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0 Sessions / 8-10 hours of work per session

Price

$99 USD
Limited content available for free

Certificate

Included w/ premium membership ($20/month)

Skill Level

Beginner

Topics

Creative learning, TECL framework, Aims & goals, Instructional activities, Modes of delivery, Learning journey

Not available for purchase in India

Open for Enrollment

Mentoring the Creative Craft of Learning Design

Would you like to enroll?

Enrollment for this course has closed. But you can enroll in a future offering (please select)

Enrollment has closed

Go at your own pace

0 Sessions / 8-10 hours of work per session

Price

$99 USD
Limited content available for free

Certificate

Included w/ premium membership ($20/month)

Skill Level

Beginner

Topics

Creative learning, TECL framework, Aims & goals, Instructional activities, Modes of delivery, Learning journey

Not available for purchase in India

Course Description

Mentoring the Creative Craft of Learning Design is scaffolded so it anchors and builds on the skills learned in course 1, Your joyful 21st Century Learning Framework. At its heart the course is an exercise in retrieval practice by applying what you learned in course 1 and overseen by an expert mentor. It does this by providing immediate and personal mentoring support to ensure that the TECL learning framework is applied artfully to your course designs. Turning knowledge of the Kadenze way into the ‘know-how’ of modern learning design requires practice at understanding the forms and impacts of the underlying principles of learning design and then assembling them into a structure larger than the sum of its parts. Building know-how through practice will enable you to go do the Kadenze way.

Consequently, the focus is on upskilling teachers, instructors and learning designers to implement the substance, nuances and subtleties of the TECL learning framework through practice. The first course of the program introduced all the moving parts of TECL and asked everyone to prepare a TECL Learning Plan. This course takes that a step further. Through your cognitive and creative efforts, you will develop acuity in assessing contexts and distinguishing between problems, find layered meanings and implications in new materials and contexts, re-examine design choices by testing design in action, and all with an expert coach.

To complete this course (and program), you will be asked to select an instructor to be your mentor; one of the instructors who led course 1. The expert you select is drawn from Kadenze’s global team of instructors and associate reviewers and, because they are expert in the Kadenze way and known from course 1, they guarantee personalised and bespoke insights into your needs as you transform your learning design practice.

COURSE CONTENT

Students will identify a course they will be required to design and teach in the coming months. They will do this alongside an appropriate mentor by retrieving knowledge from earlier challenge exercises, new experiences and visualising and mentally rehearsing what you might do differently from one time to the next.

The mentoring will occur in four phases. These are sequential and build on each other in ways which gauge progress and accountability.

Preparing and aligning. This starts with a forensic examination of the already completed TECL Learning Plan. A working partnership will be established, goals for the new course agreed, and arrangements ensuring productive closure of the mentoring put in place.
Scoping and negotiating. This work will be conducted as a sprint, a speedy but thoughtful exercise in growing expertise based on your strengths, capabilities and boldness. Normally conducted over an intensive two-week period, your mentor will work with you to establish the appropriate scope and scale for your project and to maximise your success in a time-poor environment.
Growing connoisseurship. As you work through your project, your mentor leads you through a process of reflection through questioning. This will include questions which investigate a particular situation (eg How might that be more enticingly proposed?), discover patterns of practice (eg As you do this, how might you get in your own way?) and empower (eg What scares you about this?).
Closing for autonomy. This mentoring episode is tightly focused. At closure it is important to be explicit about the learning achieved and how it has been applied in action. In this way mentoring plays a crucial role in helping you integrate elements of course 1 into your ongoing practice.

It is accepted that one form of practice that helps us learn from experience is reflection and so mentors will lead a process of reflective thinking, provocation, corrective feedback, and adaptation to draw out key aspects of the TECL framework and apply those insights to your new course under development. The following are ‘illustrations of challenge’ you are likely to encounter with your mentor:

What practical things have I done in my course design to meet the engagement and participation challenges of contemporary education?
Where and how can I strengthen experiential, embodied, and aesthetic learning?
Where is my pedagogy of creativity most obvious?
When and how have I selected and set Instructional Activities which are not boring?
Where does Live, Synchronous and Asynchronous delivery best serve an instructional activity’s learning purpose?
How and where are the principles of TECL used to deepen learner engagement?
In my course, can I identify all seven strategies for making learning personal and significant?
At key moments of the course how have I baked in student choice?
How have I modified my learning design to lessen my workload going forward?

LEARNING OUTCOMES

Below you will find an overview of the Learning Outcomes you will achieve as you complete this course.

RETRIEVAL PRACTICE

Practice retrieving the knowledge and skills of Technology Enabled Creative Learning (TECL) so that the deeper learning and durable retention of TECL can be applied with greater ingenuity and imagination.

LEARNING DESIGN

Gain more secure knowledge of the fundamentals of Technology Enabled Creative Learning (TECL) as a learning framework which turns knowledge of TECL into the ‘know-how’ of TECL infused learning design.

