Leveraging creativity to engage students in an agile ecology for learning

Huijser, Henk and Kek, Megan Y.C.A. and Abawi, Lindy A. and Lawrence, Jill (2019) Leveraging creativity to engage students in an agile ecology for learning. Student Engagement in Higher Education Journal, 2 (3). pp. 138-153.

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Abstract

This article explores the concept of an agile ecology for learning and its potential in leveraging creativity to engage students. Creativity is both seen as something that students bring with them from different part of their lives, across different formal and informal learning environments, but it is also seen as something that can be encouraged and developed through deliberate design of learning experiences and environments. The agile ecology for learning is fundamentally about blurring boundaries between informal and formal learning environments. A case study of a Closed Facebook group managed by students is used as a case study to illustrate the potential of using an agile ecology for learning as the underlying ‘map’ for learning design. If done well, we argue that this allows us to leverage creativity in students as both a tool of engagement and a crucial component in the development of a way of being for students whereby using their creativity in critically reflective ways becomes the norm.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Humanities and Communication (1 Mar 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 02 Jul 2020 01:14
Last Modified: 20 Jul 2020 03:14
Uncontrolled Keywords: agile ecology for learning; learning design; creativity; student engagement; critical reflection
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
URI: http://eprints.usq.edu.au/id/eprint/38442

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