CERMITU

=What a studio is or could be=

[|Peter Taylor], Director, Graduate Program in [|Critical and Creative Thinking], and [|Science in a Changing World] track, University of Massachusetts, Boston, peter.taylor@umb.edu

This workshop is a truncated version of a Collaborative Exploration (CE), which are designed for in-depth interaction and inquiry over a delimited period of time, typically online but not in this workshop. CEs might be seen as a form of studio. (An outline is appended of the full CE from which the workshop is extracted.) This page, with live links, can be viewed at http://bit.ly/CERMITU.

Topic: What creative personal and group habits would you establish in the new learning-research studios or workshops to make them spaces that foster design as research and as reflective practice? > Brief explanation of the topic and of the workshop goals. > [|Freewriting] to clarify our thoughts about what we hope for from this workshop.
 * Intro:**

> * each person takes 5 minutes to //tell the story// of how they came to be a person who would be interested in discussing the topic. > * each person notes one point from each story that intersects with their own and one suggestion for extending the work and thinking described (using slips of paper) > * //gather and share our thoughts// at the end (using a format like http://bit.ly/CIQ1e then shared among participants).
 * Session 1: Autobiographical intros**

Between-session work: Initial thoughts and investigations of the topic

> Freewriting -> check-in -> turn-taking “dialogue process” -> gather and share our thoughts -> closing: taking away to chew on.
 * Session 2: [|Five-phase format] discussion**, to clarify what we are thinking about the topic

End with: >> + (=something you appreciated from the workshop) >> delta (= to be developed further)

After session 4 (optional): Participants share products to a wider community [via discussion posts to http://cct.wikispaces.com/page/messages/CERMITU (ask for login info)]

- =What a studio is or could be (with full description of CE)=

[|Peter Taylor], Director, Graduate Program in [|Critical and Creative Thinking], and [|Science in a Changing World] track, University of Massachusetts, Boston, peter.taylor@umb.edu

This workshop doubles as an introduction to Collaborative Explorations (CEs), which are designed for in-depth interaction and inquiry over a delimited period of time, typically online but not in this workshop. CEs might be seen as a form of studio. This page, with live links, can be viewed at http://bit.ly/CERMITU. ( Text in green = guidance for an online or extended CE, not applicable for this live workshop)

a. overview > * CEs = an extension of Problem- or Project-Based Learning (PBL) and related approaches to education that begin from a real-world scenario or case in which the problems are not well defined, which leads participants to shape their own directions of inquiry and develop their skills as investigators and teachers (in the broadest sense of the word). The basic mode of a CE centers on interactions in small groups (online or face-to-face) over a delimited period of time in ways that create an experience of re-engagement with oneself as an avid learner and inquirer. > * //When done online//: typically consists of 4 sessions, one week apart; same small group interacts in real time live via the internet for 60 minutes. Participants spend similar time between sessions on self-directed inquiry on the case, posting of inquiries-in-progress with their small group, and reflecting on the process (which typically involves shifts in participants' definition of what they want to find out and how). //When done in an extended workshop//: the 4 sessions may be longer; the gaps between them may be a number of hours or overnight during which the participants can consult with each other as well as conduct inquiries; and there may be more opportunities for group dialogue and reflection.
 * Invitation**

b. case or scenario > Today: What creative personal and group habits would you establish in the new learning-research studios or workshops to make them spaces that foster design as research and as reflective practice? >> What is needed to make studios or workshops into spaces where >> 1. the experience leads participants to re-engage with themselves as an avid learner and inquirer in their own projects of work and life; >> 2. collaborators "scaffold" the efforts of current and potential collaborators and are scaffolded by others; >> 3. processes of taking stock and reevaluation allow participants to "build confidence to know what one wants to inquire into" and what they want to take seriously? [insert mini-lecture on contrasting views of "creative and transformative education" to motivate these questions]

c. sign up > agree to time commitment

d. get set up > Join private google+ community for the CE. > online CE: set up google+ with hangout plugins, headset etc.

> [|Freewriting] to clarify our thoughts about what we hope for from this workshop.
 * Session 1; Autobiographical intros**

> * each person takes 5-7 minutes to //tell the story// of how they came to be a person who would be interested to participate in a CE on the scenario. > * each person notes one point from each story that intersects with their own and one suggestion for extending the work and thinking described (using slips of paper or posts to http://cct.wikispaces.com/page/messages/CERMITU [ask for login info]) > * //gather and share our thoughts// at the end (using a format like http://bit.ly/CIQ1e then shared among participants, by email, a post to private google+ community, etc).

Between-session work: Initial thoughts and investigations of the case & posts (using a private google+ community or, today, http://cct.wikispaces.com/page/messages/CERMITU [ask for login info])

> Freewriting -> check-in -> turn-taking “dialogue process” -> gather and share our thoughts -> closing: taking away to chew on.
 * Session 2 (Alternative A): [|Five-phase format] discussion**, to clarify what we are thinking about the case

**Session 2 (Alternative B): Focus on Detailed Case Study** (read in advance) > Taylor, P. and Jeremy Szteiter (2012) "Teaching and Learning for Reflective Practice" (viewable at http://bit.ly/15ozGV7) and "Action Research and Participation" (viewable at http://bit.ly/16qVBcN), pp. 240-268 in __Taking Yourself Seriously: Processes of Research and Engagement__ Arlington, MA, The Pumping Station. > Brief intro by author (or facilitator), then participants take 5 minutes to relate how the paper intersects with or stimulates their own thinking, especially about the case for the CE (while author stays quiet, listening). Author (if present) responds at end -> gather and share our thoughts -> closing: taking away to chew on.

Between-session work: More inquiry and posting related to the case. Prepare a [|work-in-progress (W-I-P) presentation]

> * 5-7 minutes total for each participant > * [|Plus-delta feedback] is made by everyone on each presentation >> + (=something you appreciated) >> delta (= to be developed further)
 * Session 3: Work-in-progress presentations**

Between-session work: more inquiry, revise W-I-P presentation into product (shareable to wider world?), post reflections

>> + (=something you appreciated) >> delta (= to be developed further)
 * Session 4: [|Five-phase format] discussion**, to reflect on experience, outcomes, process, next steps. End with:

After session 4 (optional): Participants share products to a wider community [via discussion posts to http://cct.wikispaces.com/page/messages/CERMITU (ask for login info)]