My most recent conference presentations focus on the relationship between education, technology, and the world of design and innovation. This video reflects on innovation and creativity in a manner that is well-aligned with my current thinking on the subject. Simply put, creativity needs to be bigger part of how we approach teaching and learning. Video by Kristian Ulrich Larsen 


  1. I saw an inspiring demonstration of infusing creativity into the teaching of mathematics. I can’t remember the name of the presenter, but she had inspired her student test subjects to find new ways of solving mathematical problems, beyond what the textbook taught. Having been educated in the traditional absorb, study, burp back the same old way of doing things in school, I was floored by the creative ways her students solved what seemed to be routine problems. What if this level of creativity was encouraged in all subjects, starting in kindergarten? Perhaps more students would stay engaged in their education and our national dropout rate would fall. Students would aspire to not only graduate from high school but to pursue post secondary education or training to the utmost of their abilities. Our country would have better skilled and trained workers, making the US more competitive globally. Unemployment would fall and we would have more taxpayers to support the programs on the chopping block – like education. I like the concept. How do we get it into the schools?


  2. Thanks, Jim.
    I think there are many steps involved in bringing about this sort of change. For me, though, the first step is to begin celebrating and fostering innovation in teaching. Our teachers need the time and support to find, create and test new and better ways of teaching. Most teachers don’t seem to have enough flexibility in their work to try new things – or to speak with colleagues about what’s working and what isn’t. While I understand that parents don’t want teachers “experimenting on their children”, I think we need to stop focussing exclusively on test scores and allow the classroom to be a place for both teachers and students to try different approaches to learning. It is in the playful experimentation that we learn, not in the memory-based, test-focussed drills that still constitute so much of K12 education.
    For higher education, my professional focus, the problems are only greater.


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