LEARNING DESIGN

Apply the TECL framework in ways which attend to the metacognitive challenges of contemporary learning design including assessing contexts and distinguishing between problems, finding layered meanings and implications in new materials and varied settings and mentally rehearsing what might be done differently next time.

LEARNING DESIGN

Reassemble the dimensions of TECL into a learning structure which is larger than the sum of its parts.

MENTORING

Appraise the effectiveness of your mentoring sprint as a mode of learning to shape your emerging learning design and its alignment with your personal learning preferences.

Reviews

Instructors And Guests

Brad Haseman

instructor

brad@kadenze.com

Brad Haseman was Professor in Drama Education and held a range of senior leadership posts with the Creative Industries Faculty at QUT. He is a pioneer of drama in schools and arts education and is known internationally as a teacher and workshop leader (Process Drama), arts researcher (Performative Research) and community engagement practitioner (Applied Theatre and Teaching Artistry).

Brad worked as a teaching artist in Papua New Guinea for a decade leading a team of teaching artists addressing sexual health education. He served as Chair of the Community Partnerships Committee of the Australia Council for the Arts from 2007 to 2011 and in 2014 co-convened the second International Teaching Artist Conference in Brisbane Australia. In 2018 Brad was the lead designer and curator of ‘The Basics of Teaching Artistry’, an online program designed and delivered in partnership with Lincoln Center Education (New York), The Queensland Performing Arts Centre (Brisbane, Australia) and the Sydney Opera House (Sydney, Australia). Currently Brad is Executive Vice President of Kadenze, Inc. overseeing arts-led pedagogies for their global online catalogue of courses, Professor Emeritus with the Queensland University of Technology (QUT) and Member of the Leadership Committee of the International Teaching Artist Collaborative.

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John Holyoke

instructor

john.holyoke1@gmail.com

John Holyoke, Assistant Director Digital Education at

Lincoln Center Education (LCE), NYC

With over twenty years' experience, John is responsible for curriculum

development, digital learning projects, and education-related professional development.

John is currently helping to develop new initiatives at Lincoln Center, such as the Community Artists Digital Studio. John developed Lincoln Center's Pop-Up Classroom series, an initiative to deliver arts

learning to young people at home During the COVID quarantine year. He helped craft and curate events and workshops in Lincoln Center Activate, an online professional learning community. John co-created LCE's online course for teaching artists as part of the Basics of Teaching Artistry Program on the Kadenze learning platform. In addition to his work at Lincoln Center, John facilitates a course

on Arts Learning at Teachers College, Columbia University. He has helped to

develop and refine Lincoln Center's Teaching Artist Development Guide and

served as consultant on Kadenze's Technology Enabled Creative Learning

(TECL) framework.

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Paul Makeham

instructor

pauliem23@gmail.com

Dr Paul Makeham, Senior Associate, Performance Frontiers

For over 35 years, Dr Paul Makeham has been dedicated to supporting human development through his work in senior academic leadership and management, research and higher education, and corporate learning and coaching. Prior to joining Performance Frontiers, he held senior posts at Queensland University of Technology (QUT) with roles including Director of Corporate Education (Creative Industries); and Head of School (Media, Entertainment & Creative Arts). Paul was foundation coordinator of the world’s first Bachelor of Creative Industries degree program. He is a former Chair of La Boite Theatre Company, and he works across diverse creative projects as a producer, writer and performer.

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Jackie Kauli

instructor

jackie.kauli@gmail.com

Jackie Kauli has over 20 years of experience working in international development and communication for social change, working across Papua New Guinea and Australia. Her work focuses on harnessing process drama techniques, creative practice and communication strategies to contribute to development theory and practice. Jackie’s work draws on a repertoire of arts-based creative and reflective practices to support the work of community teaching artists in Papua New Guinea and Australia. Jackie co-leads the collective CRID group (https://research.qut.edu.au/crid/about/) that focuses on the application of creative approaches to scaffold learning in cross-cultural contexts. She is currently Honorary Associate Professor at The University of Auckland.

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Amanda Morris

instructor

amandamorris@kadenze.com

Dr Amanda Morris is the Director of The Academy of the Arts at Charles Darwin University, which is committed to supporting the next generation of creative practitioners, working in collaboration with the creative sector and informed by Indigenous artists and communities across the Northern Territory of Australia.

Amanda is an arts educator known for the development of innovative programs in the Asia Pacific region, having held leadership roles as Executive Director Conservatoire at the National Institute of Dramatic Art (NIDA), as Dean of the Faculty of Performing Arts at LASALLE College of the Arts (now the University of the Arts Singapore) and as Director of the Centre for Fine Arts, Music and Theatre at the University of Canterbury in New Zealand. She is experienced in curriculum design for the arts at postgraduate, undergraduate and diploma levels as well as pathway programs. Amanda made a significant contribution to the Australian dramatic arts through the establishment and development of the NIDA Open Program. Amanda’s creative expertise is in the performing arts and interactive digital media. She gained international recognition for producing StageStruck, which won the first British Academy Award for Interactive Entertainment.

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