Creativity techniques and creative tools for problem solving This A to Z of Creativity and Innovation Techniques, provides an introduction to a range of tools and techniques for both idea generation (Creativity) and converting those ideas into reality (Innovation). Like most tools these techniques all have their good and bad points. I like to think of these creativity and innovation techniques as tools in a toolbox in much the same way as my toolbox at home for DIY. For the future, the aim is to also have sub-categories which will identify Techniques for; Problem Definition - including problem analysis, redifinition, and all aspects associated with defining the problem clearly. Special thanks to the Open University for their kind permission to use material from their publication B822. Subcategories This category has the following 5 subcategories, out of 5 total. Pages in category "Creativity Techniques" The following 192 pages are in this category, out of 192 total.
Productive Strategies: List of Academic Lecture Podcasts I discovered early on that an iPod or MP3 player full of good spoken audio content went a long way toward keeping me productive when traveling, doing yard work, exercising, etc, but the charges from audible.com and buying CDs adds up quickly. Podcasts can automate the process of getting content and lower the cost, but much of the content available has more in common with radio entertainment than a well written book. Several universities are making lectures available as Podcasts. Not every class is work well on an iPod, but the content is much more directed toward people who want to learn and not just be entertained. Of course the flip side of this is that some professors are boring in person, to say nothing of listening to their recordings on an iPod. You may need to look around to find someone who is interesting to listen to, but once you find the right feed, you have a tremendous amount of content regularly published for entire semester. Purdue University: University of Washington:
Welcome to Berkeley Lab's Center for Science & Engineering Education Authentic Assessment Toolbox Home Page to the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning. Inside, you will find chapters on A good place to start -- In this chapter I identify the characteristics, strengths and limitations of authentic assessment; compare and contrast it with traditional (test-based) assessment. Why has authentic assessment become more popular in recent years? After a brief overview, follow a detailed, four-step process for creating an authentic assessment. All good assessment begins with standards: statements of what we want our students to know and be able to do. Authentic assessments are often called "tasks" because they include real-world applications we ask students to perform. To assess the quality of student work on authentic tasks, teachers develop rubrics, or scoring scales. A guide to constructing good, multiple-choice tests, to complement your authentic assessments Wonder what a term means? Jon's Book
edrsch Wilerson, L. and Gijselaers, W.H., Bringing Problem Based Learning to Higher Education: Theory and Practice, New Directions for Teaching and Learning, No. 68, Winter 1996. "Let Problems Drive the Learning" ASEE Prism (staff article), 30-36, October 1996. Woods, Don, Problem-Based LearningL How to Get the Most From PBL, McMaster University, 1996. Woods, Hrymak, Marshall, Wood, Crowe, Hoffman, Wright, Taylor, Woodhouse, and Bouchard, "Developing Problem Solving Skills: The McMaster Problem Solving Program," Journal of Engineering Education, 86(2), 75-92, April 1997. Norman, G.R., & Schmidt, H.G., "The psychological basis of problem-based learning: A review of the evidence," Academic Medicine, 67(9), pp. 557-565, September 1992. Stepien, W., & Gallagher, S., "Problem-Based Learning: As authentic as it gets," Educational Leadership," pp. 25-28, April 1993. American Association For the Advancement of Science, Science for all Americans, New York: Oxford University Press, 1990. Resources: PBL in K-12
Google Scholar EMC/Paradigm: College Resource Centers This textbook is designed with productivity tools that will guide your study. Before You Read Each Chapter Read through the chapter outline before you read the chapter. It provides a road map for the content to follow. While You Are Reading Highlight or underline key points as you come across them in the textbook. After You Have Finished Reading Each Chapter Re-read the Clinical Summary. One Final Note Although your schedule will not always allow it, it is best to study a chapter prior to attending the lecture that will cover that chapter content.
Accessible Writing Chicago-Area Independent Schools News and Information About Education Issues Main Page - Crinnology - Creativity and Innovation FindLaw for Legal Professionals - Case Law, Federal and State Resources, Forms, and Code Please don't call me professor [an error occurred while processing this directive] January 4–11, 1996 slant A young college prof attempts to get down with his students, dude. By Jason Wilson "I went to see Hole last night," I said. "I went to see Hole last night," I repeated. It was a true story. The girls in the back row gave me fake smiles. "No," I said. I rolled down my sleeve and gathered my notes on Writing the Process Analysis Essay. Then, like a damned fool, I passed them out. I was teaching college freshmen for the first time and I was really, honestly trying to bond with my students. I was severely misguided, to say the least. Each time I protested, "I'm Jason, dude. Linda sat up straight and said, "Eeeeww, my last boyfriend was 24. I tried to gain credibility and acceptance by virtue of the teaching materials I used. They didn't catch references to Atari "Combat." Jessica was the only one in the class who shook her head knowingly, "Oh yeah, Pop Rocks. More laughter ensued from the class.
A unique collection of thousands of videos, images and fact-files illustrating the world's species Wildscreen's Arkive project was launched in 2003 and grew to become the world's biggest encyclopaedia of life on Earth. With the help of over 7,000 of the world’s best wildlife filmmakers and photographers, conservationists and scientists, Arkive.org featured multi-media fact-files for more than 16,000 endangered species. Freely accessible to everyone, over half a million people every month, from over 200 countries, used Arkive to learn and discover the wonders of the natural world. Since 2013 Wildscreen was unable to raise sufficient funds from trusts, foundations, corporates and individual donors to support the year-round costs of keeping Arkive online. As a small conservation charity, Wildscreen eventually reached the point where it could no longer financially sustain the ongoing costs of keeping Arkive free and online or invest in its much needed development. Therefore, a very hard decision was made to take the www.arkive.org website offline in February 2019.