Clear - Creativity and Innovation: Pedagogical Framework for the Learning Chain

CLEAR - CREATIVITY AND INNOVATION: PEDAGOGICAL FRAMEWORK FOR THE LEARNING CHAIN A REPORT ABOUT WORKSHOPS ORGANIZED BY IPRASE

CREATIVITY AND INNOVATION. CHALLENGES AND NEW SCENERIES IN EDUCATION, TRAINING, EMPLOYMENT SYSTEMS CREATIVITÀ E INNOVAZIONE. SFIDE E NUOVI SCENARI NEI SISTEMI EDUCAZIONE, FORMAZIONE, LAVORO

DAY AND TIME: May 17th 2013, 9.00 – 16.00

PROGRAMME: 9.00 – 9.15 Participants registration 9.15 – 9.30 Introduction – Beatrice De Gerloni, Director IPRASE, Marco Tomasi, General Director Department of Knowledge, PAT The CLEAR project – Francesco Pisanu, IPRASE, Chiara Salatin, Confindustria Veneto SIAV 09.30 – 10.45 Why creativity and innovation and why now? Findings from a Transnational Review, Francesco Pisanu & Paola Menapace, IPRASE Coffee Break 10.45 – 11. 45 Innovation & Creativity in Training and Development field: a systemic and organizational perspective, Carlo Odoardi, Associate Professor of Work and Organizational Psychology, University of Florence 11.45 13.00 ICT-enabled innovation in Education and Training (E&T) and in Adult education: Creative Class Rooms framework, Stefania Bocconi, CNR, former Research Fellow at European Commission Joint Research Centre Institute for Prospective Technological Studies (IPTS) Lunch Break 14.30 – 16.30 Case Study: eTwinning Project, Alessandra Ceccherelli INDIRE, Unità nazionale eTwinning Italia Case Study: Innovation and creativity in Youth Entrepreneurship, Giovanni Campagnoli, Vedogiovani. Summary & Conclusion

LOCATION: Trento, Via Gilli 3 - Aula Magna Dipartimento della Conoscenza

AUDIENCE EXPECTED: Teachers and school managers, public managers, youth workers About 60 people attended the seminar, during a very rainy Friday. They have different professional background: education, public administration, politicians, training professionals, companies… At the end of the meeting, the participants were given a questionnaire for collecting information on their experience with creativity and innovation. Most of them answered that creativity and innovation are clearly present in professional experience. Their arguments let us think that is mostly creativity to be present in their experience rather than innovation.

TOPICS: Different points of view about creativity and innovation in the Italian education and training system

1 2 A BRIEF DESCRIPTION

1 - The context: purpose, methodology, topics The seminar was expected to be a tentative to integrate different views on creativity and innovation in education, training and work systems by discussing these topics from a pragmatic (not only theoretical) point of view. The purpose of the day was to release ideas and recommendations for (mainly) policy makers from different fields. In order to achieve this result we used a mix of methodologies… - Presentations (classical speeches); - Case studies presentations; - Workshop approach; - Session questions/answers; - Open debate;

…for discussing about different perspective and specific topics: - Presentation of the project CLEAR; - Transnational literature review; - Innovative behaviour and integration of education/work systems; - Framework of creative class; - e-Twinning project; - Youth entrepreneurship and best practices.

Creativity and innovation. Challenges and new sceneries in education, training, employment systems Trento, May 17th 2013

3 2 - The results: ideas for policy-makers

2.1 – The first lesson On the basis of these different approaches and experiences we can summarize the results presented during the day.

In general, first of all, we can highlight the necessity of: - integration among four areas of inquiry they depicted on creativity and innovation: Leadership and creative teams in organization, Teamwork quality and creative thinking, Innovation and creativity in organizations, Factors influencing knowledge creation and innovation in organization; - evidence based approach (what works); - action research approach to support implementation phase of innovation.

Furthermore, the education, training and work systems have… - To consider the complexity of the innovation process in elaborating policies; - To address entrepreneurs specific needs for training in creativity and innovation; - To design curricula which encourage autonomy and initiative taking but also collaboration; - To foster assessment techniques which are suitable to “measure” creativity and innovation, not only based on standardization of the results

And so, different system need to be integrated constantly (a “meta” system is activated on particular creativity and innovation based projects) by: shared collaborative projects, experiential laboratories, local infrastructures to support and guide development, entrepreneurship education. We need to integrate theoretical research and practical application in order to create systems that can be recognized from different professional communities in order to integrate entrepreneurship, creativity and innovation.

4 2.2 - What about school and ICT? As reported in the picture, the suggestions from the presentation about creative classes are about the necessity of considering the classroom as open learning environment; the technology not as the core, but one of the possible devices/drivers for creativity and innovation; the creative/open means linked/connected with external environments, not separated from that.

2.3 - What about e-Twinning? This experience teaches us that the bottom-up approach is preferred to top-down for encouraging creative processes. Informal and activity project based learning could be useful in developing creativity and innovation among teachers/trainers but informal does not mean full anarchy, but a central integration/coordination is needed. Once again, technologies, again, are not the core features of the process, but are important/vital to support collaboration.

2.4 - What about youth entrepreneurship? The case study of Vedogiovane (in Borgomanero, Novara, Italy) makes clear that teaching creativity and innovation is not only possible, but necessary. In business, every kind of idea has to be supported in the generation phase and new business model are needed (shared, with flexible organization …). A local “friendly” support structure (aka, no bureaucratic) is recommended for encouraging young people to find new ideas and to make them real. Furthermore, re-usability of local resources infrastructure is focal. And so, how do we have to work with young people? - To give advice for orientation; - To educate to competencies; - To educate to entrepreneurship; - To foster mobility; - To promote student jobs; - To promote student enterprises.