Monday, August 3, 2015

Unit 4: Fostering Creativity through Student Ownership

I recorded interviews with Stacy and Adam Croom this week (Adam is the Director of Digital Learning at the University of Oklahoma), and the biggest theme that emerged was student ownership – getting students to take greater ownership of their learning. I asked both of them how they facilitate student ownership in their teaching, as well as the benefits of student creation in general.

Stacy Zemke – Helping Students Take Ownership

In my conversation with Stacy, she talks about the different ways she designs her courses to facilitate student ownership. Her ideas include: 1) having students participate in the construction of the course syllabus; 2) allowing students to define their discussion assignments; 3) Asking students to post content to Wikipedia.

Adam Croom – Involving Students in the Creative Process

Adam is a big fan of encouraging student creativity and getting them to be participants in the process of invention. In the video below, he talks about the challenges and rewards associated with getting students to construct new forms of knowledge.


1. As I think about these conversations, several questions spring to mind. Feel free to chime in with answers, or to add your own questions to this list by posting a comment.

2. How can you balance the need to teach the content that is "required" for a course while, at the same time, giving students the freedom to design/create their own experience?

3. What are some ways you’ve added creative activities to your teaching? What worked well, and what would you change?

4. How can we adapt creative processes from specific disciplines (for example project critique from Fine Arts, or discovery based science labs) and integrate them into the courses of other disciplines?

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