Organisational and Pedagogical Flexibility as the Rationale of an Open Source Language Learning ELO

Wim De Boer, Afûk Institute for the Frisian Language, The Netherlands

 

The use of ICT for teaching and learning is becoming more visible in schools, although its advantages and its actual implementation aren't always so obvious and easy as one might expect. In the Netherlands, Kennisnet , the Dutch institute for ICT and learning, monitors the developments. Their latest publication (Kennisnet, 2013) shows that the percentage of digital learning materials in secondary education is 30% on average. Teachers indicate that they feel that the quality of digital materials is not sufficient, while they are very content with their textbooks. Another problem that teachers mention is the fact that the digital materials are not compatible with the textbooks, which are the leading materials in the courses they teach. The monitor shows that less than 1% of the teachers exclusively work with digital learning materials.

The ministry of education in the Netherlands asks for more student focused teaching, which entails that the talents of students should be discovered and encouraged (OCW, 2011). Teachers want to respond to this call for quality, but also find it quite complicated to do so. Kennisnet (2013) found that there is an “increasing need for Learning methods that devote more attention to pupils learning autonomously and taking responsibility for their own learning process (p. 58)”, which implies that current learning materials do not (sufficiently) support this kind of learning.

The monitor for educational materials of the SLO (2013), the national institute for curriculum development in the Netherlands, shows that about 30% of the learning materials that are used are digital. Teachers think that it will become 50% in 5 years' time. They indicate that they need more assignments for gifted and for less-gifted students. Furthermore they would like more suggestions to help them assign the right assignments to the different kinds of students. Teachers ask for more quality of learning resources and better support to help them make use of digital resources for teaching and learning (p. 36).

Some 15 years ago it seemed that ICT would lead to a revolution in education. Already at that time Betty Collis explained that evolution would be a better path (Collis, 2001). Innovative teachers still are looking for added value and they find many apps that help them to make learning and teaching more interactive. Personalized learning and learning analytics give new options for learning. Digital learning materials are easier to assign to individual learners or groups, enabling a teacher to offer differentiated learning routes.

Also, schools are taking a further step in redesigning their learning environment. Many classrooms already have a projector or smartboard. Today, in lower secondary education, the speed with which schools adopt tablets is impressive. Many of the schools are currently changing their pilot projects into school policy. A problem, however, is that most of the teaching materials are paper-based. Van den Akker (2009) would define this as a curricular disbalance: the learning materials and learning environment do no support the same rationale.

Educational publishers try to make an offer to schools in which they provide alternatives for those teachers that have a class with tablets. But often these kinds of materials are merely digital forms of the book, sometimes with extra features. Is this a step forward, or old wine in new bottles?

For teachers who teach the subject of Frisian all of this is also applicable. The educational materials that teachers use are about 8 years old. Other materials are valued and used, but the coherence in the curriculum is sometimes at risk. Also, not all of the teachers know all of the materials, or know how to find and/or use them. Finally, many teachers will have a class full of students that have an internet connected tablet, without learning materials that support these new learning devices. Although Kennisnet (2013) states that tablets are the least used computer devices in secondary education (3%), this seems to have changed quite dramatically since the school year 2014-2015, in which, at least in the province of Fryslân, more than 50% of all first year students started off with a tablet.

All of this formed the starting point of the development of a new language learning system for learning Frisian. Instead of a text- and workbook that a teacher follows linearly, teachers ought to have many materials and curricula to choose from and to assign to different kinds of students (groups). The new electronic learning environment combines a rich library of all kinds of learning materials (texts, assignments, serious games, videos, exercises, etc.) with a powerful teaching design tool.

In June 2014 this new system was introduced at the secondary schools in the province of Fryslân. The system holds the rationale that a teacher should always be in control, and therefore should be able to edit, change and add everything with regard to learning materials and the curricula. This is a fundamental change compared with existing learning textbooks, which cannot be easily changed. It is the “Word” kind of working, where you have a lot of control, verses a “PDF” kind of working, where you have to take it as it is.

