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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:

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

...and this table provides further details on the summative assessments for this module.

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

Indicative Reading List

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.

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