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Theoretical foundations
and practical solutions
in the field of creative learning
Litekeenaren bila
Kohti uusia nkemyksi
Sviluppare nuovi orizzonti
Descubriendo horizontes
Visionen entdecken
Lead partners.
Management: Jess Ibez
Scientific team: Dr Idoia Fernndez; Dr Maite Arandia; Dr Ana Eizagirre; Dr Marta
Barandiaran; Izaskun Etxebarria; Dr Pilar Ruiz de Gauna; Dr Esther Torres; Ainhoa Ezeiza;
Nerea Agirre.
The University of the Basque Country
Involved partners.
Stephen Farrier; Dr John Davis; Dr Pat Gannon-Leary. The University of Edinburgh,
Scotland.
Dr Krista Loogma; Meril marik. Tallin University, Estonia.
Heidi-Maria Listo. Educode, Finland.
Kitte Marttinen. Haaga Helia University of Applied Sciences, Finland.
Dr Alan Bruce. Universal Learning Systems, Ireland.
CREANOVA project
This project has been funded with support from the European Commission. This publication
reflects the views only of the author, and the Commission cannot be held responsible for any
use which may be made of the information contained there in.
INTRODUCTION
The main aim of the LLP Transversal Research Creanova Project is the
production of theoretical and practical knowledge on creativity and
innovation in the learning process - as well as identification of concepts,
methods and best practices that demonstrate and reflect innovative
learning. This report presents the findings of the first part of that process. It
examines the theoretical and research background to innovation and
creativity in learning. It examines the foundations of human creativity in
relation to cognition, articulation and transfer of learning concepts and
methods.
conditions for innovation and creative learning while pacing hem in the
context of the profound systemic changes caused by process of socioeconomic transformation and globalization.
The Report was compiled by transnational academic, research and training
partners under the coordination of the University of the Basque Country
between December 2008 and October 2009.
The two key objectives have been:
This process has been enriched by the diversity of participating partners universities, adult education providers, private research agencies and public
statutory organizations. Working across eight countries, seven languages
and varying cultural and economic contexts has been a source of rich
learning for the whole team.
The document has three central elements. The first is to meet the
requirement to write a comprehensive paper that addresses the key aspects
under review. The theoretical approach encompasses contributions from
different disciplines (pedagogy, psychology, sociology and economics), in an
engaged social analysis of the world we inhabit. The hypothesis is that
creativity and innovation as part of learning do not arise in a vacuum, but
find their raison d 'etre and development in social, economic, political and
ideological contexts. The analytical focus moves from broader contexts to
more particular ones (group or individual) and then engages with the
educational world of education and formal learning.
The second part presents the tool designed for identification of best
practices in each of the countries concerned, as well as documented
practices. The tool is a questionnaire aimed to get documented descriptions
of selected practices in VET areas, technical and creative industries and to
facilitate comparative analysis. This aims to collect data and evidence on
successful practices that may be transferred to other contexts. This
preliminary analysis has shown certain trends in best practices and
contrasted them with prevailing ideas.
The study and discussion enabled an interpretative model based on four
key-factors:
need,
freedom,
interaction
and
environment.
These
PART 1.
Theoretical Approach.
Theoretical interpretation.
Conclusion.
Bibliographic references.
I.
LEARNING
AS
THE
CORE
OF
THE
KNOWLEDGE SOCIETY
10
Often, when starting to analyze society, one of the first concepts is that of
globalization of economic and financial systems. However, a more historical
and socio-cultural approach (such as those found in education and training)
suggests contemporary society is experiencing spectacular changes in the
social organization of knowledge production, use and distribution.
The term social organization of knowledge refers to the structures, rules
and values adopted by human groups to create, store and convey those
ideas,
word
underpinned
the
emergence
of
associations,
schools,
to
knowledge
production
levels
was
restricted.
Different
11
12
suggests
cultural
guidelines
potentially
based
on
cooperation,
13
processes lead to the production and creation of new knowledge, and hence
to its practical and innovating application. It is a sort of virtuous circle
between the diffusion of technological knowledge and its perfection
(Castells, 2001), always remaining within cultural parameters of trust,
openness and freedom.
In a graphic sense the Encyclopedia of Diderot and DAlembert (the book of
everything that could possibly be known) has mutated to a Wikipedia in
constant growth, a collective endeavour to improve knowledge (Taddei,
2009) in which millions of people learn but also themselves participate.
Knowledge and learning constitute the two faces of one same coin:
they represent the process of societal ascent from the primitive
forms of industry and information - predominantly economic-driven to the more advanced forms of community and freedom determined
by cultural achievement. Technology provides the ladder to climb the
value chain. (Carneiro, 2007:153).
Technological development is however never static. Recent studies are
already investigating how to project a future Europe in terms of education
and learning.
Society is no longer dominated by the industrial-era logics of massproduction and mass-consumption. Scale is no longer the guiding
principle. Instead, the pivotal act, the creation of added value, has
changed locations. There are hints of the potential of the present to
create a society where the division between the supply side and
demand side is marginal. These include tendencies towards selfgenerated personalization, the unique creation expressed in a
widespread do-it-yourself attitude, the breakdown of the
professional/amateur distinction and the emergence of web 2.0
technologies that give rise to social networking, collaborative content
creation and democratized innovation. (Miller et al, 2008: vii)
Although the future is uncertain, it is open to new constructions. Carneiro
(2007:157) describes three possibilities.
14
15
of
the
strongest
potential
sources
available
for
learning
and
1970, 1994, 1997; Rogoff, 1993, 2001; Vygotsky, 1995, 2006; Chomsky,
1977, 2001; Aubert, Flecha et al, 2008; Sen, 1999) stresses an idea of
learning in keeping with:
The
dialogic
about-turn
experienced
by
societies
and
even
This conception of learning is to be found in communicative and sociohistoric perspectives, thus explaining societal dynamism. Dialogue and
interaction are the dimensions sustaining the idea of learning, which are
therefore maintained by this perspective.
