What do you do if problem-solving in higher education feels stagnant without creativity?

O grande "pulo do gato" estará sempre na forma como você investe na atualização e no aprimoramento do conhecimento do seu corpo docente. Não me refiro apenas à aplicação de metodologias ativas, mas sim, na incorporação de uma cultura de aprendizagem permanente pautada na aplicabilidade do conhecimento. Como fazer? Pergunte-se como gestor acadêmico: o meu docente é capaz de relacionar a teoria à prática, a partir de exemplos cotidianos do mundo do trabalho? Meu docente sabe diferenciar uma oficina de uma aula de laboratório clássica? Meu docente é capaz de inserir o aluno no universo do trabalho? Enfim, repito: as soluções estão associadas à valorização do corpo docente e este esforço deve fazer parte das políticas de recursos humanos...

In the seminar I teach we address this problem by pointing to the industrial model of education, which the university exemplifies. We note how this model can reduce education to a factory line, where teachers are workers and students are products, and how this relates to commodification and consumption. We discuss how the Chinese system, culminating in the gaokao or university admission exam, often extends this culture down to a pre-kindergarten level, reifying students with a near-totalizing "submission to authority" culture that's often at odds with creativity and learning from failure. These discussions in tandem with others try to foster critical consciousness, which might be useful for improving creative thinking and problem solving.

Our program trains screen production generalists and failure is key to the interative process of development, testing and realisation. Assessment can work against creativity for learners so with critical making, whether it is cinematography, production design or screenwriting, we maintain a formative dialogue and end each week with a reflection session to allow room for ambiguity, interpretation and self assessment as students check-in with their work. We fail forward, we make and we remake, then at some point we have to walk away and say that the work is done.

You don’t get to a trillion high-quality tokens to be ingested without the creativity, skills, and knowledge of well-educated and experienced people. The Artificial General Intelligence (AGI) will learn from failure a billion times faster than we can in simulated environments. We want the AGI to always succeed in the real world to help humanity. Can higher education survive a ubiquitous AGI? Current failures of rejecting simple ancestors of the AGI were telling. Higher education has already found great difficulty responding to changes in the intellectual landscape. First hand-copied books, then mass printing, faster communications finishing with the internet. In the near future because of AGI I think the ivory tower will start to crumble.

Failing is necessary to achieve anything significant. Without risk there is no achievement. Overcoming obstacles is what we seek, without that nothing is gained.

Los equipos con diversas experiencias profesionales y de vida, contribuyen ampliamente con diferentes perspectivas para resolver problemas complejos. Las lecciones aprendidas que cada miembro del equipo trae reduce la curva de aprendizaje y enriquese el desarrollo de las soluciones o ideas. Tambien el enfoque es importante, algunas personas tienen una mirada macro otras una mirada micro, algunas personas tienen una mirada sistémica, lo que permite ir más allá de los limites del analisis inicial, inclusive pensar en los efectos futuros de una decisión.

I teach the performing art of music: Which is constant individual creation. It stresses most students greatly. A rehearsing and performing ensemble is a diverse team, united like a flock of swirling shorebirds, to create music in real time. The creative aspect of this is not really stressed in universities, where a music ed degree is the norm, and it is assumed the musicians are all going on to lives of teaching the children of others. It is not even stressed within the music and music ed departments. Creativity is/are the fine arts! But these programs are shrinking nationwide, as the curricula do not include "how to live a successful life in any field" In fact, these discussions are practically forbidden, out of fear.

The lack of diversity in thought processes severely restricts the generation of effective solutions for problems within an institution. In navigating the job market, it is imperative to conduct thorough research into the cultural dynamics of prospective workplaces and the educational backgrounds of their employees. If a significant portion of the workforce hails from the same alma mater, it may indicate a limited spectrum of ideas and experiences being valued. Consequently, frustration may ensue when desired changes fail to materialize or when camaraderie and collegiality deteriorate over time. Yet, it is crucial to remain engaged in matters that you are most passionate about and that is one of the best aspects of being a faculty.

It can be really effective (and useful for institutional buy-in) if your team includes people with a range of skills and experiences. Try and include representation of as much of the institution as you can, appropriate to the size of the team! Consider whether you have part time, fixed term, racialised, LGBTQ+, experience of caring, lower grades, etc. in your team. Also consider the skill mix and interest, and not just including people based on job role relevance. If you need to review data, find interested people who have those skills from across the university; same for communications, project management, research, etc.

When hiring employees for our practice, we seek people who have expertise that aligns with the needs of our high school student clients. That might sound obvious, however, there is a difference between serving those with diverse needs and interests and being knowledgeable about those needs. Our team has former college athletes, disability experts, professional writers, teachers, and those with prior experience counseling students and families. They are of various ages, genders, and nationalities. We celebrate our different perspectives and believe they result in delivering more creative services and solutions for our clients.

