Ideas for Encouraging Collaboration and Creativity Part I: how to collaborate virtually

How to collaborate virtually

If you are working in different geographical areas and struggle to meet regularly then you need to find easy yet effective solutions to ensure that your collaboration does not suffer. Also, these ideas work well if you simply wish to kick-start the collaboration before meeting. Here follows a series if ideas that could help maintain a continuous creative working relationship:

Wallwisher: the creative wall

tips on being creative
Wallwisher.com: great for sharing ideas – click to view example

Wallwisher.com is an online notice board where you create the content by adding interactive stickies to the board. This online tool is superb to use get the creative flare sparked up amongst colleagues. Sign up and start your own wall, then your co-workers can upload images, share ideas and links. Wallwisher is ideal to use a couple of days before the big planning meeting as it gets everyone thinking, then you start the meeting by going through the team’s examples.

The Creative Blog:

Blogs are commonplace nowadays and the list of blogging software is growing steadily and it’s fairly straightforward to set one up having little or no coding experience. The idea behind the creative blog is to keep a running discussion on a key issue, and change the issue regularly. For example, one school comes up with the topic for discussion and the teachers share ideas by adding comments. One particularly good way of keeping the creative flow going is to have regular times when staff or departments add their thoughts e.g. at Department Meetings. At the end of the set time frame, e.g. every half term, the post is printed to PDF or Issuu /ZinePal for easy sharing and to put the creative thoughts onto paper.

Simple Video-Conferencing:

Meeting detailsYou might have tried to do video-conferencing but you found it slow with poor audio and video quality? Although some methods are still annoyingly poor, some tools are in fact very good e.g. MikoGo.com . This service is not only free but also very straight forward and all you have to do is to register and download the MikoGo widget which you use to meet online.

Each time you want to start a session simply launch MikoGo and copy the session ID and then email/phone whoever you are meeting with and they enter the session ID – done! If you are doing vid-conf individually then inbuilt or basic webcams are fine. However, if you want to capture more than one person you’d benefit from a Point Tilt and Zoom video camera. They can be pricey but there are cheaper alternatives. The PTZs are great as they enable you to involve people around the room by ‘Pointing’ the camera and then zooming in on the person.

Collaborative Mapping:

This process is simple and only requires the people involved to sign up to a mind-mapping website that allows for sharing and collaborating on the same mind-map. There are many such tools available like for example:

CoMapping.com $25/year (approx £15): This is a superb tool as it gives users the possibility of collaborating on the same map at the same time.

Bubbl.us Free: Another solid application where people can work together on the same maps although not at the same time.

The strength of these types of online tools lay in the opportunity to sketch out rough ideas whilst at the same time build on each others’ thoughts. Many of such mind-mapping websites also give users to possibility of uploading images, adding links and even documents of various kinds. These more powerful features tend to involve a nominal charge, like with CoMapping (or MindMeister.com), but it is worth the money spent as you can lead, develop and collaborate on very large projects quickly and easily without much delay or complications. We have worked with both teachers and students on different projects and everyone agrees that it made collaborating more engaging and efficient – students benefited greatly during group work particularly when it involved a longer independent learning project spanning across a half-term as they could continue to work from home or simply just uploading documents, images and audio files to use when they returned to school.

If you haven’t tried any if these ideas yet then why not use one or two of the examples with a current collaboration, you will not regret it.

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Using 'The Ten Faces of Innovation ' in the classroom

I am currently running a summer school for 35 Gifted and Talented students – it has been a great experience based around a murder mystery set in a temporary WWII hospital. At the beginning of the process I wanted to have an original way to group students and get them thinking about the who they should work with and why.

After discussing the advantages and disadvantages of friendship groups with them, we looked at a set of cards (click here to download the Ten Faces Card Sort) based on the fantastic research and writing of Tom Kelley. He has written a book called ‘The Ten Faces of Innovation’ and it outlines the 10 personas that he believes make for creative projects and solutions. I made a card in pupil speak for each of the personas and gave it to individual students on cards. They then had to create a diamond 9 diagram and discarded one card at seemed irrelevant to them. The diagrams they created then formed the basis of their negotiations for creating groups. Each team had to have five members and each having a strength in a different area.

The process worked really well and ensured that each group had, on paper, the abilities needed to be creative. There were a lot of students whose social and inter-personal skills were high, and just a few with ability to create exciting designs and experiences. This made them go for a premium and wanted by all groups. Eventually, students were questioning each other about who had design skills on the third level of their diagrams, and were asking if they recruited two people in this area whether that would be enough.

