a hitherto dominating figure in the bass is suddenly silenced, that which had seemed insuperable has been overcome as if by a stroke of magic…One result after another follows in quick succession till at last, as the unexpected climax, we arrive at the conditions for thermal equilibrium together with the expressions for the transport coefficients. The curtain then falls! — Boltzmann on Maxwell’s work on the dynamical theory of gases


(in)Disciplined learning


7 trans-disciplinary habits of mind (for the 21st Century)


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And technology‌


Pedagogy

Content

Technology

Context


Coming up...


21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


Thank You Punya Mishra punya@msu.edu


21st Century Skills: What do educators really think

Chris Fahnoe


21st  Century  Skills:   What  do  educators   really  think? Chris  Fahnoe


What  is  it?  Why  is  it  different?

ST 21  CENTURY  LEARNING


Conversation  Started  Late


Then  The  Rush


Emerging  Thinkers/Frameworks

Yong  Zhao

Me?ri  Group

Howard  Gardner

Org.  for  Economic Coopera?on  and   Development  

Daniel  Pink

P21

ISTE AACE


Overlaps?  Disconnec?ons?  Dis?nc?ons?

WHAT  TO  MAKE  OF  THIS  ALL?


st A  Synthesis  of  21  

Century  Learning P.  Mishra  &  K.  Kereluik  (2011)


The  Analysis • U?lized  15  different,  credible  sources  that  were  independent  yet   “connected  on  the  theme  of  21st  century  learning  “ • Reviewed  sources  and  broke  each  down  into  the  individual   elements  such  as  their  themes  and  sub-­‐categories


The  Analysis • Grouped  common  elements  (9+  categories  emerged) • Moved  to  understand  the  rela?onship  between  the  categories,   beyond  just  another  framework

Founda'onal) Knowledge)

Meta) Knowledge)

Humanis'c) Knowledge)

Content)

Communica'on)/) Collabora'on))

Life/Job)skills)

ICT/Digital) Literacy)

Crea'vity)

Cultural) competence)

Cross:disciplinary) knowledge)

Problem)Solving)/) Cri'cal)Thinking)

Ethical/Emo'onal) Awareness)


Know.  Act.  Value.


Time  to  look  inside  out


So  far…this  is  what  the  experts   think


So  far…this  is  what  the  experts   think


So  far…this  is  what  the  experts   think

What  about  teachers,   administrators,  and  other   prac??oners?  What  do  they   think?


Survey  Development •Purpose  is  to  understand  the   st perspec?ves  on  21  century   frameworks  by  individuals  in  the  field  of   educa?on. •Directed  at  individuals  associated  with   the  field  of  educa?on.


Survey  Development • U?lizing  the  categories  from  the  synthesis,  an  ini?al   survey  framework  was  constructed  to  match  the   purpose. • Sec?ons  were  generated  including: • Demographics • Work  experience  and  assignments • Iden?fica?on  of  21st  century  challenges  and  required   knowledge • Evalua?on  of  the  iden?fied  categories  and  sub-­‐categories   from  21st  century  analysis  

• Ques?on  types  and  language  were  reviewed  and   updated  by  mul?ple  faculty  and  students  


Survey  Details •22  ques?on  survey •9  ques?ons  on  demographics  and  experience •2  open-­‐ended  responses •9  Likert  scale  ques?ons  on  the  sub-­‐categories   of  21st  century  learning  (most  important  to   least  important) •Electronic  distribu?on  and  collec?on


Open-­‐Ended  Responses Respondents  were  asked  to: •List  at  least  three  (or  more)  challenges  faced   by  people  in  the  21st  century,  as  a  result  of   our  changing  modern  world. •Describe  the  kinds  of  knowledge  people  need   to  have,  in  order  to  face  these  21st  century   challenges  described?


Evaluation  of  Categories • Respondents  were  provided  a  brief  descrip?on  of  each   sub-­‐categories  iden?fied  in  the  framework  analysis • Respondents  were  asked  to  rank  from  most  to  least   important:


• Pilot  of  survey  with  K-­‐8  teachers,  administrators  and  parents  for   feedback  about  language,  design,  and  clarity • Adjusted  some  formaeng,  design  elements,  and  order  of  ques?ons   based  on  feedback. • Resent  survey  out  for  ini?al  data  collec?on  to  a  limited  group • Where  will  this  take  us?