The team that develops the new learning environment, the curricula and learning materials works closely together with teachers, following a design research approach (Reeves, McKenney & Herrington, 2011). The flexibility approach focuses on earlier work of De Boer and Collis (2005) which demonstrated that ICT can give options to teachers within learning for organizational and pedagogical purposes. ICT helps teachers in their design process of their learning program, which may differ from teacher to teacher and from school to school. These options could be in levels of learning, specific goals with regard to language learning domains (speaking, listening, talking, writing), pedagogical visions on language learning (e.g. authentic learning projects vs. more traditional drills), but also in the way learning materials are presented and used (i.e. on a digital whiteboard, a tablet, or in printed form).

The team that develops the learning environment and curricula worked on their ideas in 2014. The curriculum, in which new and existing learning materials were selected, digitalized and created, was created by a group of  teachers, educational assessors and educational publishers that closely worked together. The new learning environment was developed, a service and support strategy was undertaken, educational assessors visited schools to help teachers that asked for support, and a series of workshops was organized.

This first version of the digital language learning platform and renewed curriculum was launched at the end of August 2014. A pilot group of Frisian teachers and students usd the system intensively. Rich feedback and suggestions for improvement were given by about 20 teachers and more than 2000 students.

It is important that language learning becomes more successful, and the rationale is that teachers play a key role in that. ICT can give new and advanced options in assisting teachers to help their learners learn.

References

Boer, W.F. de, & Collis, B. (2005). Becoming more systematic about flexible learning: Beyond time and distance. ALT-J Research in Learning Technology, 13(1), 35-50. ISSN 0968-7769

Collis, B.A. and Moonen, J.C.M.M. (2001) Flexible learning in a digital world: Experiences and expectations. Kogan Page, Londen. ISBN 9780749433727

Ministerie van OCW (2011). Actieplan ‘Basis voor Presteren’; naar een ambitieuze leercultuur voor alle leerlingen [Action plan “Basis for performance; towards an ambitious learning culture for all students”]. Den Haag, Netherlands: Ministerie OCW.

Reeves, T, McKenney, S., Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology. 2011, 27(1), 55-65.

SLO (2013). Leermiddelenmonitor 13/14; Beleid, gebruik, digitalisering en ontwikkeling van leermiddelen. Enschede: SLO.

Thijs, A., & Akker, J. van den (2009). Curriculum in development. Enschede: SLO.

Telecollaboration at Secondary Education: Lessons Learnt in the European Project TILA

Kristi Jauregi Ondarra, Utrecht University & Fontys University of Applied Sciences, The Netherlands; Sabela Melchor-Couto, , UK

 

Integrating Telecollaboration Practices in Secondary Education: Lessons Learned in the European Project TILA

Over the past decade, online foreign language interaction has become increasingly popular in education as a way to enhance language acquisition (Canto et al., 2013; Lamy & Goodfellow, 2010) and Intercultural Communicative Competence (Byram, 2014; Guth & Helm, 2010; O’Dowd, 2007). Online communication tools can be used to facilitate telecollaboration, that is, the possibility “to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work” (O’Dowd 2014: 340).

However, most practical and research activities carried out to date on telecollaboration refer to tertiary language education (Pol, 2013).Educational experiences and research studies at secondary education are required to determine whether the positive results yielded at tertiary education [impact on motivation (Jauregi et al. 2012); on communicative oral competence (Canto et al., 2013); and on intercultural competence (Canto et al., 2014)][1] also apply to younger learners. Initiatives such as E-Twinning[2] have paved the way for a shift in teaching methodologies at school level, by linking language teachers across Europe and encouraging transnational collaborations. Still, a minority of innovators are taking on the challenge. Demanding teaching workloads, large group numbers, established traditional teaching approaches and substandard technical facilities seem to be hampering the consolidation of these new approaches at school level.

The TILA project (Telecollaboration for Intercultural Language Acquisition)[3] (Jauregi et al., 2013) therefore seeks to empower both in-service and pre-service teachers with an aim to integrate telecollaboration at the core of their teaching practices by developing their ICT literacy skills as well as organisational, pedagogical and intercultural competences. TILA also aims to innovate and enrich language teaching programmes in secondary schools by stimulating telecollaboration for intercultural awareness with peers from other cultures and  to study the added value that telecollaboration may have in language learning for intercultural understanding of younger learners.

