Final Glossary and Reflection
Final Glossary and Reflection
Innovation
Definition
Innovation is taking an active approach to solving a problem or evaluating a problem in a unique way. Innovation requires reflection on what issues have been affecting their practice and taking the necessary steps to facilitate the unique change to address the problem.
Justification
Innovation is an active process to address an issue in a unique way, but it also requires prior knowledge. Weiskopf (2016), addresses innovation as using knowledge from other professionals and building on that knowledge to address new issues. In education, DeLuca et al., (2024), study revealed that educators who felt that if they were doing an assessment that was similar to their peers, then it was no longer innovative. However, using prior knowledge to solve a problem in a unique way is an innovative method to address issues. For example, AI tools in the classroom have been an issue affecting critical thinking skill development. However, this was a similar argument when students could access online resources and students could copy and paste. Educators can take the same approach of teaching students to be critical thinkers online and applying those same skills when evaluating AI outputs. Although the skills are not completely new, educators can take this innovative approach to address the issue of AI usage in the classroom.
Moreover, innovation allows for advancements in the field by addressing the issues within the practice. As Nagahiro (2024) says “Innovation is an opportunity for experimentation, and throwing convention into the air,”. By using past knowledge of what works, people can take an active approach to address the issue instead of passively dealing with the issue. Nagahiro’s (2024) thought highlights the need to take on the opportunity to experiment, and take a risk to try new approaches. Overall, innovation requires reflection on an issue, accessing prior knowledge, and requires taking a unique and active approach to the problem.
Creativity
Definition
Creativity is the process that guides someone to think, explore, and proceed to solve problems in an untraditional way. Creative solutions may not always be the best solution, but it requires an environment that supports creative ways of thinking to see it is more effective than the traditional ways.
Rationale
Creativity is the process someone undertakes to come up with an idea to solve a problem in an unconventional way in the hopes it is more successful than the traditional way. Creativity is the idea of a solution while innovation is acting on those creative ideas and solutions. Creativity does not have to be in response to a problem, but also when reflecting on the efficiency of how systems are currently working. Being creative allows industries to advance and use technology advancements to be efficient and provide a better service to the general public (Runco, 2004).
Creativity carries risks, but it is important to allow people to take those risks. Trying a new approach that has not been done before means it could fail, but that should not deter the skill of creative thinking. Many fields encourage staff to be creative, but they are also fearful of the negative outcomes (Mulleller et al., 2012). This fearfulness results in companies and work environments not taking those creative risks, meaning that it will take a while for a more efficient way to operate. Creativity is a skill that requires the right environment to be encouraged and developed. It is important to encourage the creative process, try out creative ideas, and embrace new approaches as the benefit may pay off the risks.
Teaching
Definition
Teaching refers to giving instructions to someone to complete or understand a concept or skill. These can include physical, technical, social, and abstract skills. These skills and concepts are presented by someone who has proficiency to help guide learning. Teaching can occur through life experiences, classrooms, cultural exchanges, and mentors.
Rationale
There are many opportunities and experiences that teach people various skills and concepts, most occurring outside the school system. As Eschar & Fragaszy write, there is teaching by social tolerance and teaching by local enhancement (2015). Teaching, thus, requires a definition that includes all types of teachers and teaching experiences. However, teaching still occurs within the traditional classroom where a variety of skills and concepts are taught. In the classroom, it is not necessarily the teacher that is the only vessel of teaching, but there are social teachings from peers as well. To have an inclusive definition of teaching, it must include these life experiences that people learn from.
Teaching is a mix of science and an art (Ames, 1963). It occurs in the school system, as well as outside of the school system. It occurs through social interactions, cultural interactions, and how to fix and build items. Teachers are expected to teach content, but also to introduce lessons about life as well (Dykstra, 2023). As there are many facets and areas of teaching, it is difficult to capture all areas of teaching. By having a broader definition of teaching, it allows the ability for all teaching experiences, and teachers, to be reflected and extrapolated from this definition.
