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Programme - Creatvity


Embodied Learning: Fostering Creativity in Open-Space Teaching
Stephen Purcell (English and Comparative Literary Studies)

This presentation and workshop session will present a few ideas about the role of embodiment in teaching and learning. Steve draws upon his various experiences as a theatre director, workshop leader and lecturer to reflect upon the effects of embodiment on both physical/intellectual engagement and metaphorical/creative thinking. The session will naturally involve a practical workshop, and participants will be encouraged to discuss their own teaching and learning experiences.

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Creative Learning for Student Engagement
Grier Palmer and Ashley Roberts (Warwick Business School)

This session features ‘staged’ performance demonstrations by students and tutors from several Undergraduate modules accompanied by an explanation of the pedagogy, reflection by the students and tutors and a workshop discussion. The student performances will include dramatized critical thinking, presentation of blogs and assessment submissions – including film, podcast and websites. Students will share their reflections, the processes, collaborative learning and their development of confidence to be original and creative. The tutors will present the pedagogy underpinning the modules and the creative learning processes – and participate with the students in a fishbowl discussion – which the audience can join. The pedagogy includes Open Space learning, experiential and collaborative learning, design and performance educational stimuli. Also fun- and the prominent role of the emotions.

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Student as Researchers and Innovative Critical Writers
Cathia Jenainati (English and Comparative Literary Studies) and Cate Mackay (Library)

Working in collaboration Cathia and Cate have developed an e-book of commonplace to support the teaching and learning process for the ‘North American Women Writers’ module. Students write on a weekly basis and record their reflections and critical analyses on the texts read. Students experience a particular form of interacting with texts, namely the practice of Commonplacing that was prevalent in the early 19th century. They then use an online platform to transfer this early form of literary engagement to the 21st Century. The format of this e-book is through a blog, ‘Locus Communis’ and this online space has been used for teaching, setting tasks and activities, interacting with students for revision and assessment. During this session you will be invited to look through a selection of entries that include personal interviews, YouTube songs, video clips, images and music and you will have the opportunity to reflect on how you could use this format in your own teaching.

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Quality Teaching Spaces: The Refurbishment of the Ramphal Building 2012

The purpose of this research project was to analyse the impact of the refurbishment of eight teaching rooms in the Ramphal Building carried out in the summer of 2012. The research was carried out between January and February 2013, assessing the impact on students and staff after the first full term of teaching in the refurbished spaces October to December 2012.

The specific objectives of the research were to answer the following questions:

• How successfully did the Ramphal project achieve its main objectives?
• How did the project match its projected outcomes?
• What impact has the project had on teaching and learning?

The resulting short film and presentation elucidate the results’.

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