This week #creativeHE has been offering opportunities to reflect on creative approaches to learning and teaching. Before applying creativity to practice, it helps to explore what it means to be creative in the first place. Definitions include the use of imagination and challenging traditional ways of being and seeing. Be original. It reminds me of Imagist Ezra Pound’s call to ‘Make it new’. When it comes to the VLE, there’s scope for reviewing current approaches. Digital depository models show little evidence of creativity. They replicate transmissive style lectures which many staff seem welded to. We need to ‘Make it new’ in TEL-world and rethink the promotion of blended approaches.
Each #creativeHE day began with a video and questions to consider. These can be viewed on the site. They are well worth a look. One core message from the week was how creative thinking needs time; a quality always in short supply. James Clay’s has examined the excuse ‘I haven’t got the time’ concluding it’s a question of priorities. But as an excuse, it implies ‘I would if I could’. True resistance is ‘even if I could I wouldn’t because I don’t want to’. This is the reality for many TEL workers and digital education developers, caught in the middle between institutional strategy and academic resistance to change, especially of the digital kind. I’ve come to the conclusion it isn’t a question of time. It’s a question of attitude.
How can creative thinking be applied to VLE adoption? My own solution has been an experiential approach. Digital CPD where staff are enrolled on the VLE with a student view. This does two things. It highlights low levels of digital capabilities. These are the norm in most HEIs but get rendered invisible to those accustomed to working with digi-tech on a daily basis. Like attracts like. Also staff will see how a digital depository model is little more than a text dump. Students need to read but you can get them searching and synthesising for themselves rather than throwing up a wall of hyperlinks. Creating activities which adopt social media techniques of user-generated content and file sharing will build on and extend existing practices. Talk to your TEL team about online pedagogies. Talk to your students. Make it an expectation the VLE constitutes a core part of their learning experience.
Don’t get me wrong. Time is an issue. I struggle too. A p/t creative writing degree, p/t Phd, full time job plus an allotment keep me time-poor and stressed while I’ve been an ‘online student’ enough to know it requires motivation to succeed. But the value of digital space is choice about where and when to access while affordances for communication and collaboration provide valuable extensions to face-to-face learning. Institutional support for digitally resistant staff, unwilling to adopt the VLE as part of their teaching toolkit, is essential. As #creativeHE has shown this week, the first requirement is always time but when faced with resistance to using VLE in the first place then I suspect it’s attitude which matters most of all. The #creativeHE site offers free examples of how online learning can be interactive, meaningful and fun. This is the digital future of education and we should all aspire to be part of it.
clock image from https://en.wikipedia.org/wiki/Mechanical_watch