Learning
Definition
Learning is the process of understanding, perceiving, and responding to challenges that require accessing their prior knowledge. Learning is an active process that requires engagement and reflection from the person to participate in. Learning can take place in all areas of life, and is a continuous process throughout life.
Rationale
Learning is an active process that requires a person to willingly participate in the entire process including reflecting on their actions. Researchers Alexander et al., (2009) explore, learning can take place through direct instruction, or viewing, or actively partaking in exploring the problem. Actively partaking in exploring the problem can relate to social interactions and people can further their understanding through cultural exchanges. Furthermore, learning needs to be an active process as the participants need to be willing to take action on their mistakes with guidance (Alexander et al., 2009). Without critically reflecting and reviewing mistakes made, the same mistake will continue to happen which will inhibit proficiency.
Researchers De Houwer et al., (2013) define learning as adaptations from the environment. This definition allows learning to be considered fluid, adapting, and changing. As more knowledge and information is being found, learning can take place at any stage in life and is multifaceted. Accessing prior knowledge, reflecting on new information provided, and potentially changing or adapting previous knowledge allows for inclusivity and creates change. However, this can only be achieved if the person is willing to actively learn and reflect on their knowledge. Learning does not only occur in the classroom, but can occur in social interactions, cultural visits, and through personal life experiences. If a person experiences an event, however, does not mean they have learned from it if there is no reflection and adaptation done. Learning overall is fluid, active, and can occur at any point in a person's life through multiple faucets, as long as there is a reflection with action done after, either personally or guided.
References
Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009). What is learning anyway? A
topographical perspective considered. Educational Psychologist, 44(3), 176–192. https://doi.org/10.1080/00461520903029006
Ames, R. G. (1963). What Is Teaching? The Clearing House, 38(2), 107–107.
http://www.jstor.org/stable/30188235
Caulfield, J. (2024). What is innovation, anyway? Building Design & Construction, 65(1),
De Houwer, J., Barnes-Holmes, D., & Moors, A. (2013). What is learning? On the nature and
merits of a functional definition of learning. Psychonomic Bulletin & Review, 20(4), 631–642. https://doi.org/10.3758/s13423-013-0386-3
DeLuca, C., Holden, M., & Rickey, N. (2024). From challenge to innovation: A grassroots
study of teachers’ classroom assessment innovations. British Educational Research Journal. https://doi.org/10.1002/berj.4065
Dykstra Jr., D. I. (2023). What Is Teaching and Why Do It This Way? Constructivist
Foundations, 18(2), 318–320. https://search-ebscohost-com.proxy.queensu.ca/login.aspx?direct=true&db=a9h&AN=164595134&site=ehost-live.
Eshchar, Y., & Fragaszy, D. (2015). What is teaching? A clear, integrative, operational
definition for teaching is still needed. Behavioral and Brain Sciences, 38, e39. https://doi:10.1017/S0140525X14000661
Mueller, J. S., Melwai, S., & Goncalo, J. A. (2012). The bias against creativity: Why people
desire but reject creative ideas. Psychological Science, 23(1), 13-17.
Runco, M. (2004). Creativity. Annual Review of Psychology, 55, 657–687.
https://doi.org/10.1146/annurev.psych.55.090902.141502
Weiskopf, R.B. (2016), What is innovation?. Transfusion, 56: S3-S5.
https://doi-org.proxy.queensu.ca/10.1111/trf.13531
Hi Charlotte! Thanks for sharing this final version of your glossary. It feels like such a journey since the initial versions of these that we created. In your innovation definition, I really liked your line: "Innovation is an active process to address an issue in a unique way, but it also requires prior knowledge." I think the idea of it being an active process is so important: you can't innovate if you are passive; also, the necessity of having prior knowledge is so important, as there are lots of solutions to be found (particularly in education, it seems), but if you don't understand the specifics of a classroom or other situation, it might not be effective. I see this echoed in your teaching definition where you specify that the teacher would have proficiency. I appreciated as well the mention of the learner being willing to engage and reflect with their learning: sometimes I think the idea of voluntary reflection is missing in classroom learning. All the best to you! Heather
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