TwitFic', Twine, and Student-Centred Learning: Combining Creativity and Coding in the Classroom
Journal Title: Africa International Journal of Management Education and Governance - Year 2017, Vol 2, Issue 3
Abstract
This paper explores the most effective way to teach creative problem-solving in a variety of classroom environments, from a traditional face-to-face course structure to distance-learning to individual workshops. Creative problem-solving is a crucial skill in a global, local, or 'glocalised' economy. Whether creativity can be taught and if so, how, has been covered extensively (Best, 1982; Lindström, 2006; Fasko, 2001; Cropley, Westwell, & Gabriel, 2017), but very little research examines the specific use of digital media and mobile applications in an interdisciplinary learning environment (Clark, Hergenrader, & Rein, 2015). Multimodality, social media, and interactive story-telling tools such as the program Twine combine the arts and sciences in a way which allows students to learn both analytical and creative problem-solving techniques while encouraging ingenuity and self-motivated discovery. Through a combination of comparative analysis, classroom observation, and original research, this paper describes best-practices and example case studies for teachers and facilitators interested in fostering an effective, sustainable learning environment. By incorporating creative writing projects, students can apply their own knowledge and context to any particular learning outcome, proving that they have integrated the information and synthesised it in a way which makes it more personal and relevant to their lives. Whatever students' future careers paths, creative writing in a digital medium gives learners a broad range of practical, adaptable skills for the modern job market while remaining local, student-centred, accessible, and applicable to their spheres of knowledge.
Authors and Affiliations
Sarah Tytler
Keywords
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