Initial  Feedback  and  Responses


+

C r e a t i v i t y

Deep  Domain   Knowledge              Cross-­‐disciplinary                    knowledge

Know.  Act.  Value. Trans-­‐Disciplinary  Learning


Thank You Chris Fahnoe: fahnoe@gmail.com


We teach who we are: Trans-disciplinary thinking among exceptional teachers

Danah Henriksen


We Teach Who We Are: Trans-disciplinary Creativity Among Exceptional Teachers

Dr. Danah Henriksen Michigan State University March 26, 2013


Study of Creativity

Exceptional Teachers


Why Creativity?


Today, the defining skills of the previous era —the ‘left brain’ capabilities that powered the Information Age—are necessary but no longer sufficient. And the capabilities we once disdained or thought frivolous—the “right brain” qualities of inventiveness, empathy, joyfulness, and meaning— increasingly will determine who flourishes and who flounders. ~ Daniel Pink


Trans-disciplinary Creative thinking ...that spans disciplines


Root-Bernstein • Correlated personal creativity with professional accomplishment

• Also suggested a set of creative cognitive skills that innovative, successful thinkers use


Key Research Questions • Does creativity play a significant role in the

teaching practices of accomplished teachers, and if so in what ways?

• Do successful, accomplished teachers

engage in creative practices and avocations, and do these avocations impact their thinking and teaching?

• Are trans-disciplinary thinking skills used by accomplished, successful teachers?


Interviews with Teachers • 8 National Teacher Winners/Finalists • In-depth interviews of 1.5 - 2 hours each • Recorded, transcribed, coded • Semi-structured interview protocol •

Creative avocations, interests, thinking skills, and influence on classroom practice


Qualitative Analysis Data coded for important themes

Some themes based on research questions Some emergent themes


Qualitative Analysis • Three iterations of data coding to determine relevant, important themes

• Inter-coder reliability of 76% • Cresswell’s (1998) verification techniques •

Bias clarification, peer review, member checks, & rich, thick description


Some Emergent Themes Cross curricular teaching

Real world learning

Taking intellectual risks


Mark

Music (guitar, piano, composing); Visual Arts (drawing, sketch, graphic arts); Photography (digital and darkroom); Physical/Athletic (rock climbing)

Sandra

Reading (varied subjects); Games, Film, Writing, Technology; Physical/Athletic (running, kickboxing)

Carrie

Writing (creative writing, non-fiction, poetry); Reading; Word Games/Puzzles

Jack

Music (singing, composing); Travel; Community Service/Volunteer work

Julia

Visual Arts (drawing and sketching); Sewing; Reading (varied subjects); Physical/Athletic (nature walks and hiking)

Mia

Music (piano and the violin); Cooking; Gardening (all aspects including landscape architecture); Running (long distance, competitive)

Marie

Music; Reading; Cooking; Physical/Athletic (yoga, walking)

Adam

Music (composing rhymes, raps); Reading; Physical/Athletic (competitive surfing, swimming); Travel


Creative Avocations

Substantive creative interests... incorporated into effective teaching practice


Music & Art “When we were learning right, and obtuse and acute angels, my class and I came up with a song and a dance to Beyonce's “I'm a diva” but instead of “I'm a diva” we created a whole dance to "I'm an angle". Using all different learning styles, audio, auditory, visual, kinesthetic, tactile, the kids were creating a song of their own...at test time you see them at their desk, they are bopping out the song and singing it, so you know they remember it - they own it.” -- Mia


Teaching Science With Art “Cell parts, the difference between plant and animal cells. That's one of the standards that we have to teach. So I have students create an advertisement, trying to sell cell parts that plant cells have, that animal cells don't have. Like chloroplasts, for photosynthesis. Animals don't have them, but what if you could sell those to an animal cell? How would you try and convince an animal cell that it needs chloroplasts? Or a cell wall? Why would it be beneficial? So we take a look at actual advertising techniques and ads, and consider what a good advertisement looks like?� -- Mark, recent National Teacher of the Year


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Embodied Thinking “As far as movement, there’s the number line dance that we do with hand signing. To remind the students that when you move to the left of the line, you're going to the negative...“Negative to the left, positive to the right, it's the number line dance, I could dance all night.”…Actually, students taking a test, they're doing the hand signals to remember where they're going.” -- Adam “When we were doing the order of the planets from the sun, I would have the kids get up and form a human solar system. It was important to me to find ways to use the body to help teach concepts - that movement is so important.” -- Jack “I do things like, encouraging students to try and interact not only by taking on the persona of an object or an organism, but also then in more traditional lab settings to actually get their hands right in there. What does that substance feel like? If we're doing erosion and deposition, get in there and work with the sand. I want them to be engaged and using their physical senses as much as possible.” -- Mark