The observations and research on which the concept is based have
demonstrated how, through a dialogue (Auber; Flecha et al, 2008:
24-34; CREA, 2003-2005;CREA, 2006-2011)
The ideas behind dialogic learning can be summarized (Aubert, Flecha, et al,
2008:93):
1. Learning comes from the interactions established through dialogue
and is therefore mediated by language. From the perspective of
different authors (Chomsky, 1977, 1988, 2000; Habermas, 1987;
Cummins, 2002), all people (independent of social, educational,
cultural or financial status) have the ability to communicate, express
feelings, arguments or ideas, and to reach agreements with others.
2. Learning depends on the social interactions between people who are
equal to yet different from one another, and the extent to which they
agree on the direction taken by these interactions (Vygotsky, 1995;
Bruner, 2000; Rogoff, 1993; Wells, 2001).
3. All kinds of learning practice make sense within a specific sociocultural context, within the framework of cultural practice and cultural
17
conservative,
transmission-response
pedagogy,
Freire
18
Correspondingly,
the
central
mechanism
of
learning
is
remediation, the finding and creation of new means. At first, this approach
seems to over-emphasise the role of the teacher. However, when allied to
notions of expansive learning, it promotes notions of the co-construction of
knowledge.
Expansive learning involves processes by which work organizations resolve
internal contradictions in order to construct qualitatively new ways of
working. It involves creation of new knowledge and new practices for an
emergent activity, learning embedded in, and constitutive of, qualitative
transformation of the entire activity system (Engestrm, 2004: 4). Spinosa,
Flores and Dreyfus (1997) referred to this process as reconfiguration.
Seplveda (2001) clarifies the meaning of expansive learning developed by
Engestrm, and its repercussions in social and educational practice. This
concept refers to the process by which people sharing a practice domain
(such as work, community, formal study) build tools. Mere relationships
evolve to ways of understanding relationships. This mode of understanding
takes shape through the effect of the activity developed by domain
inhabitants. The repertoire of their culture to act in a manner other than it
would have done if the ensemble of their cultural orders had not changed is
transformed. Expansive learning makes it possible to go beyond the
limitations people are subjected to by learned cultural understanding and to
visualise other kinds of cultural orientations of a more complex nature which
did
not
previously
exist
in
their
tradition
and
inherited
cultural
19
general,
the
dialogic
approach
stresses
that
learning
based
on
20
the
few.
Democratic
schools
(Apple
&
Beane,
1995)
and
learning
to
one
another.
However,
Scardamalia
and
Bereiter
(2006)
themselves.
Achieving
this
requires
development
of
educational
22
examples develop
community
of
learners
and
overcome
process and the extent to which processes that promote creativity and
innovation also promote equity.
23
The ability to create new solutions with new tools for constantly emerging
new social needs underlines a key conceptual issue: creativity and
innovation as parts of learning.
between these two concepts. Scott (1994) indicates that the terms
creativity and innovation are often used interchangeably in research
studies, and that distinction between the two concepts may be more one of
emphasis than of substance (West & Farr, 1990). In the late 1980s and
early 1990s some differentiation occurred:
More recently, West (2002) has synthesised research and theory to advance
the understanding of creativity and innovation implementation in groups at
work. This suggests creativity occurs primarily at early stages of innovation
processes with innovation implementation later. Amabile (1996) and later
West
(2002)
knowledge
discuss
diversity
influences
and
skill,
such
as task
external
characteristics,
demands,
integrating
group
group
24
contextual
or
socio-cultural.
Aspects
of
creativity
being
Personality
Cognition
25
Fluency
Novelty
Flexibility
Synthesizing ability
Analyzing ability
Degree of complexity
Evaluation.
26
27
on
previous
research
on
nurturing
creativity
in
the
school
28
2007).
In
addition
to
coping
with
constantly
changing
29
suggested that creativity can even affect our health and wellbeing, personal
growth and development and the evolution of cultures (Richards, 2007).
Many writers argue that each person is capable of creative achievement
provided relevant skills have been acquired. This raises a number of
questions:
Some writers argue that, by stimulating the creativity of all, more creative
behaviour
at
all
points
in
the
continuum,
is
produced,
including
30
Proactive
creativity
(discovering
problems
because
of
internal
drivers).
Creativity as a decision
Sternberg (2003) regards creativity as a decision. According to his
investment theory, creativity requires a confluence of six distinct but
interrelated resources:
Intellectual abilities
Knowledge
Styles of thinking
Personality
Motivation
Environment.
31
becomes:
A continuum.
32
sociology,
psychology,
management)
that
considers
how
For
example, the Oslo Manual stipulates that its object of study is confined to
innovations in the business sector (manufacturing industry, primary sector
and services) implying that less is known about innovation processes in
non-market-oriented
sectors
(p.
25).
Regarding
market
innovation,
Jan Fagerbert (2003) summarized the dominant discourse about the future
of the European and global economies.
and
demand
and,
eventually,
organizational
and
institutional change
in
innovation
prosper
at
the
expense
of
less
able
competitors.
This ideological habitat has been particularly true at European level, where
innovation has been one of the central planks of policy statements and, in
particular, the Lisbon Declaration (now superseded by the September 2008
financial crisis and subsequent economic recession). At the level of policy
for the national Member States of the European Union, innovation has been
advanced as a common mantra indicating the way forward.
The influence of these conceptions in a context of intense competitiveness
on the world market has brought about a number of behavioural changes in
companies. Literature on the subject indicates four main trends reflecting
the effect of globalization on innovation processes (Bruce, 2009):
required
to
launch
new
high-tech
product
has
been
integrating
different
technologies
technologies
34
Functional
integration
and
networking
inside
firms.
