**4. Creative teaching methods: some examples**

### **4.1 Storytelling and role play**

When working at Linnaeus University in Växjö from 1996 to 2012, I had the opportunity to be responsible of international courses where students from different countries and with different disciplinary backgrounds wanted to gain knowledge in social welfare in general and social work with older people and persons with

disabilities in particular. Creative methods, as individual storytelling, were created based on fictive cases—formed by students gathering data from their own country. These cases then were used to enable students to communicate and share experiences of global challenges. Based on students' told stories, role play was used, where students had the opportunity to "change identities" and ask each other questions and gain knowledge on what it would be like to be exposed to different social challenges and live in other countries than the one they were used to. Together, students then had to find common solution on how to handle challenges and ethical dilemmas.

*It was a good experience to take the role of the user or a relative. Even thou most of us are becoming to be social workers, we realized we often forgot to ask the user and the relatives of their opinions. (student)***.**

Being able to compare similarities and dissimilarities of preconditions in different countries, they gained knowledge of common global challenges and were able to find out different ways of solutions. Since students were depending on each other's different language and cultural skills to find out information from different countries, they also had the opportunity to practice international collaboration.

*By using creative methods, it has been easier to gain new perspectives, better understand other cultures and find some friend during the way. (student).*

Here, I would like to point out there is no *right* or *best* way to solve similar problems. Preconditions vary in different countries, and students became aware of this by reflecting from different perspectives/roles together.

### **4.2 Visualizing social challenges and reflecting on solutions**

Another experience where different creative teaching methods were used is from a former Nordic-Baltic collaboration where 37 students from 5 different universities took part in an international course on human rights and public health [1]. In a creative workshop, students from different countries were asked to rank the grand social challenges they thought were important to prioritize in a near future. Important challenges were environmental and climate change issues as earthquakes, floods, water pollutions, increased high temperature, etc., which can cause largescale social challenges as lack of housing, increased illnesses, poverty, hunger, etc. Other social challenges, which were discussed, were the increasing of life expectancy and, as a result of this, a larger amount of older people in need of care, compared to the amount of people in caregiving ages. Further examples of global social challenges were migration, trafficking, begging, alcohol and drug policies and the rapid technological development. Gender equalities were discussed, both in informal relations and in labour. An example of a gender equality issue, important for students, was abortion, if it should be allowed or not and who is the one responsible to decide if it should be carried through or not.

*Many serious questions were discussed in a good atmosphere. This was supportive to understand similar social problems needs to be handle in different ways regarding to the cultural context. (student).*

By using creative methods and letting students in mixed groups (with representatives from different countries and disciplines), use flipboard and pencils to draw

**71**

*Teaching Innovations in Social Work Education DOI: http://dx.doi.org/10.5772/intechopen.90601*

ining the course:

**4.3 Cre-active workshops**

a small amount of time.

*a student. (student).*

they have defined just minutes ago!

a picture on how they viewed these challenges, students got the possibility to deal with severe global challenges and visualize a common picture. From this picture, they were asked to reflect on what is needed to be changed and create a common vision. By allowing students to use their imagination and develop a fantasy or a vision of *best world ever***,** they started a process, which enables them to formulate goals on what is needed to be done and how to prioritize. This made it possible to continue the work and create ideas for concrete action plans. In their exam papers, they then were obligated to compare at least two different countries and discuss similarities and differences and share the knowledge they have gained from the international collaboration. Below are some of the comments from students exam-

*We have work hard in the study program but had a great time doing it! (student).*

In an ongoing study on value-based eldercare in India and Sweden [21], I had the opportunity to conduct a lecture built on a creative workshop in India (2019). Almost 30 students, lecturers, managers, professionals and user representatives from India and Sweden attended the workshop. After introduction and presentations, there first step was to brainstorm on what they thought is the biggest challenges in eldercare from different perspectives. Participants took responsibility of writing their ideas down on post-it notes, which then were put directly on the wall. By using creative methods, it was possible to give voice to students, who should not have shared their experiences in a group like this otherwise. Participants were then gathered in a small group for discussion, clustering and prioritizing. By letting participants move around and do a "walkie-talkie" by reading and talking about what other groups had presented on post-it notes placed on the wall, a large amount of challenges, clusters and prioritizes were exposed and shared by all participants in

*I liked your teaching methods, they allowed us to share knowledge and express our experiences on more equal terms, regardless if you are a professor, a professional or* 

After locating the challenges, and having created a common picture of the most important challenges, participants were asked to sit down. Second step was different pictures of creative thinking (i.e. using daily ordinary product in creative unusual ways) were shown to inspire participants to use their imagination and be creative focusing on what it will look like when eldercare is the best way ever, when everything is possible. My experience from meeting several groups in different contexts is to enable people to think creative thoughts, they need to be in a positive state of mind. By using small exercises (e.g. think of something, which make you smile, come up with ideas on how to use an ordinary thing in an unusual way, share a creative idea with the person next to you), you can change your ability to be more creative. What happens in a room when you allow people to use their fantasy, my experience is they start to think about the possibilities instead of the hindrances, which they often do otherwise. There are creative solutions even of the hindrances

*I have attained knowledge of certain areas I have not had earlier. (student).*

#### *Teaching Innovations in Social Work Education DOI: http://dx.doi.org/10.5772/intechopen.90601*

*Global Social Work - Cutting Edge Issues and Critical Reflections*

*the relatives of their opinions. (student)***.**

disabilities in particular. Creative methods, as individual storytelling, were created based on fictive cases—formed by students gathering data from their own country. These cases then were used to enable students to communicate and share experiences of global challenges. Based on students' told stories, role play was used, where students had the opportunity to "change identities" and ask each other questions and gain knowledge on what it would be like to be exposed to different social challenges and live in other countries than the one they were used to. Together, students then had to find common solution on how to handle challenges and ethical dilemmas.