Providing pedagogical and technical training to both in-service and pre-service language teachers is of utmost importance for this pedagogical shift to take place. Specialist training and strong pedagogical coaching is provided to all TILA teachers. A total of 56 teachers took part in the initial training provided at the start of the project and an additional 150 have participated in the second round of training sessions. The feedback provided has been very positive (4,1 out of a maximum of 5 points) and a majority of teachers state that they feel prepared to integrate telecollaboration in their classes.

Additionally, seminars on telecollaboration are integrated in Dutch and Spanish teacher training qualifications, namely the Masters degree of Foreign Language Education at Utrecht University (The Netherlands) and the University of Girona (Spain), therefore equipping future teachers with the skills and knowledge required to engage in telecollaboration confidently in their future posts. At the same time, several master students at different universities are conducting their master thesis on telecollaboration.

 

TILA PILOTS

A first round of telecollaboration pilots were carried out as part of TILA between December 2013 and February 2014. Eight secondary schools, 200 pupils and 20 teachers, participated in these pilots. They all used synchronous communication tools: Big Blue Button, an open source videocommunication environment, and OpenSim, an open source 3D virtual world in which users are represented by avatars.

Experiences were very positive. Particularly learners found the telecollaboration sessions a very motivating and fruitful experience (Jauregi & Melchor-Couto, 2014). Challenges were also faced, most of them relating to planning synchronous sessions cross-culturally and to technical problems.

Following the piloting interactions undertaken in the first stage of TILA, pedagogical and logistical adjustments have been made as a result of the experiences gathered:

(1) A number of teachers are now working with older students (14-16 years old), who are more autonomous and have a higher competence in the target language, which will enable them to make the most of synchronous tellecollaborative interactions.

(2)Increasingly more teachers are opting for lingua franca interactions (i.e. non native students learning the same foreign language) as opposed to the tandem set-up (i.e. interaction between students who are learning each other’s mother tongue).

(3) Logistical difficulties as well as technical challenges experienced when using school language labs account for a shift in the approach proposed for some of the telecollaborations. In some instances, homework activities are being favoured over in-class interactions, thus encouraging students to take ownership of their learning process. 

The second round of pilots is scheduled to start in November 2014.

 

RESEARCH ACTIVITY

TILA researchers are studying the added value that telecollaboration may have in language learning for intercultural understanding of younger learners. A user experience questionnaire was completed by a total of 73 pupils after telecollaborative interactions during the pilot stage. BigBlueButton was the platform used by 64% of the pupils, whereas 17% used OpenSim and 9% used Skype. From all pupils, 60% communicated in a tandem setting while 40% communicated in a lingua franca.

Table 1 shows the mean scores (M) and standard deviations (SD) for the different items. A 5 point Likert-scale was used for the closed items, high values indicating very positive views and low values negative ones. Technical aspects such as the ease to start and use the tool scored satisfactorily overall, but there was a lot of variance. There were 18 comments about technical aspects, showing that most problems were due to a poor Internet connection and substandard sound quality. The sound quality scored the lowest in the whole questionnaire (M=2.90, SD=1.08). In spite of the technical problems, students still enjoyed communicating with foreign peers as shown by the high means (and the relative low standard deviations) on items such as whether the students like to (1) communicate in the tool environment (M=4.06, SD=0.75), (2) meet students from other countries in the tool environment (M=4.35, SD=0.63) and (3) learn in the tool environment (M=4.04, SD=0.87). Almost all scores are above 4, which suggests that student feedback has been positive irrespective of the tool used for telecollaboration.

Aspects like motivation, satisfaction and especially enjoyment (M=4.29, SD=0.64) received high ratings. It is interesting to notice that students did not feel especially nervous when speaking in the target language, as the mean of the scores is neutral (M=3.15, SD=1.06). A comparison of the scores provided for the different tools shows that students feel more at ease and less nervous when speaking in the target language in Opensim (M=2.77) than in Skype (M=3.00) or BigBlueButton (M=3.38).

The survey reveals that overall the telecollaboration project was positively valued. Online tasks were seen as enjoyable, interesting and useful for language learning.