Speedy
These trends, more visible in some countries than in others, reveal a new
and more collaborative interconnected and relational conception in company
culture. They evoke a socio-economic model where the key to success is
using much greater degrees of diversity, interdependency and complexity to
manage risk and achieve goals. This way of doing things is diametrically
opposed to techniques of hierarchy, simplification, uniformity and control
used during the industrial era (Miller, 2003). The emergence of new cultures
in company practices raise questions on the concept of competitiveness.
The Blue Ocean Strategy (Chan Kim & Mauborge, 2005) or Von Hippels
(2005)
contributions
on
user-centered
innovation
(in
the
sense
of
between
competitiveness,
innovation,
involvement,
35
linked with more public and social areas (social innovation). Social
innovation is defined as innovative activities and services that are motivated
by the goal of meeting a social need and that are predominantly developed
and diffused through organizations whose primary purposes are social
(Young Foundation, 2007). The accent is undoubtedly placed on the idea of
social and human need.
Figuerdo
(2009)
distinguishes
importantly
between
the
concepts
of
takes
place
in
simple,
undemanding
applications
that
are
not
36
37
incomes,
industrialization,
technological
advances
or
social
38
39
(Loogma,
2004).
Cultural-historical
activity
theory and
its
of
the
main
contemporary
sources
of
innovation
are
inter-
&
Engestrm,
2003).
Interaction
between
different
40
41
42
Adaptable
Flexible
Innovative
Pro-active
Responsible
Highly motivated.
43
The
fact
remains
however,
that
modern
society
is
inequality,
poverty
and
discrimination.
Environmental
44
Creativity
Problem resolution
Change management
Improved communications.
Employers who have seen learning as more than skill-specific training have
been able to benefit from the extraordinary potential of new and diverse
elements in their workforces. This has meant that the voyage of discovery
around learning has become centrally linked to the strategic learning needs
of the employers concerned. The learning of the organization is tied directly
to the learning needs of each and every employee. Employers and
organizations who see only cost implications in the provision of work-based
learning are, at the least, missing out on the extraordinary potential of
thinking and acting in different ways.
Innovation is literally doing what has not been done before. It calls for
considerable creativity for employers to develop innovative practices. It is
often a veritable leap into the unknown. Yet all the evidence is that the
companies who achieve success do so because they are doing something
new - or something old in a new way. Innovation is not about market
gimmicks. It is about products and skills that emerge from new ways of
organization and human creativity. Innovation is based upon learning from
the past as much as about anticipating the needs of the future.
One certainty is that traditional ways of designing, producing and selling can
and will not work in the longer term. Traditional recruitment, training and
promotion practices will fail to maintain jobs if the only perspective is
competition with low wage economies or an undignified scramble to attract
inward job creation at any price.
Enterprises are becoming more aware that they need to become both more
flexible and more responsive to their external environments. The dynamic of
work-based learning offers not just the opportunity to meet minimum
obligations to staff. It offers an opportunity to maximize and sustain
45
46
Value learning
47
Community development
Social solidarity
lying
with
the
individual.
With
respect
to
community
48
Our culture does not nourish that which is best or noblest in the
human spirit. It does not cultivate vision, imagination, or aesthetic or
spiritual sensitivity. It does not encourage gentleness, generosity,
caring, or compassion. Increasingly in the late twentieth century, the
economic-technocratic-static worldview has become a monstrous
destroyer of what is loving and life-affirming in the human soul.
(Goodlad:1997:p. 125).
In the past few decades, there has been a growing movement to reinvent
the way citizens learn and a fundamental re-appraisal of the methods
through which young people are introduced into society. This offers a
challenge to traditional schooling and education systems based on formal
teaching
and
instructional
methods.
Learning
communities
put
an
Lifelong learning
The learning community does not have simply one way of defining and
understanding it. In the first place, a community is a series of people or
social entities with a shared vision. Hence, a learning community has the
goal of readiness to learn. It is a community open to the environment,
where the aim is to interact constructively. Second, different uses of this
concept are occurring in social and educational practice to take into
consideration (Torres, 2004).
Although they have many basic forms, learning communities in the
traditional school environment share two common academic elements:
shared or collaborative learning and connected learning. In general,
collaborative learning activities group students together to explore or apply
the course material; these approaches have been linked to significantly
enhanced
learning.
Collaborative
learning
in
the
curricular
learning
49
1997).
Decades
of
research
on
academic
engagement,
School
and
after-school
(formal,
non-formal
and
informal
mediated by
ICT, generating
networks
50
between
people,
education
centres,
professional
communities,
companies.
The Cedefop (2008) definition recognizes the different contexts, defining a
learning community as promoting a culture of learning by developing
effective
local
partnerships
between
all
sectors
of
the
community,
51
In Spain, the idea of learning community has been detailed in a socioeducational project engaging a wide network of centres spread over several
autonomous communities. Main features include pluralism and openness,
endowing it with a diversity mirroring the wider society. These Spanish
examples highlight how organizations can:
Overcome inequalities
52
53
knowledge
to
go
it
alone.
Knowledge
creation
involves
In
the
seductions
and
demands
of
the
knowledge
economy
54
of
individual
capabilities,
group
values
and
formal/informal
organization rules.
include
introversion,
excitability,
androgyny,
intuition,
passion
naivet,
for
work
creativity,
openness
in
imagination,
to
experience,
domain,
insight,
over-
perceptiveness,
perfectionism, persistence, preference for complexity, resilience, risktaking, self-discipline, self-efficacy, tolerance for ambiguity, and
55
volition or will.
