Written by My blog has demonstrated careful engagement with existing knowledge about innovation in teaching and learning. Through exploring the various course topics, my thinking has expanded to recognize that innovation should be considered from multiple perspectives. My most significant knowledge takeaway is that innovation, creativity, and learning are shaped by the environments in which they occur. Rather than focusing on outcomes or products, the intentionality of the conditions that foster students’ psychological safety and intellectual risk-taking is essential for growth and exploration. This notion was explored in my discussion of diversity and inclusion in innovation, where I argued that classroom structures and assessment practices can unintentionally discourage creativity by prioritizing correctness, products, or grades, hindering exploration.
My blog also demonstrates connections to the course literature, as several readings shaped my thinking throughout the course. In defining innovation, I referenced Runco (2004), who emphasizes the importance of change, while in my definition of creativity, I highlighted Hennessey and Amabile’s (2010) notion that creativity is difficult to define. Likewise, when considering a diversity of perspectives, my posts reference Chanicka et al.’s (2018) reflective learning practices through participatory democracy and inclusive design, Bourn’s (2021) emphasis on hope, and Ball’s (2004) and Toulouse’s (2008) call to honour Indigenous pedagogy and self-worth through intentional pedagogical practices. Finally, my posts also considered Leat and Whelan’s (2023) distinction between convergent and divergent pedagogies, as well as Lo and Hew’s (2017) flipped classroom model. In each post, I’ve relied on connections to the course literature to deepen my understanding of innovation in teaching and learning.
My blog also demonstrates professional growth. In early posts, such as Rethinking Innovation Through Satisficing, I argued that innovation can emerge not from doing more but from preserving the wellbeing of oneself and students. While I still hold this idea to be true, I now understand that innovation can be accomplished through the intentional design of environments that support creativity, critical thinking, and intellectual risk-taking. This shift is evident in later posts such as the Personal Learning Network reflection, the Professional Development reflection, and the Final Glossary post, where I highlighted the necessity of intentionality in teaching and learning beyond mere content delivery.
For these reasons, I believe my blog demonstrates the characteristics described in the rubric’s highest level. The posts move beyond summarizing course concepts and reflect an evolving perspective on teaching and learning. Moreover, they demonstrate connections beyond the course readings. For example, in one of Ron’s posts, he referenced Valdés Sánchez and Gutiérrez-Esteban (2023) when emphasizing meaningful innovation, an idea I referenced in my response to Ron when discussing the relationship between creativity and innovation. I also made several references throughout the course to Sir Ken Robinson (2007) on creativity and risk-taking, arguing that learners will be more creative when fewer constraints are placed on their risk-taking. My blog, therefore, represents a fundamental shift in learning; based on this progression and engagement across posts and peer responses, I believe the blog merits a Leading evaluation.
PME 811 Peer Blog Responses link
References
Ball, J. (2004). As if Indigenous knowledge and communities mattered: Transformative education
in First Nations communities in Canada. The American Indian Quarterly, 28, 454-479.
Bourn, D. (2021). Pedagogy of hope: global learning and the future of education. International
Journal of Development Education and Global Learning, 13(2), 65–78. https://doi.org/10.14324/IJDEGL.13.2.01
Chanicka, J., de Silva, R. M., & Merkley, K. (2018). An inclusive design vision for Canada –
schooling as a process for participatory democracy and responsible citizenship. Intercultural Education, 29(5-6), 632-646. https://doi.org/10.1080/14675986.2018.1508620
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61,
569–598. https://doi-org.proxy.queensu.ca/10.1146/annurev.psych.093008.100416
Leat, D., & Whelan, A. (2023). Innovative pedagogies in relation to curriculum. In International
Encyclopedia of Education (Fourth Edition, pp. 132–141). Elsevier Ltd.
Lo, C. C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12
education: possible solutions and recommendations for future research. Research & Practice In Technology Enhanced Learning, 12(1), 1-22. doi:10.1186/s41039-016-0044-2
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657–687.
https://link-gale-com.proxy.queensu.ca/apps/doc/A114167293/AONE
TED. (2007, January 7). Do schools kill creativity? | Sir Ken Robinson [Video]. YouTube.
https://www.youtube.com/watch?v=iG9CE55wbtY
Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What
Works? Research into Practice (Research monograph #11).