Workshops
W1
Cultivating the possible
Vlad Glaveanu
Webster University Geneva, Switzerland
This workshop introduces a sociocultural theory of the possible grounded in the notions of difference, position, perspective, dialogue, and reflexivity. It illustrates the relations between these concepts with the help of concrete examples and engages participants in a series of practical exercises aimed at developing an awareness of the possible, on the one hand, and exploring news spaces of possibility, on the other. It the end, participants will be able not only to articulate a clear understanding of the possible as a field of inquiry, but also conceive new ways of cultivating it in education and in society.

 
W2
Hacking disciplines and transforming science? Interdisciplinarity, Creativity and Design Thinking 
Frédéric Darbellay
Center for Children’s Rights Studies , University of Geneva, Switzerland
This workshop is aimed at researchers from all disciplines who wish to question the potentialities, limits and possible future developments of their disciplinary field of study in a creative and transformational perspective. It will link the main contributions of inter- and transdisciplinary research as a creative process to the different epistemological, theoretical, methodological and practical levels. Design thinking will also be convoked as a thought style and action method that can contribute to the reflection on disciplinary decompartmentalization and creative complex problem solving.

 
W3
Lost Prizes: Recognizing and Nurturing the Talent of At-Risk Students
Ken and Andrea McCluskey
University of Winnipeg, Canada
If we expect students to communicate and behave in positive ways in our schools and elsewhere, there must obviously be rules, order, and organization. And clearly, educational environments should be consistent and stable for all children and youth. However, when overly rigid, punitive regulations are put in place, many kids – especially those who do not respond positively to inflexible reactions and approaches – may be harmed instead of helped. Indeed, under certain conditions, teachers may inadvertently say and do things that essentially drive nonconforming, relationship-resistant young people from our system. Even with the best will in the world, educators can sometimes make unfortunate choices, draw lines in the sand, and push marginalized students over and out. This session will identify some pitfalls to avoid and review Lost Prizes projects that have used Creative Problem Solving and Mentoring to identify and develop the talents of troubled youth at risk for alienation, academic failure, and gang involvement.

 
W4
Developing Creative Learning through Student Research Projects
Patrick Blessinger
St. John's University, New York City, USA
Workshop Abstract: In the modern era where creative industries represent a growing segment of society and the economy, developing creative thinking in student has become as important as critical thinking. Given this emerging reality, educational systems are seeking ways to foster creative learning in students. To this end, student research has become a promising approach to help cultivate both creative and critical thinking in an integrative and interdisciplinary way. This workshop will discuss the principles, challenges, and advantages in designing and implementing interdisciplinary student research projects into the curriculum with the goal of fostering creative learning in students. This workshop will allow participants to walk through the learning design process for developing student research projects.

 
W5
Learning How to Use New Creative and Critical Thinking Strategies

Don Ambrose

Rider University in Lawrenceville, New Jersey, USA

We can invent new creative and critical thinking strategies by using the process of creative association during interdisciplinary explorations. A recent project includes descriptions of many creative and critical thinking strategies that can be used to promote student learning. This session involves participants in explorations of these strategies. Some of the strategies are selected for in-depth use during the workshop. Participants will learn the step-by-step implementation procedures. They also will experience simulations of some of the strategies most conducive to creative and critical thinking. After the workshop, participants will have a collection of new intellectual tools for use in their own instruction and problem solving.


 
W6
Reducing Writing Anxiety through Creative-Critical Thinking
Christine Boyko-Head
Mohawk College, Canada
Creative Problem Solving has helped organizations and businesses find innovative solutions to their biggest challenges. What if? this model could be adapted to help learners overcome writing blocks, essay anxiety, thesis anguish and proposal paralysis? This workshop shares research findings on the application of arts-based strategies and cognitive preferences in problem solving to enhance 21st Century skills in learners. Using creativity tools from the Mind the Gap Literacy project (Boyko-Head , 2018-19), this fun, fast-paced workshop highlights the connection between your cognitive preferences, problem solving methods, and writing to guarantee a ‘first out-of-the-block’ creative-critical thinking process good for all communication tasks.

 

W7
Thinking Preferences and Arts-Based Strategies to Enhance 21st Century Skills         
Christine Boyko-Head
Mohawk College, Canada
The Osborn-Parnes Creative Problem Solving model has helped organizations and businesses innovate for over 60 years. What if? this model could be adapted to help learners overcome writing blocks, essay anxiety, thesis anguish and proposal paralysis? This workshop shares research findings on the application of thinking preferences and arts-based strategies to enhance 21st Century skills in learners. This fun, fast-paced workshop uses creativity tools from the Mind the Gap project to guarantee a ‘first out-of-the-block’ creative-critical thinking process good for all communication tasks.

a large number of workshops will be added soon