3. The cognitive aspect: Piirto claims that the cognitive dimension in the
form of an IQ score has been over-emphasized with regard to
creativity. A reasonable level of intelligence may be necessary and
helpful for creative production, but for creativity, formal intelligence
is a minor ingredient. Things like motivation- wanting to create - are
more important
Specialized knowledge
Adventurousness
Autonomy
56
Ego strength
Curiosity
Drive to experiment
Clark (2008), following her holistic vision of the concept of creativity, has
gathered the characteristics and abilities of creative people described in
various research papers (Amabile,1990; Sternberg & Lubart, 1993; Runco
& Nemiro , 1994) and classified them in four groups of creative individuals:
Cognitive Rational; Affective/ Social; Physical/ Sensing; Intuitive. Thus,
creativity, like all human abilities, is something all human beings have to a
greater or lesser extent. It can be improved over the years, while its
expression, according to Sternberg and Lubart (1997), requires knowledge,
intrinsic motivation and knowing how to display the new product. This
implies developing both inter- and intra-personal skills (such as the trust,
independent thought and communication described by Clark and Cropley).
Formal education should therefore work on the different human abilities and
intelligences (Gardner, 1993) and include them in the curriculum.
57
It also raises
questions for how examples of best practice can inform learners who have
different capacities, strengths and weaknesses.
58
Acceptance of difference
Allowing mistakes.
A parallel set of processes that promote autonomy, reflection and selfefficacy is described:
59
Redefinition of problems
60
Rewarding creativity
Encouraging collaboration.
authority,
but
rather
stimulator,
moderator,
helper,
counsellor,
61
CONCLUSIONS
emotional
aspects,
domain-specific
talent,
cognitive
and
62
of
relationships
globalization.
and
Globalization
structures.
It
powerfully
shapes
our
affects
very
all
human
understanding
of
change.
movement,
The
impact
intercultural
of
sustained
communities
and
urbanization,
increased
demographic
stratification
is
profound and will condition the forms and nature of innovation produced in
globalized contexts.
Globalization
and
the
altered
relationships
that
emerge
from
the
discussion
on
innovation
and
creativity
has
been
increasingly
conditioned by images derived from free market liberalism and from the
sense of competitive pressures. The recent global economic crisis may
provide a welcome opportunity to re-locate innovation in the context of
community and shared ownership where values have equal importance with
rates of profitable extraction.
It is in that sense that innovation is re-imagined. An innovation that is more
than the sum of its parts. An innovation that responds as well as forges new
learning and new products. An innovation that takes risks and is not
circumscribed by narrow policy barriers. An innovation that is not a panacea
for current ills, but rather a mode of thinking, acting and doing that has at
63
64
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OECD (2005). Manual de Oslo: Gua para la recogida e interpretacin de
datos
sobre
innovacin.
http://www.conacyt.gob.sv/Indicadores
%20Sector%20Academcio/Manual_de_Oslo%2005.pdf)
OECD (2001) The well-being of nations: the role of human and social
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Pascarella, E.T., & Terenzini, P.T. (2005). How college affects students: A
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Potential Press.
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M.
&
Nemiro,
J.
(1994).
Problem
finding,
creativity,
and
http://ec.europa.eu/education/lifelong-learning-
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(2003).
Comunidades
Virtuales
Aprendizaje
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http://gte.uib.es/publicacions/comunica/edutec03/salinas_cv.pdf
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New
Perspectives
on
Transfer
and
Boundary-crossing.
R.
K.(2006).
Explaining
Creativity.
The
Science
of
Human
73
Dialogue
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Schienstock, G.; Hmlinen, T. (2001) Transformation of the Finnish
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(2001).
Qu
es
aprendizaje
expansivo?
http://www.innovemosdoc.cl/publicaciones/Diversidad.pdf
Simonton, D. (2000). "Creativity: cognitive, personal, developmental and
social aspects." American Psychologist 55(1): 151-158.
SITRA (2005). Making Finland a leading country in innovation. Innovation
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Spinosa,
C.
et al (1997):
democratic
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and
Disclosing
cultivation
of
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The
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Press,
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Sternberg, R.J. (ed) (1999). Handbook of Creativity, Cambridge, New York,
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Sternberg,
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(2003/2007).
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and
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and
its
Measurements.
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(http://crell.jrc.ec.europa.eu/Publications/CRELL%20Research
%20Papers/EUR_EVillalba_oncreativity_web.pdf)
Wells, G. (2001).
76
PART 2.
Identification of the
Best Practices.
BPRecord Tool
Summary Table of Best Practices
77
BPRecord
In this questionnaire best practice refers to a method or process which promotes
creativity and/or produces innovations.
Background information:
Country:
Information collected by:
Name:
Organisation:
Role/Title:
Address:
E-mail:
Telephone:
Fax:
Web:
Source of information:
Interview
Informant:
Name:
Organisation:
Role:
E-mail:
Telephone:
Questionnaire
Informant:
Name:
Organisation:
Role:
E-mail:
Telephone:
Bibliographic References (Report /Journal/Book). According to international
convention:
Other:
Target group:
VET
Adult VET
Working life
Field:
Creative, (which)_____________
Technical (which)__________________
78
79
Participants motivation?
2.
Learning results?
3.
Other?
80
Title of BP
Target group
Field
Nature of BP
Duration
Methods
General impact
Innovative impact
Aspect valued by
learners
Special circumstances
* Tri-lingual training
ITA
ITA
ITA
EST
Sharing is the
method
Course for
managers of
Innovation
Learn to learn
Web-based
training course
Introduction to
advertising:
creativity with
borders and
game with
rules
Adult VET
Adult VET /
Working life
(handicraft
businesses)
VET
Adult VET /
VET
T/C
Training course
(on
documentary
film-making)
Training course
for managers of
handicraft
businesses
(aimed to help
in realizing
innovative
ideas)
Project (aimed
to apply
competences to
identify
innovative
solutions for
specific needs)
3 years
5 months,
(incl. 40 h
classes + 8
h personal
coaching)
3 years (5 h
a week +
leisure
time)
1 semester
for VET
students
and 10
weeks for
adult
learners
(staff of
NGOs)
* Freedom
Improvement in students
learning results
* Melding of theoretical
principles and hands-on
experience
* no assessment
* lateral thinking method
* Constant connection
between theory and
practice.
