Module EFPM916 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM916: Thinking Skills and Creativity in the Internet Age
This module descriptor refers to the 2019/0 academic year.
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
The first cluster of sessions will focus on several theories underlying the idea of teaching thinking in the context of the Internet Age. You will engage with theories of thinking and teaching thinking, as well as theories in creativity and creative thinking, including theories linking communications technology and social networks, group learning theories and theories of cognition and meta-cognition.
In the second cluster of sessions, you will be introduced to a number of approaches to teaching thinking, including group thinking, and creative thinking and you will be asked to consider the relationship between teaching thinking and the wider school culture. You will also be able to discuss and reflect on possible education futures in relation to teaching thinking and creativity and focus on new directions in teaching thinking and new research on thinking skills and cognition.
There will be plenty of opportunity to discuss ideas with peers, both through online media and face-to-face in seminars.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30.5 | 269.5 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30.5 | 10 sessions of 3 hours each. Face-to-face seminars (Campus) and online moderated seminars or webinars (Online) 1 x 0.5 hour tutorial |
| Guided Independent Study | 10 | Reading or viewing tasks given as preparation before sessions |
| Guided Independent Study | 10 | Commenting online in response to specific tasks given in sessions. |
| Guided Independent Study | 100 | Supervised research for the essay task |
| Guided Independent Study | 30 | Supervised research for the presentation to peers |
| Guided Independent Study | 50 | Participation in wiki |
| Guided Independent Study | 69.5 | Guided online research and discussion |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Banaji, S. & Burn, A. (2010) (2ndedition) The Rhetorics of Creativity: A Review of the Literature, London, Arts CouncilEngland. http://www.creativitycultureeducation.org/research-impact/exploreresearch/the-rhetorics-of-creativity-a-literature-review,58,RAR.html
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for 'mini-c' creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73-79
Boden, M. (2004) The Creative Mind: Myths and Mechanisms, (2nded) London: Routledge
Brown, John Seely and Douglas Thomas. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace.
Craft, A. (2005). Creativity in Education: tensions and dilemmas. Abingdon: RoutledgeFalmer
Dweck, C. S. (2012). Mindset: How You Can Fulfil Your Potential. London: Constable & Robinson Limited.
Flynn, J. R. (2009). What Is Intelligence: Beyond the Flynn Effect(expanded paperback ed.). Cambridge:Cambridge University Press.
Larkin, S. (2010). Metacognitionin Young Children. London: Routledge
Lucas, B. and Claxton, G. (2010) New Kinds of Smart; How the science of learnable intelligence if changing education. Buckingham: Open University Press.
Littleton, K. and Mercer, N. (2013). Interthinking: Putting talk to work. Abingdon: Routledge.
Perkins, D. N. (1995). Outsmarting IQ: The Emerging Science of Learnable Intelligence. New York: Free Press.
Salomon, Gavriel (1997). Distributed cognitions: Psychological and educational considerations. Cambridge University Press.
Sternberg (ed). Handbook of Creativity. Cambridge: Cambridge University Press.
Trilling, B & P. Hood, (2001) “Learning, Technology and Education Reform in the Knowledge Age, or ‘We’re Wired, Webbed and Windowed, Now What?’”, in C. Paechter, R. Edwards, R. Harrison, & P. Twining, (Eds.), Learning, Space and Identity, Paul Chapman Publishing & The Open University, London, UK, 2001. Also at: http://www.wested.org/cs/we/view/rs/654
UNESCO (2005). Towards Knowledge Societies: Unesco World Report. [www.unesco.org/en/worldreport]
Wegerif, R.B. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179-190.
Wegerif, R. (2013). Dialogic: Education for the Internet Age. London and New York: Routledge.
Wegerif, R, Kaufman, J. C. & Li , L., (2015) Routledge International Handbook of Research on Teaching Thinking. Routledge.
