Investigating creativity educators' transition into the digital era

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dc.contributor.advisorCostandius, Elmarieen_ZA
dc.contributor.authorHammann, Mariheten_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.en_ZA
dc.date.accessioned2023-02-12T19:28:20Z
dc.date.accessioned2023-05-18T07:00:21Z
dc.date.available2023-02-12T19:28:20Z
dc.date.available2023-05-18T07:00:21Z
dc.date.issued2023-03
dc.description Thesis MA (VA)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT: With the Covid-19 pandemic, the ability of creativity educators to adapt to change has been more apparent. Flexibility in their educational approach, content, and environment, using their self-directed learning, whole-brain thinking and digital learning competencies to transition during a crisis, is on demand. This study was conducted with interest in the modifications and alterations made to instructional practices for digital learning rather than in the type of technology used or digital network failures. This study investigates the strategies, settings, and atmosphere of adult education that ecological and historical dangers like Covid-19 have altered. The urgent need for innovative solutions to problems was highlighted for new ways of continuous learning in a chaotic world. As a result, when forced to switch from traditional to digital learning, creativity educators across the globe were forced to rely on their own self-directed learning. In a Connectivism Framework, the study investigates how creativity educators made changes, what changes were made to their approach, content, and environment, what role their self-direction and thinking preference played in how and what the difference was, and what impact these had within their context. The research has taken place online with selected creativity educators based on their expert creativity knowledge and global experience on a digital platform. A qualitative case study approach was used with purposeful sampling to obtain the participants for this study. Through the Neethling Brain Questionnaire (NBI) (Phase 1), semi-structured interviews (Phase 2), and critical self-reflection by the participants using their own digital images (Phase 3), the collected data was examined. Seventeen creativity educators within different contexts, including business, educational institutions or an amalgam of business and education, participated in the study. The study concludes that creativity educators used self-directed learning, creativity and thinking preference to transition individually and collectively into the digital era. These findings help advance individual and collective 21st century digital skills. It is recommended that the educators within their collective ensure psychological safety to stretch beyond their comfort zone and meet the demands of a changing learning landscape to co-create new knowledge. Educators must alter and realign their identity and worldview to find meaningful learning in a hyper-connected online world. This requires continuous upskilling and creative mind shifts with strong network connections and collaborations.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Met die Covid-19-pandemie word die vermoë van kreatiwiteitsopvoeders om by verandering aan te pas, duideliker. Buigsaamheid in hul opvoedkundige benadering, inhoud en omgewing, deur hul selfgerigte leer, heelbreindenke en digitale leerbevoegdhede te gebruik om tydens 'n krisis oor te skakel, is in aanvraag. Hierdie studie is uitgevoer met belangstelling in die wysigings en veranderings wat aan onderrigpraktyke vir digitale leer aangebring is, eerder as in die tipe tegnologie wat gebruik word of digitale netwerkfoute. Hierdie studie ondersoek die strategieë, instellings en atmosfeer van volwasse onderwys wat ekologiese en historiese gevare soos Covid-19 verander het. Die dringende behoefte aan innoverende oplossings vir probleme is uitgelig vir nuwe maniere van deurlopende leer in 'n chaotiese wêreld. As gevolg hiervan, toe dwang van tradisionele na digitale leer oorskakeling genoodsaak het, is kreatiwiteitsopvoeders regoor die wêreld gedwing om op hul eie selfgerigte leer staat te maak. In 'n Konnektivisme-raamwerk ondersoek die studie hoe kreatiwiteitsopvoeders veranderinge aangebring het, watter veranderinge aan hul benadering, inhoud en omgewing aangebring is, watter rol hul selfgerigtheid en denkvoorkeur gespeel het in hoe en wat die verskil was, en watter impak dit binne hul konteks gehad het. Die navorsing het aanlyn plaasgevind met geselekteerde kreatiwiteitsopvoeders gebaseer op hul kundige kreatiwiteitskennis en wêreldwye ervaring op 'n digitale platform. ’n Kwalitatiewe gevallestudiebenadering is gebruik met doelgerigte steekproefneming om die deelnemers vir hierdie studie te verkry. Deur die “Neethling Brain Questionnaire” (NBI) (Fase 1), semi-gestruktureerde onderhoude (Fase 2), en kritiese selfrefleksie deur die deelnemers met behulp van hul eie digitale beelde (Fase 3), is die ingesamelde data ondersoek. Sewentien kreatiwiteitsopvoeders binne verskillende kontekste, insluitend besigheid, opvoedkundige instellings of beide in kombinasie van besigheid-en-onderwys, het aan die studie deelgeneem. Die studie kom tot die gevolgtrekking dat kreatiwiteitsopvoeders selfgerigte leer, kreatiwiteit en denkvoorkeur gebruik het om individueel en gesamentlik na die digitale era oor te skakel. Hierdie bevindings help om individuele en kollektiewe 21-eeuse digitale vaardighede te bevorder. Dit word aanbeveel dat die opvoeders binne hul kollektief, sielkundige veiligheid verseker om buite hul gemaksone te kan strek en aan die eise van 'n veranderende leerlandskap te voldoen sodat nuwe kennis saam geskep word. Opvoeders moet hul identiteit en wêreldbeskouing verander en herbelyn om betekenisvolle leer in 'n hiper-gekoppelde aanlynwêreld te kan vind. Dit vereis voortdurende ontwikkeling van vaardighede en kreatiewe denkverskuiwings met sterk netwerkverbindings en samewerking as hooffokus.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentviii, 117 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/127018
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshHeutagogyen_ZA
dc.subject.lcshSelf-managed learningen_ZA
dc.subject.lcshCreativity -- Study and teachingen_ZA
dc.subject.lcshCreative thinkingen_ZA
dc.subject.lcshCerebral dominanceen_ZA
dc.subject.lcshDual-brain psychologyen_ZA
dc.subject.lcshCognitive stylesen_ZA
dc.subject.lcshInformation technologyen_ZA
dc.subject.nameUCTD
dc.titleInvestigating creativity educators' transition into the digital eraen_ZA
dc.typeThesisen_ZA
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