*Improvement of oral
and written expression
* impact on motivation
and learning results
* freedom
Innovative. products
generated
* transparency in methods
* relation-ships among
various actors
* Web-based course
lectures + creative
exercises
* exercises ask for
individual thinking, not
reproduction of
theoretical knowledge
acquired
* Impact on
studentsmotivation and
learning results
* individual feedback, no
traditional assessment by
using marks, but written
commentaries
81
No Ctry.
EST
EST
Title of BP
The course
product
development
in Kuressaare
Ametikool
Creative
learning
environment in
Olustvere
Teenindus- ja
Maamajandusk
ool
Target group
VET
Field
Nature of BP
Training course
on product
development,
includes
generation of
product ideas,
product
realization and
presentation
Duration
3 weeks
Methods
* brainstorming, lateral
thinking, both analytical
and associative
approaches are used
* free atmosphere, no
right and wrong ideas,
discussion, reflection
General impact
Innovative impact
Aspect valued by
learners
EST
* Increasingly many
things taught in the
context of practical
training;
Adult VET /
VET
* general subjects
integrated into vocational
subjects;
Example of
creative school
environment
* independence and
responsibility asked from
students, freedom
provided in implementing
learning tasks
Impact on learners
motivation and learning
results (very low dropout
rate)
No innov. generated
Special circumstances
VET
Training course
6 weeks
* Authentic learning
context
Impact on learning
motivation and learning
results
* freedom,
No innov. generated
* authentic learning
context
* Teachers role as an
observer and mentor
* creativity promoted in
the context of different
school subjects and
activities (project weeks)
Students:
* practical learning envir.
FIN
Demola
Working life
C/T
Project (open
innovation
environment in
order to
facilitate
innovation
project teams)
* brain-storming, double
teams etc.
2 years
* social interaction,
informal place,
communication in an open
innovation environment
visible to all actors,
anyone can contribute
* Raised motivation
(possibility to do real
things):
* Impact on learning
results and skills
(learning skills, initiative
and inf search)
* ability to act with
different people
* closer connection to
work
* co-operation
Work life:
* ex-perience of open
innovation process
* con-nection to talented
persons
* right to the designed
products
82
No Ctry.
Title of BP
Target group
Field
Nature of BP
Duration
Methods
General impact
Innovative impact
Aspect valued by
learners
* Positive impact on
learners motivation and
learning results, impact
on learners creativity
Special circumstances
10
FIN
FIN
Varikko- project
Adult VET /
Working life
VET
C/T
Project (aimed
to bring
revolutionary
change in
learning
methods and
learning
environments)
Project
(individual study
plan as a mean
for preventing
students dropout)
* Making a learning
agreement with oneself;
1,5 years
* Dialogue, sharing,
reflection, reading and
meeting with experts
* Learning in untraditional
places
* Social media tools used,
incl Youtube, Facebook
* learners responsibility
of ones learning and
freedom, mistakes
regarded as source of
learning
3,5 years
* Integrating general
subjects to voc subjects >
learning e.g. Swedish in
authentic environment >
action learning learning
language while doing
practice; The method TPR
(Total Physical Response)
* Impact on students
motivation and learning
results
* Drop-oup rate
decreased*
Students built an
interactive visual tool
(board) used in teaching
* Learning outside of
classroom (real work
environment)
* Senior students as
mentors to younger ones
* Out-of-school learning
11
FIN
The
enchantment of
an older
wooden housefixing,
experiments,
creativity
Working life
Training
program
6 c.u.?
* Experiential learning:
living in a village of old
houses
* Inventory learning;
identifying diff historical
issues in the buildings
Impact on learners
motivation and learning
results
* Concrete-ness
Impact on learners
motivation and learning
results
* Plurality of methods
available
* Out-of-school learning
envir.
* Promoting integration of
subjects
* Experts of the field
involved to the training
* Experimenting and
workshops
No specific method, but
combination of elements
which bring creative
solutions:
12
FIN
Training
program at
Pirkanmaa
Educational
Consortium
* Individualizing tasks
VET
Training
program
4 years
* Practice- orientedness
* Using professional
networks as a support in
guidance
13
FIN
Training in
Rautaruukki OY
Working life
Workplace
learning
environment
* Atmosphere (safe,
enough time, interaction,
trust)
* Encouragement by
leaders
* Idea contests
83
No Ctry.
14
FIN
Title of BP
Target group
Field
Nature of BP
Duration
Entrepreneurshi
p
Adult VET
Training
program on
entrepreneurshi
p
1,5 years
Methods
* Team-learning
* Learning in non-formal
contexts ( country-side
resorts, by the lake)
General impact
Innovative impact
Aspect valued by
learners
Impact on learners
motivation and learning
results
Taidosto-cooperative
society was established
* exceptional learning
environ.
Special circumstances
* exceptional learning
environment
* safe and secure to
express oneself
Method/system/philosoph
y includes following
aspects:
15
FIN
Training system
in Satakunta
College of Arts
and Crafts
Adult VET
System applied
to carrying out
different courses
(programs of
audio- visual,
animator, tvassistant,
movie-assistant)
* emphasis on constant
doing
The process
started in
2000
* offering continuous
positive feed-back
* students encouraged to
take risks
Impact on learners
motivation, learning
results and professional
development
* Free atmosphere
* Possibility to influence
ones own studies
* No hierarchical relations
to students
* Learning environment
open as possible
* Pulling down the
hierarchies
* Raising students point
of view in the center
FIN
Entrepreneurcourse
VET
Training course
2-3 months
* internet-based learning
envir.