 

Table 1.User Experience Questionnaire.(n=73)

Parameter	Question	M	SD
Technical
Quality	It was easy to use the tool	3,57	0,92
	Sound was good (if applicable)	2,901	1,08
Tool	I like to communicate and interact in this tool environment	4,062	0,75
environment	I like to meet students from other countries in this tool environment	4,352	0,63
	I like to learn in this tool environment	4,042	0,87
	I like to be visible in a video (n=54)	3,74	0,99
	I like to see the others in a video (n=54)	4,022	0,84
	I like to be an avatar (n=13)	3,54	0,78
Feeling	I felt comfortable in the interaction	3,70	0,79
while	I felt I was in the same place with the others	3,12	0,99
interacting	I felt satisfied with the way I communicated	3,44	0,93
	I felt the tool environment affected my communication positively	3,51	0,93
	I felt part of a group	3,48	0,88
	I enjoyed communicating with students from another country	4,292	0,64
	I felt nervous when speaking in the target language	3,15	1,06
Importance
	It was important for me to learn about the other students’ life and culture	3,86	0,84
	It was important for me to get to know students from another country	4,102	0,79
Performance	I was able to make myself understood	3,80	0,73
	I was able to understand what the other student(s) said	3,59	0,85
Overall	I enjoyed the online task	4,002	0,85
assessment	I found the online task interesting for interaction with peers of other countries	4,062	0,71
	I found the online task useful for my language learning	3,89	0,85
	The online task helped me discover new things about the other culture	3,77	0,81
	I would like to use online tasks with students from other countries more often	4,072	0,84

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

¹Negative score (below 3)

² Very positive score (above 4)

 

CONCLUSIONS

 

In spite of the challenges being faced at methodological and logistical levels, the interest among teachers at secondary schools to know more about, experiment with and incorporate telecollaboration in their language courses is increasing. TILA, with a strong teacher training component and research on the added value of integrating telecollaboration, is contributing to make a substantial change in language teaching curricula.

 

 

 

 

[1] The research studies reported here were carried out from the experiences of a previous European project: NIFLAR (Networked Interaction in Foreign Language Acquisition and Research: www.niflar.eu). 

[2] E-Twinning Official Website:http://www.etwinning.net/

[3] TILA is a European project funded by the European Commission within the Lifelong Learning Programme and runs between January 2013 and June 2015.

References

Byram, M. (2014). Conceptualizing intercultural (communicative) competence & intercultural citizenship. In Jackson, J. (Ed.) The Routledge Handbook of Language and Intercultural Communication. London: Routledge. 85-98.

Canto, S., Graaff, R. de & Jauregi, K. (2014).  Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication. In González-Lloret, M. & Ortega, L. (eds.) Technology and Tasks: Exploring Technology-mediated TBLT. Amsterdam /Philadelphia: John Benjamins.

Canto, S., Jauregi, K. & van den Bergh, H. (2013). Integrating cross-cultural interaction through video-communication and virtual worlds in foreign language teaching programs. Burden or added value? In ReCALL, 25/1, 105-121.

Guth, S. & Helm, F. (Eds.) (2010). Telecollaboration 2.0. Bern: Peter Lang AG.

Jauregi, K.,  Melchor-Couto, S., & Vilar, E. (2013). The European Project TILA. In Bradley, L. & Thouësny, S. (Eds.). 20 years of Eurocall: Learning from the past looking to the future. Dublin: Research Publishing Net. 123-129. ISBN: 978-1-908416-12-4

Lamy, M.N. & Goodfellow, R. (2010). Telecollaboration and learning 2.0. In Guth, S. Helm, F. (Eds.) Telecollaboration 2.0. Bern: Peter Lang AG. 107- 138. 

O’Dowd, R. (2014). Intercultural Communicative Competence through Telecollaboration. In Jackson, J. (Ed.) The Routledge Handbook of Language and Intercultural Communication. London: Routledge. 340-356.

Pol, L. (2013). Telecollaboration in secondary education: An added value? Unpublished Master thesis. Utrecht University.

Warschauer, M. & Kern, R. (Eds.) (2000). Network-based language teaching: Concepts and practice. Cambridge, England: Cambridge University Press.

Role Plays in Videoconferencing and Virtual Reality. Opportunities for Monolingual and Multilingual Communication Practice

Kurt Kohn, Steinbeis Transfer Center Language Learning Media, Germany

 

Videoconferencing and 3D virtual worlds provide rich and flexible opportunities for natural and authenticated communication. Environments like Skype, Google Hangout and Second Life open up new dimensions for social contact and interaction, collaborative creation, sharing and exchange. Real-life communication has expanded into virtual space with unprecedented possibilities for natural and incidental language practice and learning outside and beyond face-to-face classroom settings. This is a vision and a promise. – But what about reality? In my talk, I will present insights from the European projects IVY and EVIVA (http://www.virtual-interpreting.net).

