Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning
Hämäläinen, R., & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning. Educational Research Review, 6(3), 169-184. https://doi.org/10.1016/j.edurev.2011.08.001
Julkaistu sarjassa
Educational Research ReviewPäivämäärä
2011Tekijänoikeudet
© 2011 Elsevier Ltd. This is a final draft version of an article whose final and definitive version has been published by Elsevier.
The role of teacher is increasingly related to designing and arranging collaborative learning
situations in which fruitful and creative group work may occur. This thematic review presents
recent studies on creativity and collaborative learning from the perspective of the teacher as
conductor of learning processes. The precondition for the design and orchestration of these
kinds of learning situations is analysing and understanding of creative and collaborative
processes and their contextual adaption. Thus, the first section of this review focuses on the
theoretical vantage points of creativity and collaborative learning mainly from socio-cultural
perspective. Based on this theoretical grounding, the second section describes principles for
orchestrating productive collaborative learning and supporting creativity from the teacher’s
perspective. We discuss three dimensions related to how teachers can bring about
collaborative learning and creativity: (1) general pedagogical bases, (2) teachers’ pre- and
real-time activities and (3) opportunities and challenges for teacher activities. The review is
concluded with theoretical and practical implications regarding collaborative learning and
creativity.
...
Julkaisija
ElsevierISSN Hae Julkaisufoorumista
1747-938XAsiasanat
Alkuperäislähde
http://www.sciencedirect.com/science/journal/1747938XJulkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/20809655
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