* discussions
* networking
* Impact on learners
motivation and learning
results.
* Developed initiative
and learners
independence
Innovative products
generated (e.g. felted
woolen yoga-mat, a felted
light etc.)
* Freedom
* possibility to influence
what one wants to study *
presence of Taidosto
cooperative society
* the presence of
Taidosto-cooperative
society
* Open atmosphere
* success-story analysis
17
FIN
VET
Mobility project
where several
Finnish schools
are partners
(integrating
creative thinking
and
entrepreneurshi
p into voc
studies)
* Being in international
atmosphere and real
organizations
2 years
project;
second
project ongoing
* Impact on students
motivation and learning
results
*Growth of students
individuality, networks
and self-esteem
* Innovative business
ideas
18
FIN
Labor-intensive
training
experiment/
Construction
VET
Training project:
practice-oriented
training
experiment
* Learning by doing
emphasized
3 years (ongoing)
* lots of guidance
* immediate feedback
* Practice diaries filled in
on a daily basis
* Impact on learners
motivation and learning
results (hand-based
skills, ability to plan ones
work
* Minimal absent rates
84
* Some innovative
solutions
* learning in authentic
context
* social network
* possibility of doing
* Work-practice in
different workplaces as a
dominant element
No Ctry.
19
20
21
BAS
BAS
BAS
Title of BP
Target group
Field
Nature of BP
Duration
Publicity
campaign
Working life
Publicity
campaign (in
order to change
the image of
VET in society)
3 months
Training course
led by David
Parrish (aimed
to foster
entrepreneurial
spirit)
Bizkaiacreativa
Guidance for
the search and
improvement of
employment of
people over 45
years in the
district of
Debabarrena:
the value of the
age
Working life
Adult VET
Educ.
Project (aimed
to provide
training for
unemployed
people over 45
years )
Methods
General impact
Innovative impact
Aspect valued by
learners
Special circumstances
* strategic analysis
* lateral thinking
No innovations generated
* experimentation with
new technologies (e.g.
mobile marketing)
Aspects emphasized:
* Impact on learners
motivation and learning
results
3 days
6 months
* music therapy
techniques (Bonny
Method of Guided Image
and Music)
* Clarity
* organization
* need to anticipate
changed, not just react
them
* threats can be turned
into opportunities
Improvement of
participant motivation,
social skills and higher
work values
No direct innovations
generated, but the
approach itself is
innovative
* coaching (participants
discussing their lives as
they deserved to be lived)
Coaching techniques:
22
.
23
BAS
BAS
Development of
personal
resources and
purchasing
personal and
social habits for
employment
Program for
Prevention and
Social
Integration
Adult VET
Adult VET
Educ.
Educ.
Project aimed to
provide training
for unemployed
people (among
immigrants,
people with
disabilities,
people in
rehabilitation
process)
Training
program for
people with risk
of social
exclusion and
difficulties in
integration (lowskilled,
unemployed and
people with
mental disorders
and addictions
* creative
communication: verbal
and non-verbal
* initiative, autonomy and
pro-activity
7 months
* atmosphere created to
work
* Being considered as
active agents, as
individual
* self-reflection
* using role-plays,
visualization, lists of
strengths and weaknesses
etc
* Theatrical techniques
based on the game
* Role-playing, simulation
games and viewing
movies
5 months
Impact on participants
motivation and
improvement of social
and personal skills
* paperwork and
questionnaires filled in for
making entries in
different entities
85
No direct innovations
generated, but the
approach was innovative
* Possibility of creative
and interpretative work
* Freedom
No Ctry.
24
25
BAS
BAS
Title of BP
Empresa Joven
Educativa
Interciclos
Target group
VET
VET?
Field
Educ.
26
BAS
KREA EiTB
Adult VET
Ent.
27
BAS
GIGA (Gaitasun
Industrialak
Garatzen)
Working life
Nature of BP
A project
(activities
concentrating on
AGOPE module
(management
and
Administration
of Small
Establishments)
aiming to
develop
initiative,
creativity and
entrepreneurial
capabilities
Production of
audiovisual
materials using
various
multimedia
techniques
Project aimed to
develop a
process and a
method for
creating
practical
creativity spaces
Project aimed to
promote
innovation in
SMEs
(implementation
of services, Job
Training
catalogue,
seminars,
development of
proff profile of
Technical
Process Trainer
Duration
A school
year (incl
90 hours of
training)
An
academic
year
Methods
General impact
Innovative impact
* Methodology includes
all steps of creative
process: the conception
of an idea, creation of the
catalogue, sales
techniques
* Impact on learners
motivation * theoretical
skills and application of
skills into real-life
situations
* Stronger capacity to
carry out initiatives
* brainstorming
* team-work in teams
comprised of specific
professional profiles
* Increase in participants
self-esteem
Innovative products
developed (e.g.
assembling computers of
recycled materials)
28
BAS
Centers of
Vocational
Training
Project aimed to
establish and
apply a model of
transformation
for the Centers
of Vocational
Training
(Guneka model)
Special circumstances
A project currently
underway in 40 centres
* opportunity to work
under conditions similar to
real job market
* Favorable atmosphere
where initiatives may
emerge and develop
* 6 hats technique
4 years
(underway)
4 years
(underway)
* creating an internal
network of facilitators of
creativity (management
team, a talent manager, a
drive (15 professionals
from EiTB)
* Problem solving
* Trial and error
experiments etc
* Impact on motivation
* Impact in new
companies attracted to
the project
Modelo
avanzado de
gestion en la
formacion
profesional
Aspect valued by
learners
4 years
* imagination by means
of creative groups
* Ability to present
proposals
* permanent framework
established
* generation of ideas to
face challenges
* outlining ideas by teams
* diversification of
learning methods used in
VET Centres
* investment in capacity
and time
Organizational and
cultural change
* organization of the
Centre into independent
units
* association btw
objectives, training needs
and development
* cooperative learning
86
Collaboration with
businesses in the design
and elaboration of didactic
and technological projects
No Ctry.