The real point, i think, of activities like this is to challenge students to work with different people and in a variety of ways. There is a great deal of academic evidence to suggest that ability to adapt to surroundings and circumstances is linked to happiness, acceptance and emotional progress in students. This activity begins to instil that approach with the students. I have always found that being open and allowing students opportunities to work both with friends and then others creates a good classroom ethos. With some classes I use a laminated football pitch poster and we tally the times that we work with friends and without and try to keep it even.

The crucial part of all this work is in the debrief or plenary to the activity. Here, the learning needs to be unpacked, but this must include questions on how effectively the group worked and how they went about tackling the problem or issue. In this way the messages about group work are reinforced by the experience and the reflection.

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Green Cross Learning (Stop, Look and Listen)

I have been working on a scheme of work for the past few weeks. I am quite proud of it actually – it contains some activities that I have never used before and has lots of variety. I think it works on several levels and challenges the way that students usually view and interact with the subject matter (the Great War).

Sitting back and looking at my creation, I was wondering whether the students in my classes would like it. I am sure that they will enjoy certain elements, but the truth is that I do not know.

I will soon though. I now make it a policy to try out new schemes of work with one class before inflicting it on the rest of the community. I get them to give me regular feedback on their opinions and work with a small group of students to tweek and sometimes transform lessons. I have even invited students from other groups to come and observe my lessons and have an input.

The point of all this is that the students have very clear ideas about what might and what does work. They know their stuff and when consulted, they can have some great ideas.

Don’t get me wrong. I am not going to let students write a scheme of work for themselves – they are not the trained professionals in the room! – but I am going to let them say what they like and don’t like and I am not going to get offended.

Student Voice in lessons is no different to a Mobile Phone company responded to the needs of its customers and altering their service plan. Students are on the receiving end and may perceive your intentions differently to how you imagined (there is a whole theory on this – Oppositional Reading).

Look what can happen if you let students loose on a topic:

http://tinyurl.com/o9apla

Student Voice is the basis for any creative solution in teaching. You need to have a good idea about what students in a group like and don’t like, how they prefer to learn and what they find acceptable. Armed with this information you can create a fantastic scheme or series of lessons. The beauty is that it is so simple to set up – teach a lesson and then ask students to write down on a post-it their favourite and least favourite part of the lesson.

It’s a start…

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Don’t allow Devil’s Advocates.

Wikipedia defines Devil’s Advocate as:

“…someone who takes a position he or she disagrees with for the sake of argument. This process can be used to test the quality of the original argument and identify weaknesses in its structure.”

This is of course an essential part of any successful collaboration and the process of innovation. However, if you “test the quality of the original argument and identify weaknesses in its structure” before having explored the idea fully and to its natural end, you run the risk of destroying a remarkable opportunity and a potentially innovative idea in a flash of a second. How can this happened one might wonder? You have heard the words before: “Do you mind if I play Devil’s Advocate for a second?’. This phrase does three things well: it will give the ‘Advocate’ in question the possibility of thinking in a non-productive fashion; take no responsibility for their words as they have taken on this new persona; and stop the creative process.

If you work in a successful team that brainstorms often and effectively you will notice that ideas, the good ideas, appear after lots of suggestions, tweaking and discussion. New ideas will also appear which can be listed and explored at a later date. When we write together or prepare for workshop sessions, we always start with a blank canvas and then thrash out thoughts and ideas on the page. After a few hours of serious ‘mapping’ we eventually begin to see something concrete, worthwhile and interesting. If one of us started playing the dreaded ‘Devil’s Advocate’ then we would never have come up with the books, websites and workshops like we have today.

Also, let’s not forget that a successful mapping/brainstorming session ends with a good idea which has been created by the team not the person. You have probably heard someone utter those words “That was my idea”. This completely undermines the whole creative process of collaboration and brainstorming. The idea of course appeared as a consequence of a lot of hard work and interesting/not-so-interesting ideas.

We are not saying that the birth of an innovative idea should not be followed up with critique. We believe that evaluation of ideas and critiquing projects are essential ingredients for the success of the collaboration/product or idea. However, one must allow the creative proccess to happen and for it to flow and not shoot down an idea before it has had a chance to flourish. Think about how many brilliant ideas that have been ruined or inventions that could have made a difference because of the Devil’s Advocate?

We say: encourage creativity and constructive, thoughtful and solution-focused discussion.

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