Generar espacios adecuados con equipos y materiales para experimentar y prototipar las ideas. Pero sobre generar los momentos adecuados para el uso de estos espacios, se debe promover que sea una actividad permamente, no solo cuando se tiene problemas, sino para mejorar de manera continua.

"Imagine a restaurant. A basic one can serve good food, but a well-designed one with a creative atmosphere will make you want to visit it whenever you're hungry. It's the same with education. A teacher who teaches like a storyteller makes learning more enjoyable and creative."

1. Early in my career, a rigid teaching style yielded poor results. I pivoted to a more interactive approach, sparking student engagement & thinking. This "failure" became a valuable lesson in fostering creativity. 2. The Power of Trial: Fear of failure can stifle innovation. I encourage calculated risks in my classroom, allowing students to explore new ideas and learn from mistakes. This fosters a growth mindset and leads to unexpected breakthroughs. 3. Reimagining Learning Spaces: Traditional classrooms can hinder creativity. I've included flexible furniture, collaborative areas, and nature elements into my classroom. This shift gives a sense of freedom and exploration, encouraging students to think outside the box.

É crucial proporcionar espaços criativos e colaborativos onde os estudantes e professores possam se reunir para brainstorming, prototipagem e colaboração. Ambientes que incentivam a liberdade de expressão e o pensamento fora da caixa são fundamentais para promover a inovação no ensino superior.

Para que uma instituição de ensino seja inovadora, não pode haver apenas um projeto. A instituição, como um todo deve ser inovadora. Podemos dividir a inovação em três áreas: pedagógica, processos e infraestrutura (espaços). Para que tenhamos uma instituição contemporânea, que realmente prepare seu estudante para o mundo do trabalho moderno, devemos atender a estas três áreas. No quesito infraestrutura, pode-se ser feito, mas instituições, o Espaço Maker. Estes são lugares que permitem que a criatividade do estudante seja estimulada. É um local onde o protagonismo do estudante é incentivado.

El enfoque interdisciplinar es fundamental; más aún, es la esencia del conocimiento. Al inicio de su edad escolar, los niños van acumulando conocimientos estancos, por asignaturas, sin conexión entre ellos. La sabiduría empieza cuando uno mismo va relacionando unos con otros y diluyendo las fronteras entre materias. El punto culminante es cuando se llega ahí entre diferentes personas, cada una con su trayectoria, compartiendo para alcanzar el objetivo común.

Para fomentar la resolución creativa de problemas en la educación superior, se puede adoptar un enfoque interdisciplinar que promueva el "pensamiento fuera de la caja". Esto implica combinar perspectivas de diferentes disciplinas, fomentando la colaboración y el intercambio de ideas innovadoras. Las metodologías como el design thinking, el aprendizaje basado en retos y la gamificación pueden impulsar la creatividad y el pensamiento divergente en los estudiantes.

Un enfoque interdisciplinario implica combinar conocimientos, perspectivas y metodologías de diferentes disciplinas para abordar un problema desde múltiples ángulos. donde diferentes expertos trabajan en el mismo problema de forma independiente, sin una integración significativa de sus enfoques. Rompe barreras: La colaboración interdisciplinaria puede derribar las barreras entre las disciplinas, fomentando la comunicación y el intercambio de ideas, lo que lleva a una mejor comprensión del problema en su conjunto. Fomenta la creatividad: La interacción entre diferentes disciplinas puede generar ideas creativas e innovadoras que no podrían surgir dentro de los confines de una sola disciplina.

Cuando la resolución de problemas en la educación superior se siente estancada, es importante adoptar un enfoque proactivo para identificar las barreras que puedan estar impidiendo el progreso. Partir de un análisis detallado de la situación actual para identificar los problemas específicos que se están enfrentando. Fomentar un ambiente de colaboración entre profesores, estudiantes y personal administrativo para generar ideas innovadoras y soluciones creativas. Buscar la opinión de expertos en el campo de la educación superior para obtener una perspectiva externa y nuevas ideas para abordar los desafíos. Explorar nuevas tecnologías y metodologías educativas que puedan ayudar a superar las dificultades actuales.

Embracing Interdisciplinary Approaches: Leveraging Diversification in Academia 🌟 As scholars, we often find ourselves navigating the complex landscape of academia, constantly seeking new avenues of knowledge and understanding. One powerful tool in our arsenal is the adoption of interdisciplinary approaches, where we draw from multiple fields to enrich our research and teaching. But beyond the intellectual benefits, embracing interdisciplinary perspectives can also grant us leverage within the university setting. When a scholar embraces interdisciplinary approaches, they open themselves up to a world of possibilities. No longer confined to the boundaries of a single discipline, they gain a broader perspective.

Military organizations use after action reports to analyze successes, failures, recommendations for future success or improvement. Unfortunately, this practice is not common in higher education, but it should be. Failure to review projects is a missed opportunity to grow, share, and provide leadership training.