29
30
BAS
BAS
Title of BP
Belkoian Project
(Problem Based
Learning)
PROYECTO MLS
(Problem Based
Learning)1
Target group
VET
VET
Field
Meth.
Meth.
Nature of BP
Project aimed to
implement a
work method in
the classroom
where the
learner plays an
active role in
his/her learning
process
Project aimed to
implement a
work method in
the classroom
where the
learner plays an
active role in
his/her learning
process
Duration
7 years
(underway)
Methods
* The creative SORMENCREA method which
develops creativity
through a problem
solving process known by
IDEAL
* Use of problem-solving
tool that encourage
disperse thought
General impact
Innovative impact
Aspect valued by
learners
Special circumstances
* teamwork
Impact on participants
motivation
New learning-teaching
methodology as
innovation
* teamwork
* opportunity to organize
ones time
* support of teachers
* learning aspects not
directly related to the
material
7 years
(underway)
* The SORMEN-CREA
method which develops
creativity through a
problem solving process
known by IDEAL
* Use of problem-solving
tool that encourage
disperse thought
* teamwork
Impact on participants
motivation
* opportunity to organize
ones time
?
* support of teachers
* learning aspects not
directly related to the
material
* teamwork
* teachers role as tutor
or expert
31
32
BAS
Diffusion of
entrepreneurial
culture
GBR
Find Your
Talent
programme
VET
VET
Educ.
Project aimed to
promote
entrepreneur
culture by: a)
initial training;
b)additional
training; c)
implementation
of mobility
projects;
c)implementatio
n of Innovative
Business Center
in Audiovisual
field
A programme
piloting 5 hours
(in and out of
school) of
culture per week
building on the
national
curriculum and
work of the
Governments
creative
education
project Creative
Partnerships
2-3 years
(throughout
the last
year of VET
training
(repeated
every year)
* development and
realization of business
plans, encouraging
introspection, inner
world , curious mind and
lateral thinking
87
No Ctry.
33
34
35
GBR
GBR
GBR
Title of BP
14-25
Academic Hub
Tyneside
Cinema
Cultural
Leadership
Programme
Target group
VET / Adult
VET
Adult VET
VET / Adult
VET / Working
life
Field
Nature of BP
The 14-25
Academic Hub
supports
collaboration
between
University of the
Art London,
several
secondary
schools and
further
education
collages.
Learning
Engagement and
Development
opportunities for
children, young
people, schools,
colleges,
individuals and
businesses
(courses,
projects, events)
Programme
seeks to benefit
the wider
creative and
cultural sector
(advertising,
design, historic
environment
etc) by providing
support and
development for
leaders in the
sector
Duration
Methods
36
GBR
VET
Programme
aimed to
develop pupils
and students
life skills
Innovative impact
Aspect valued by
learners
Special circumstances
* Impact on skills
development
(communication,
teamwork, negotiation
and problem-solving)
* students interchange
through mentoring
* sharing industry and
community contacts
Example of many events
Enslaved fashionshow in co-operation with
fashion professionals
Since 1937,
variety of
courses,
from 1
week long
to 1 year
long
projects
* e.g. Practitioner
Leadership Development
Placements
General impact
6- year
programme
(underway)
* awareness of what FE
and HE can offer
* raise of self-esteem
88
No Ctry.
37
38
39
40
GBR
GBR
GBR
GBR
Title of BP
Train to Gain
Service
Whitehall
Innovation Hub
Flanders
District of
Creativity
Edinburgh
International
Festival
Target group
VET / Adult
VET / Working
life
VET
VET
Working life
Field
Nature of BP
Programme
helps to plan the
workforce
development of
organizations,
collages,
universities,
training
providers etc.
Whitehall
Innovation Hub
aims supporting
innovative
thinking and
practice across
Whitehall
Duration
Methods
4 years
(underway)
Aspect valued by
learners
Special circumstances
* improved long-term
competitiveness of
organizations
* 78% of employers
happy with skills
brokerage services
* impact on skills
development
*creation of innovations
(virtual school)
* impact on
entrepreneurial creativity
Mission: Advancement of
social justice and relief of
poverty by removal of
barriers to ed
achievements and
employability
* better skills of
workforce
* Research and
consultancy work
* network formation
Started in
2008
FlandersDC is an
initiative
consisting of
several projects
aimed to
support
entrepreneurial
creativity
EIF aimed to
promote
cultural,
educational and
economic wellbeing of the
people of
Edinburg and
Scotland.( a
year round
programme of
education and
outreach work
Innovative impact
General impact
* GPS ( brainstorming
method) for Entreprises
* SAP Lounge
entrepreneurial creativity
day
* Annual conference on
entrepreneurial creativity
etc
* Young Critics
programme
* several workshops and
seminars
* Inspirational lectures
presented in schools
41
GBR
The Stephen
Lawrence
Centre/
Stephen
Lawrence Trust
VET
Centre/Trust
aimed
researching
ways to identify
gifted or
talented
individuals in
voc learning
Trust
established
in 1998
* under- and
postgraduate bursaries
and student scholarships
awarded
* advisement of
government departments
and businesses working in
the built environment
sector
89
No Ctry.