Modeling “When we're studying polyhedrons, making them with toothpicks and gumdrops…we're making little models to give a demonstration of how they work or look. And we do stuff like that all the time. Again, the students are creating something, they're using their hands, they're talking about it, and they have that accountable talk. They're using all different modes of thinking within modeling.” -- Mia “We also talk about real life representations of number lines like thermometers, and profit and loss, and things like that. Or when we're calculating perimeter and area, I actually have them build models. We have a math project where the students build, design their own dream house where they have to calculate square footage and things like that. So they actually make a model. Models should happen all over mathematics.” -- Adam


We Teach Who We Are “Outside pursuits always factor into your thinking about your classroom or your students - all the time…I think that we teach who we are, and I know that I teach who I am. So, if I am really into kickboxing, I see how facets of that experience connect to things that we're learning in class. If I am reading about Frank Lloyd Wright, which is what I'm doing right now, then I see how something about Frank Lloyd Wright applies to something that we're studying. I think that's true all of the time, that whatever it is that interests you…how that energy manifests itself in the fabric of the classroom.” -- Sandra, National Teacher of the Year Winner


Thank You


Thank You

Danah Henriksen: henrikse@msu.edu


Trans-disciplinary creativity by design: The case of an intensive face to face program

Mike DeSchryver


Trans-disciplinary creativity by design: The case of an intensive face-to-face program – Mike DeSchryver, Sean Leahy, and Leigh Graves-Wolf


Explicit goals relative to trans-disciplinary creativity: (1) facilitate a deep theoretical understanding of transdisciplinary creativity and its component elements (2) instantiate trans-disciplinary creative thinking through innovative educational technology assignments (3) experiment with time structures more consistent with concerted trans-disciplinary creativity than traditional classrooms


In the context of: (a) design (b) creativity (c) vision & leadership


90 minute crash course in design thinking http://dschool.stanford.edu/dgift

ab 13


Reading the text

b 13


b1


b 123


Design Challenges

http://sassta.weebly.com/index.html abc 123


Design Challenges

http://sassta.weebly.com/index.html abc 123


Vision Statement

abc 23


Thank You! Mike DeSchryver desch2m@cmich.edu Sean M. Leahy leahysea@msu.edu Leigh G. Wolf gravesle@msu.edu


Thank You

Mike DeSchryver: deschryver@gmail.com


Q&A (first round) These presentations can be downloaded from punyamishra.com


Breaking disciplinary boundaries in 21st Century Learning: Creative Teaching with Digital Technologies

Back in 15 minutes


Breaking disciplinary boundaries in 21st Century Learning: Creative Teaching with Digital Technologies


Breaking Disciplinary Boundaries in 21st Century Learning: Creative Teaching with Digital Technologies

“Genius means little more than the faculty of perceiving in an unhabitual way.” -- William James “The creative person wants to be a know-it-all. He wants to know about all kinds of things, ancient history, nineteenth century mathematics, current manufacturing techniques, hog futures. Because he never knows when these ideas might come together to form a new idea.” -- Carl Ally


Breaking Disciplinary Boundaries in 21st Century Learning: Creative Teaching with Digital Technologies Creativity, technology, and trans-disciplinary thinking: An overview — Punya Mishra 21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


Trans-disciplinary creativity by design: The case of an online ed tech course

Kristen Kereluik


21st Century Teaching & Learning


It’s all about content... (Partnership for 21st Century Skills; Metiri Group; European Union; AACU; Gardner, H.)


Trans-Disciplinary Content


7 trans-disciplinary habits of mind (for the 21st Century)


Based on RootBernstein’s 13 Thinking Tools


7 trans-disciplinary habits of mind (for the 21st Century)

Perceiving, Patterning, Abstracting, Embodied Thinking, Modeling, Playing Synthesizing


Sparks of Genius + 7 Trans-disciplinary Habits of Mind =

Creativity in Teaching and Learning


Creativity in Teaching and Learning


Creativity in Teaching and Learning


Creativity in Teaching and Learning


Example Assignments


How Do I Love Thee: Let Me Count the Ways


How Do I Love Thee: Let Me Count the Ways Content area specific activities around 7 habits


1. Perceiving =

Observing & Imaging

Intent to focus on, attend to, and curiosity about information

Ability to bring to mind observed impressions/ sensations


1. Perceiving


1. Perceiving


2. Patterning Identifying a repeating form or a plan in a seemingly arbitrary arrangement of things or processes. Recognizing is an analytical act, forming new patterns is a creative act.