The projects' main focus is on interpreter training in videoconferencing and virtual reality. Role play scenarios designed according to three broad prototypes (interviews, thematic explorations, and problem-oriented discussions) are implemented in Second Life environments and Google Hangout constellations. The overall objective is to enable interpreting students from Greece, Poland and the UK to engage in independent and authentic interpreting practice. It is quite obvious, however, that interpreting is a special case of communication and that the approach developed for (multilingual) interpreting practice also has an interesting potential for (monolingual) communicative foreign language practice.

The pedagogical approach incorporates and adapts the concept and principles of the “flipped” classroom; the idea is to reconcile the students’ need for stimulating and individualised interpreting practice with the obvious limitations of the face-to-face classroom regarding communicative interaction. Role play in videoconferencing and virtual reality is used for outsourcing certain tasks and activities that are deemed crucial for successful learning yet difficult to support in the physical interpretation classroom. The following ones are particularly relevant in this connection: activating and practicing interpreting one’s knowledge and skills, noticing gaps in one’s interpreting competence, searching for possible solutions, becoming aware of targets and challenges for further learning, as well as reflecting on the nature of interpreting and interpreter training.

Following a brief clarification of the principles of learner agency, authentication and collaboration, I will describe our role play approach and its pedagogical potential for monolingual and multilingual communication practice and learning. This includes the mono/multilingual practice and learning objectives adopted, the different kinds of role play scenarios used, as well as the technological challenges encountered during implementation. Case study data from role play recordings, user experience questionnaires and reflective interviews will be used to describe different manifestations of interpreting training and to discuss the comparative pedagogical value of Second Life and Google Hangout, as well as differences between students’ attitudes, training preferences, and requirements of satisfaction.

Special attention will be given to examples of “weak learning” as evidenced by poor use of the role plays’ pedagogical practice and learning potential, arguably due to students’ serious misconceptions of the task at hand, their insufficient understanding of the conditions and processes of interpreting, and little awareness of their own training needs. A closer analysis of these deficiencies reveals an urgent need for learner preparation and guidance.

Relevant assessment instruments include portfolio documents, practice and learning journals, as well as reflective follow-up sessions with trainers. Learner preparation targets include becoming aware of one’s own learning needs and requirements of success, fostering awareness raising, initiating further learning explorations into models of interpreting competence as well as developing an understanding of the pedagogical affordances of videoconferencing and virtual reality. Learner coaching should aim for more individual and collaborative autonomy by adopting a differential pedagogy and thus allowing learners to follow their own preferences and pathways. 

Creative Approach to Language Teaching: Flipping Your Language Classes

Libor Stepanek, Masaryk University Language Centre, Czech Republic

 

Creative Approach to Language Teaching: Flipping your Language Classes

 This paper presents a Creative Approach to Language Teaching (CALT) with the aim to share effectiveness of the use of flip teaching in an academic setting.

Masaryk University Language Centre (CJV MU) is the leading language learning institution in the Czech Republic that has initiated complex improvements and innovations of language education and encouraged research into diversity of approaches to language teaching in the country. A number of recent project and research activities (Invite, Compact, Impact, Deutsch.Info, Czech–Key) have focused on design and implementation of novel pedagogies and cutting edge ICT tools. The areas in focus included flexible materials format, authentic situations and ICT-enhanced language learning in the context of critical and creative thinking in language development. The efforts resulted, among other outcomes, in CALT. This method views creativity as a natural function of intelligence of every individual, which takes many forms, has different levels and draws from a variety of capacities. It supports development and implementation of a wide span of ICT-enhanced methods, techniques and strategies that can involve university students in real (or reality-close) academic and expert situations to a greater extent. Moreover, it aims to improve not only their language competences, but also their expert, ICT and socio-cultural skills in their complexity.

