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Educating for Creativity and Innovation (EDUC90636)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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This subject investigates the theory and practice of the process of creativity and its implications for teaching and curriculum. The aim of this subject is that students will leave with a deeper appreciation of the importance of educating for creativity and innovation across the disciplines and in different educational contexts.
Students will examine a number of areas including
- models and theories of creativity
- the psychological characteristics of creativity
- conditions for fostering creativity
- the types of thinking that lead to creative outcomes
- evaluating and measuring creativity
- pedagogical implications and classroom application.
Students will have the opportunity to respond to readings, to transfer the theory to practice and to reflect on their practice in light of the theories. This will prepare them for their major assignment which will require the application, investigation and reporting on an aspect of the study of creativity and innovation and its implications for education.
Intended learning outcomes
The students will:
- examine, critically analyse and evaluate theories of creativity;
- identify the cognitive and affective psychological processes involved in creativity;
- identify the conditions necessary for fostering creative thinking and learning;
- develop and evaluate procedures for assessing both creative potential and creativity;
- identify strategies for fostering creative thinking in curriculum implementation and pedagogy practice;
- evaluate the effectiveness of assessment procedures for creativity.
Generic skills
The students will:
have in-depth knowledge of educational practice and theory;
be critical and creative thinkers, with an aptitude for continued self-directed learning;
examine critically, synthesise and evaluate knowledge across a broad range of disciplines;
expand their analytical and cognitive skills through diverse learning experiences;
have the capacity to participate fully in collaborative learning and to confront unfamiliar problems;
have a set of flexible and transferable skills for different types of educational practice.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Report on a reading or practical task, 1000 words, due mid-semester, 20% of final grade.
- Essay on self-designed question, 4,000 words, due end of semester, 80% of final grade. Class time will be devoted to this assignment and students will be required to submit their questions, an abstract and a partial draft for feedback during the semester.
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Education Course Graduate Diploma in Educational Studies
Last updated: 10 February 2024