42
43
44
GBR
GBR
GBR
Title of BP
The Princes
Trust (The
Business
Programme)
Urban Learning
Space
JISC
Target group
VET
VET / Adult
VET / Working
life
VET
Field
Nature of BP
Programme
aimed to help
people to
explore and test
their business
ideas, write
business plans
and start their
own businesses
or achieve
alternative goals
in training or
work
C/T
ULS is an
innovative
learning lab that
supports project
design,
implementation
and evaluation
on public
learning spaces,
creativity and
multimedia
JISC
programmes
aimed to fund
infrastructure,
services,
innovative
projects and
studies.
Duration
Methods
General impact
Innovative impact
Aspect valued by
learners
Special circumstances
* Development of guides
covering all aspects of
starting a business
Since 1976
* Innovative tools
developed
* funding to set up
community projects
* Establishment of a
network of partners based
on education providers
and influential public
bodies
Since 2005
* Use of creative
engagement methods and
a range of research tools
and methods to gather
information needed to
design new models for
learning
* learning led projects,
innovation led projects
and event series
* innovative use of ICT to
support education and
research
9 years
90
No Ctry.
Title of BP
Target group
Field
Nature of BP
Duration
Methods
General impact
Innovative impact
Aspect valued by
learners
Special circumstances
45
IRL
Conflicts of
Interest
Adult VET
To meet postconflict,
reconciliation
and conflict
transformation
needs of
communities
affected by
State and
communal
violence in
Northern
Ireland.
8 weeks
* Use of advanced
technologies to
incorporate media critical
studies in analysis of
filmic portrayal of conflict
in Northern Ireland.
* Innovative engagement
with antagonistic
communities with lengthy
histories of intercommunal violence and
State repression.
* Use of structured
international comparative
analysis and incorporation
of peace building
interventions.
* Modular structure is
tailored to individual
learning needs.
* Use of innovative
learner accreditation
systems.
* Delivery method
flexible and tailored to
adult learning style.
* Cross-referencing of
academic and practical
examples. Participant
contribution is
encouraged through use
of story-telling and
creative outputs
especially photographic
and filmic representations
of conflict
91
*Strong experiential
component.
Community linkage, use of
film, use of individual
testimony, use of
international comparative
modules
No Ctry.
Title of BP
Target group
Field
C
46
IRL
Mediastacks
VET
Mult.
Nature of BP
The aim of the
training is to
give a variety of
media
production,
facilitation and
project
management
skills to
practitioners
working face-toface with young
people and to
increase their
capacity to
undertake
youth-in-action
projects
involving digital
media. By using
the stack of
media exercises
in various
arrangements
youth workers
can tailor the
media
experience
based on their
knowledge of
the young
persons needs,
capacity and
interests.
Duration
Methods
General impact
Innovative impact
Aspect valued by
learners
Special circumstances
* Youth at risk
The methodology is based
on non-formal learning
and involves group work,
team based tasks and
participant led activities.
The training focuses in
particular on
2 weeks
92
Digital creative
expression, development
of products, learning
arising from increased
competence and technical
expertise
No Ctry.
47
48
IRL
IRL
Title of BP
Cultr
celebrating
diversity
Quality and
Learning:
project
initiatives
Target group
Adult VET
Field
Nature of BP
The impact of
inward to
migration in
recent years has
been profound.
At local level few
initiatives were
promoted to
develop
language
competence or
intercultural
contact.
Cultr provide a
drop in centre
facility for ethnic
minorities living
in Co. Meath
who need advice
and information
on a range of
issues with
translation in a
number of
languages
facilitated by
both staff and
volunteers.
T
Working Life
Qual.
Syst.
The emphasis
has been to
create a
valuable on-line
educational
resource centre
(for parents,
carers, school
boards of
management,
teachers
/educators)
Duration
Ongoing
Methods
Language training;
cultural events; storytelling; capacity building;
focus on rights seminars
General impact
Innovative impact
ongoing
Innovative use of
methodologies,
techniques and tools
within a framework of
quality management and
knowledge transfer in
highly specialized sector
(significant physical
disability).
93
*Strong emphasis on
total-organization
engagement. The strategy
was to engage trainers,
educational staff,
management and families
in meeting the needs of
diverse learners with
significant challenges in
terms of disability.
*Innovation was directly
dependent on innovative
management systems,
quality based and
referenced to
independently assessed
needs and outcomes.
Aspect valued by
learners
Language training;
information retrieval;
intercultural awareness.
One-to-one advice and
mentoring on integration
modalities.
Special circumstances
* NGO sector
*Assistive technology is
critical (context is
significant physical
disability)
PART 3.
Final conclusions
94
FINAL CONCLUSIONS
that
promote
creativity
and
innovation.
The
analytical
intermingled
(sometimes
synonymous)
use
of
innovation,
95
associated
with the
ability
to learn in
constantly
changing
humanity as a whole.
7.
A continuum.
96
10.
11.
eminence
creative
energy
deployed
to
maintain
competitiveness.
However,
the
development
of
new
14.
16.
97
18.
19.
20.
21.
22.
conceptions:
entrepreneurial
formation,
education
for
98
innovation
outcomes
are
meaningful
to
individuals
and
26.
99
creative
processes
outside
specific
socio-cultural
contexts
risks
Need
Freedom
Interaction
Environment
These concepts embrace most of the key factors emphasized both by the
theoretical work and different best practices. We can see them as
macrocategories to help analysis, selection and transfer of good practices of
creative learning while keeping intact criteria of difference and diversity.
Need is a root from which creative and innovative processes emerge. It can
be
understood
as:
survival,
troubleshooting,
genesis
of
problems,
includes:
nature,
closed
environments,
open,
virtual
10
0
for
interpreting
and
constructing
concrete
methodological
10
1