Several creativity-related but not widely and systematically inter-connected theories, such as organic system curriculum change (K. Robinson), system models (M. Csikszentmihalyi), lateral thinking (E. de Bono), divergent thinking (J.P. Guilford), or holistic approach to experiential programme development (Krouwel,B.), were blended and applied in an action research method in nine different courses in English, Czech, Spanish and French in the 2009-2013 period. Course syllabi, activities, students´ work and feedback were analysed and compared to non-CALT courses. Then, specific streams of pedagogy were identified and types of activities and tasks categorised according to language skills and creativity aspects. Finally, successful forms of teaching that exposes learners to the complexity of the language used in creative situations by means of a community-of-practice style of work were implemented in courses and teacher training was organised.

This talk presents two examples of CALT courses, namely Key Competencies in Academic English (for university students) and Internationalisation Support (for university academic staff), that view a wide use of ICT and multimedia, personalised language guidance and flip teaching as an integral part of language learning process.

The Key Competencies in Academic English is an interdisciplinary course composed of a combination of extensive reading, listening and video materials watching supported by activities in the “IS MU” LMS outside of the classroom, and in-class interactive tasks that stimulate critical and creative thinking and use student-generated learning materials. The course teachers adopt roles of language facilitators, guides and advisers that attempt to create a flexible and dynamic learning environment. Students, on the other hand, by negotiating the course syllabus and content of individual sessions become natural co-authors and actively engaged creators of learning activities. They move from clear to unclear situations and solutions, break down their barriers of perception and raise their awareness of language and language learning strategies.

Internationalisation Support is an interdisciplinary series of courses, seminars and ubiquitous online support that helps academic staff develop an understanding of ways to approach teaching in university programmes delivered through the medium of English and other languages. It is composed of a combination of activities outside of the class, such as open online courses, online recordings of seminars and the “IS MU” LMS online tasks, and in-class interactive one- or two-day seminars or one-week summer schools based on specific needs of the participants. Over two hundred course tutors and participants have created an international net of cooperation of university language centres, including University of London (UK), Humboldt University (GER), Groningen University (NL), Bristol University (UK), Helsinki University (FIN), University of Molise (IT), University of Bahía Blanca (ARG) or Ocean University of Shanghai (CHN), that cooperate on events such as “Academic Skills in English Summer School” (http://impact.cjv.muni.cz/english-summer-school-2014/ June, 2014), the “Language Centres in Higher Education: Sharing Innovations, Research, Methodology and Best Practices“ conference (http://www.cjv.muni.cz/en/international-conference-2015-brno/; January 2015) and other activities where creativity, critical thinking and peer communication across disciplines is nurtured.

The aim of this paper is to discuss practical examples of innovative ICT-enhanced materials and learner-contribution driven creative teaching methods; address questions of a balance between flipped and traditional classrooms; and encourage sharing of successful implementation of intensive engagement of university language learners in real academic or expert situations.

References

Clarke, Margaret Anne (2010): Creativity in Modern Languages Teaching and Learning (http://www.scribd.com/doc/1582 5890/Perspectives-on-Creativity-in-Modern-Language-Learning 15.11.2011)

Csikszentmihalyi, Mihalyi. (1996): Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.

Krouwel, William, Goodwill, Steve. (1994): Management  Development Outdoors. London: Kogan Page

Heindel, Clark, Furlong, Lisa. (2000): 'Philosophies of Creativity: Two views'. Zip Lines: The voice for adventure education, 40 (47-48).

Impact Project (2012): http://impact.cjv.muni.cz/akce/ (20.9.2014)

Lowie, Wander (2013): The CEFR and the dynamics of second language learning: trends and challenges. In Language Learning in Higher Education, vol. 2, No1, DeGruyter, 17-35

Masaryk University Language Centre (2014): http://cjv.muni.cz/ (20.9.2014)

Robinson, Ken (2009): Creativity (http://www.sirkenrobinson.com/, 7.11.2012)

Runco Mark et al. (2010): 'Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement: A fifty year follow-up.' Creativity Research Journal, 22:4 (361-368).

Stepanek, Libor (2014): English for Academic Purposes Creatively (http://eapcreatively.blogspot.cz/, 02.04.2014)

Torrance, E. Paul (1970): Encouraging Creativity in the Classroom. Dubuque, IA: William C Brown.

Treffinger, Donald, Young, Grover, Selby, Edwin, Shepardson, Cindy (2002): Assessing Creativity: A guide for educators. Connecticut: The National Research Centre on the Gifted and Talented.