2. Patterning


2. Patterning


2. Patterning


2. Patterning


3. Abstracting Concentrate on one feature of a thing or process, in order to boil it down to basics and grasp its essence. Key aspect of abstracting is finding analogies between seemingly disparate things.


3. Abstracting Eat Like a Car Does...When It's Empty! Energy transfer is very simple you see Almost everything does it, even you and me! When we eat food we’re transferring energy, Our body uses it to walk, talk, and even see. Similar to how a car needs gas to go Our bodies need food don’tcha know When a car’s low on gas, a fill up is in need If you don’t, someone else takes the lead   When you don’t eat you could crash Your temper might flare and people see your wrath ... So make sure you fill up when your body tells you to But not too much cause then the energy you don’t use Gets transferred to your sides, gut, chin, or hips And if you’re not careful, even your lips!


4. Embodied Thinking Kinesthetic Thinking & Empathizing

Thinking with the body

Imagining oneself in another’s position


4. Embodied Thinking


4. Embodied Thinking


4. Embodied Thinking


4. Embodied Thinking


6. Playing Playing is something that we do just “for the fun of it”. Simply put, “play” is using knowledge, body, mind and abilities for the pure enjoyment of using them.


7. Synthesizing Teach children about heat transfer using multi-sensory perception. Transform complex scientific concepts to simple and basic expressions http://bit.ly/bj93

Elevator pitch

White paper


Pulling it all together


TPACK


It’s all about transdisciplinary content...


Thank You

Kristen Kereluik: kereluik@msu.edu


Mapping trans-disciplinary creativity: A multidimensional research study

Laura Terry


Mapping trans-disciplinary creativity: A multi-dimensional research study Laura Terry & Dr. Danah Henriksen


CEP 818


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What is

creativIT y?


I know it when I see it! (Justice Potter Steward 1964)


Creativity Defined (Mishra & Koehler, 2008)


Novel

Fresh, unusual, unique, surprising, startling, astonishing, astounding, germinal, trendsetting, radical, revolutionary, influential, pioneering‌


Effective

Valuable, important, significant, essential, necessary, logical, sensible, relevant, appropriate, adequate, effective, functional, operable, useful, user-friendly


Whole

Organic, ordered, arranged, organized, formed, complete, elegant, graceful, charming, attractive, refined, complex, intricate, ornate, interesting, understandable, meaningful, clear, self-explanatory, well crafted, skillful, well made, meticulous, careful


Thus a creative product is


Thus a creative product is

Novel Effective Whole


Novel 1

5 Effective

1

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1

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Coding Methods

1st iteration: preliminary coding 2nd iteration: inter-coder reliability .87 3rd iteration: full data coding


Abstracting


Embodied Thinking


Modeling


Play For this activity learning digital photography I would use play to teach students how shutter speeds work. The creative understanding is achieved through the technique of light writing. Students use flashlights, holiday tree lights, laser lights, and glow sticks in a dark environment. They spin and twirl the lights while trying multiple shutter speed settings on their camera.   Playing with the lights and the camera all at once incorporate a fun experience that teaches ratios of light, f-stop openings, and length of shutter speeds.


Preliminary Results Language arts and fine arts Math Patterning Abstracting


Thank You Laura Terry: terrylau@msu.edu


Synthesis: Making the pieces fit

Punya Mishra


Capturing creativity


An idea…


Growing into a research program...