A major component to enhance the reflective practice in HEI is through “faculty autonomy with self accountability”. The norms of “faculty’s ability to take charge of his or her own task of learning” focuses on 3 major areas viz., teaching & learning; research & publications; and industry led executive education. Under the above circumstances, faculty members are entitled to operate freely and independently without the interference in day to day activities. However, a rigorous review process to be streamlined in a phased manner to monitor and facilitate their creativity and overall performance of the responsibilities through transparent processes. HEIs need to be high performers and model of Ivy League, in terms of being world class

in my humble opinion the creativity come with analysis, critical thinking and acceptance for failure and having the liberty to think differently which lack in higher education. if our mission doesn't match with our policies how can we support the idea of creativity. a research conducted about culture of universities in our area having a result of "that dominant culture is clan culture" how can we become problem solver or creative when we doesnt have such a culture?

Reflexionar sobre los resultados es fundamental. Qué he hecho bien y puedo mejorar; qué he hecho mal y debo cambiar radicalmente. Una introspección del logro es lo que ha hecho moverse a la Humanidad, el avance científico, la prueba y error. Ninguno nacemos sabiendo nada; aprendemos de nuestros errores y fracasos, y de la experiencia de los demás.

Una de las dificultades de la gestión en la educación superior es que la dinámica de los problemas urgentes impide una adecuada reflexión. Se puede creer, erróneamente, que detenerse a pensar es perder el tiempo el tiempo. Sin embargo, lo que de verdad hace perder el tiempo es creer que los problemas se solucionarán automáticamente sin un cambio de estrategia. Por eso, la reflexión detallada, muchas veces ayudada por personas de afuera de la institución, ayuda a tomar nuevas perspectivas y encontrar soluciones para problemas que parecen endémicos. Esta práctica, puede requerir una renovación de equipos pues una vez que está instalada una cierta lógica en un equipo es difícil cambiarla sin una renovación parcial de sus integrantes.

Well, if you're feeling like problem-solving in higher education has hit a roadblock, it's time to ignite your creativity and continue learning. As a leader in education, it's crucial to keep the fire of innovation burning bright. Seek out new ideas, perspectives, and best practices, and don't be afraid to think outside the box. Engage in conversations with colleagues and experts, and don't shy away from trying new approaches. Remember, creativity is the spark that can reignite your problem-solving process and lead to breakthrough solutions. Keep learning, keep growing, and keep pushing the boundaries of what's possible in higher education.

Sure, continuous learning can help address a problem from a new perspective, but the type of learning will inevitably determine your success at breaking through. The most effective continuous learning for higher ed problem solving is primary research. So often, we make assumptions based on what has been done historically or what we think we know about our audiences. Go back to the beginning and clearly define the problem you are trying to solve. Understand your specific goals and audience - who are they, what do they care about, and what do we want them to do? Well-executed primary research unlocks insights that spark solutions to years-old issues. It will also give you the confidence and buy-in from key stakeholders to try a new solution.

Always try to catch some online learning webinars etc.. coz engaging in learning activities enables knowing the latest and most creative strategies.. Learning from experiences is my favourite..

Continuous learning is vital for higher education educators to stay updated with advancements, adapt teaching methods to diverse student needs, and foster professional growth. It promotes cultural competency, prepares educators to address global challenges, and sets a positive example for students. Overall, it ensures educators provide relevant, engaging, and high-quality learning experiences while inspiring lifelong learning in students.

Most things in modern America are fake. Most college professors are lightweights who do mickey mouse research & stink at teaching. John Boyd, the great pilot genius, said, "You have to decide: do you want to do something, or be somebody? To get promoted you have to be a mediocre butt kisser. But to achieve something great, you have to be a maverick. Problem is the great work is usually NOT reimbursed, and often gets the achiever in trouble. In a practical sense, one often has to do some common menial task like be a conventional doctor = to make money. Then do creative research for free. America is self destructing, and the monopolies with the big money reward mediocrity, not excellence. That's just the way it is.

Being in the technical field of computer science & applications, it has often happened that problem-solving became a mundane task after a few initial sessions on programming. One thing that I've found helpful in such a situation is involving students as co-creators, by asking them to bring in their ideas & perspectives to solve a problem at hand. It is better to let them use their own thought-process and come up with something they find suitable. Students often bring unique insights & innovative solutions, that can later be refined to become effective. This sense of involvement, & being heard, eventually leads to a confident student, thus achieving the inherent goal of "Higher Education".

When you notice a lack of creativity involved in a space that may be getting stagnant, you can always be the change. You can bring the creativity to the projects and pursuits that are most important to you. Sometimes folks can think "outside the box." But there are other times when you have to show in real-time what "out the box" looks like. I'm always pushing for creative and innovative ways to approach the most mundane processes. Otherwise you submit to the slow brain drain. As educators, we have to push ourselves to be nimble and keep searching for the next, new, hotness!!!