Abstract:
Domain-specificity is a long debate issue in creativity education (Kaufman and Baer, 2005). Is creative learning in courses of HKIEd domain-specific or producing generic outcomes? Study has criticized that there are only evidence of near transfer, but not far transfer of creative learning. Whereas, other educators comment “there is no point to education apart from transfer…”. For long, the transfer of learning is assumed in many of our courses, however, there is no research evidence to support this assumption. In HKIEd, the evaluation of courses focuses mainly on immediate and localized learning outcomes. The delayed and transferred learning outcomes were seldom studied. In the coming years from 2013, there would be the new 4/5-year curriculum, the expansion of General Education (GE) courses and also Department of Cultural and Creative Arts (CCA) and Department of Science and Environmental Studies (SES) would offer a minor titled “Creativity through Arts and Science”. The transfer of learning is a pivotal component to the success of this minor and other thinking-related courses. In such a critical time, launching a TDG project to study the transfer of learning is certainly timely.
This study would adopt the model of “transfer of learning” from literature. It would take two GE courses offered by SES as cases of study. They are “Exploring Creativity” and “Understanding science and human creation through toys”. Both of them focused on the learning of creativity. In design, their original aims are not confined to the tasks/domains specified, but to transfer the creative learning to other daily-life and learning domains. To attain this purpose, exercises on transfer and metacognitive thinking are emphasized in the courses. This project aims at conducting a longitudinal study on the students who have taken these two courses in the recent two cohorts, and follow them up for one year to investigate how immediate and delayed transfer of creative learning occurred, and to evaluate the ultimate impacts of the courses on their teaching, learning and daily-life.
Code:
T0115
Principal Project Supervisors:
Subjects:
Start Date:
01 Apr 2012
End Date:
31 Mar 2014
Status:
Completed
Result:
Special measures to encourage transfer of creative learning were developed and implemented in two creativity-conducive GE courses in HKIEd. The project team completed the case studies of 40 students taking these two courses. Students were interviewed immediately after and one year after the courses. The project team also followed up the students after their graduation. Interview transcripts were wrote and analyzed, and a questionnaire was designed to students in these two courses as pre-tests. More than 80 samples were done. The detailed results were presented in two seminars/ conferences, journals, etc.
Impact:
The project makes an impact on learning and teaching in the following ways:
Production at a list of curriculum, pedagogical and assessment strategies/ measures for facilitating and assessing transfer, integration and sustainment of creative learning are developed.
Presentation at seminars/conferences
Publication via journal articles
Deliverables:
Cheng, M. Y. V. (2014.02). Is It Just for Fun? A Re-evaluation of Creative Learning in a Tertiary Toy Course. Paper presented at the Learning and Teaching @HKIEd 2014 Mini Conference, The Hong Kong Institute of Education, Hong Kong. https://repository.eduhk.hk/en/publications/e0848992-9b9b-4268-991d-677a...
Cheng, M. Y. V. (2014.05). Self-initiated Transfer of Creative Learning – An Amazing Journey of Students. Paper presented at the Seminar on Teaching Development Grant (TDG) Projects (II), The Hong Kong Institute of Education, Hong Kong. https://repository.eduhk.hk/en/publications/936a6723-29e6-46be-9acd-ad6e...
Financial Year:
2011-12
Type:
TDG