Breaking Disciplinary Boundaries in 21st Century Learning: Creative Teaching with Digital Technologies Creativity, technology, and trans-disciplinary thinking: An overview — Punya Mishra 21st Century Skills: What do educators really think — Chris Fahnoe We teach who we are: Trans-disciplinary thinking among exceptional teachers — Danah Henriksen Trans-disciplinary creativity by design: The case of an intensive face to face program — Mike DeSchryver ... BREAK ... Trans-disciplinary creativity by design: The case of an online ed tech course — Kristen Kereluik Mapping trans-disciplinary creativity: A multidimensional research study — Laura Terry Synthesis: Making the pieces fit – Punya Mishra Discussion - Teresa Foulger


Disciplinary

Multi-disciplinary

Inter-disciplinary

Trans-disciplinary

FOUNDATIONAL: Epistemologies, assumptions, knowledge, skills, methods within the boundary of a discipline (Physics, history, psychology)

ADDITIVE: Relating to, or making use of several disciplines at once. Using the knowledge/ understanding of more than one discipline (Physics and history, Biology and architecture)

INTERACTIVE: Process of combining two or more disciplines, or fields of study. Using the epistemologies/methods of one discipline within another (Biochemistry, Ecophilosophy, Astrophysics) HOLISTIC: Approaches that transcend boundaries of conventional disciplines. Focus on an issues both within and beyond discipline boundaries with the possibility of new perspectives


Disciplinary

Multi-disciplinary

Inter-disciplinary

Trans-disciplinary

FOUNDATIONAL: Epistemologies, assumptions, knowledge, skills, methods within the boundary of a discipline (Physics, history, psychology)

ADDITIVE: Relating to, or making use of several disciplines at once. Using the knowledge/ understanding of more than one discipline (Physics and history, Biology and architecture)

INTERACTIVE: Process of combining two or more disciplines, or fields of study. Using the epistemologies/methods of one discipline within another (Biochemistry, Ecophilosophy, Astrophysics) HOLISTIC: Approaches that transcend boundaries of conventional disciplines. Focus on an issues both within and beyond discipline boundaries with the possibility of new perspectives


Disciplinary

Multi-disciplinary

Inter-disciplinary

Trans-disciplinary

FOUNDATIONAL: Epistemologies, assumptions, knowledge, skills, methods within the boundary of a discipline (Physics, history, psychology)

ADDITIVE: Relating to, or making use of several disciplines at once. Using the knowledge/ understanding of more than one discipline (Physics and history, Biology and architecture)

INTERACTIVE: Process of combining two or more disciplines, or fields of study. Using the epistemologies/methods of one discipline within another (Biochemistry, Ecophilosophy, Astrophysics) HOLISTIC: Approaches that transcend boundaries of conventional disciplines. Focus on an issues both within and beyond discipline boundaries with the possibility of new perspectives


Disciplinary

Multi-disciplinary

Inter-disciplinary

Trans-disciplinary

FOUNDATIONAL: Epistemologies, assumptions, knowledge, skills, methods within the boundary of a discipline (Physics, history, psychology)

ADDITIVE: Relating to, or making use of several disciplines at once. Using the knowledge/ understanding of more than one discipline (Physics and history, Biology and architecture)

INTERACTIVE: Process of combining two or more disciplines, or fields of study. Using the epistemologies/methods of one discipline within another (Biochemistry, Ecophilosophy, Astrophysics) HOLISTIC: Approaches that transcend boundaries of conventional disciplines. Focus on an issues both within and beyond discipline boundaries with the possibility of new perspectives


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And a Master’s level course...


An ebook Written/edited by students


A pedagogical approach:

Deep Play

Seeking to construct new ways of seeing the world, new approaches to using technologies, to develop creative pedagogical solutions


A database of creative assignments connected to the 7 cognitive skills


Creativity Faculty Learning Circle


And now research

(evaluating creative artifacts created by teachers)


Publications Mishra, P., Koehler, M.J., & Henriksen, D. (2011).  The Seven TransDisciplinary Habits of Mind: Extending the TPACK Framework Towards 21 st Century learning . Educational Technology, 51 (2) 22-28. Mishra, P., Henriksen, D. &  The Deep-Play Research Group (2012). On being (in)disciplined . TechTrends 56(6), 18-21. Mishra, P., & The Deep-Play Research Group (2012). Crayons are the Future .  TechTrends, 56(5),  13-16. Henriksen, D., & Mishra, P. (2012). Learning from the best: 5 themes for more creative teaching. Educational Leadership.


Coming soon to SITE


Coming soon to SITE Creativity Special Interest Group


Thank You Punya Mishra: punya@msu.edu


Discussion

Teresa Foulger


Q&A

(second round) These presentations can be downloaded from punyamishra.com


Thank You Teresa Foulger: teresa.foulger@asu.edu


Thank You punyamishra.com



SITE Creativity Symposiom 2013