*It was a good experience to take the role of the user or a relative. Even thou most of us are becoming to be social workers, we realized we often forgot to ask the user and* 

Being able to compare similarities and dissimilarities of preconditions in different countries, they gained knowledge of common global challenges and were able to find out different ways of solutions. Since students were depending on each other's different language and cultural skills to find out information from different countries, they also had the opportunity to practice international collaboration.

*By using creative methods, it has been easier to gain new perspectives, better understand other cultures and find some friend during the way. (student).*

Here, I would like to point out there is no *right* or *best* way to solve similar problems. Preconditions vary in different countries, and students became aware of

Another experience where different creative teaching methods were used is from a former Nordic-Baltic collaboration where 37 students from 5 different universities took part in an international course on human rights and public health [1]. In a creative workshop, students from different countries were asked to rank the grand social challenges they thought were important to prioritize in a near future. Important challenges were environmental and climate change issues as earthquakes, floods, water pollutions, increased high temperature, etc., which can cause largescale social challenges as lack of housing, increased illnesses, poverty, hunger, etc. Other social challenges, which were discussed, were the increasing of life expectancy and, as a result of this, a larger amount of older people in need of care, compared to the amount of people in caregiving ages. Further examples of global social challenges were migration, trafficking, begging, alcohol and drug policies and the rapid technological development. Gender equalities were discussed, both in informal relations and in labour. An example of a gender equality issue, important for students, was abortion, if it should be allowed or not and who is the one respon-

*Many serious questions were discussed in a good atmosphere. This was supportive to understand similar social problems needs to be handle in different ways regarding* 

By using creative methods and letting students in mixed groups (with representatives from different countries and disciplines), use flipboard and pencils to draw

this by reflecting from different perspectives/roles together.

sible to decide if it should be carried through or not.

*to the cultural context. (student).*

**4.2 Visualizing social challenges and reflecting on solutions**

**70**

a picture on how they viewed these challenges, students got the possibility to deal with severe global challenges and visualize a common picture. From this picture, they were asked to reflect on what is needed to be changed and create a common vision. By allowing students to use their imagination and develop a fantasy or a vision of *best world ever***,** they started a process, which enables them to formulate goals on what is needed to be done and how to prioritize. This made it possible to continue the work and create ideas for concrete action plans. In their exam papers, they then were obligated to compare at least two different countries and discuss similarities and differences and share the knowledge they have gained from the international collaboration. Below are some of the comments from students examining the course:

*We have work hard in the study program but had a great time doing it! (student).*

*I have attained knowledge of certain areas I have not had earlier. (student).*

## **4.3 Cre-active workshops**

In an ongoing study on value-based eldercare in India and Sweden [21], I had the opportunity to conduct a lecture built on a creative workshop in India (2019). Almost 30 students, lecturers, managers, professionals and user representatives from India and Sweden attended the workshop. After introduction and presentations, there first step was to brainstorm on what they thought is the biggest challenges in eldercare from different perspectives. Participants took responsibility of writing their ideas down on post-it notes, which then were put directly on the wall. By using creative methods, it was possible to give voice to students, who should not have shared their experiences in a group like this otherwise. Participants were then gathered in a small group for discussion, clustering and prioritizing. By letting participants move around and do a "walkie-talkie" by reading and talking about what other groups had presented on post-it notes placed on the wall, a large amount of challenges, clusters and prioritizes were exposed and shared by all participants in a small amount of time.

*I liked your teaching methods, they allowed us to share knowledge and express our experiences on more equal terms, regardless if you are a professor, a professional or a student. (student).*

After locating the challenges, and having created a common picture of the most important challenges, participants were asked to sit down. Second step was different pictures of creative thinking (i.e. using daily ordinary product in creative unusual ways) were shown to inspire participants to use their imagination and be creative focusing on what it will look like when eldercare is the best way ever, when everything is possible. My experience from meeting several groups in different contexts is to enable people to think creative thoughts, they need to be in a positive state of mind. By using small exercises (e.g. think of something, which make you smile, come up with ideas on how to use an ordinary thing in an unusual way, share a creative idea with the person next to you), you can change your ability to be more creative. What happens in a room when you allow people to use their fantasy, my experience is they start to think about the possibilities instead of the hindrances, which they often do otherwise. There are creative solutions even of the hindrances they have defined just minutes ago!

*You have released so much positive energy in the room, I hope we are able to take care of this and further the processes. (professional).*

Third step was letting the group close their eyes in a cre-active pause and reflect on their visions and prioritize what was the most important thing to start working with. Based on their own engagement, they then were able to, if wanted, create a network and sign up for continuing work with the ideas they have suggested. My experience is most of what has been suggested as a vision in creative workshops like this has been possible to transform into action plans!

*I am impressed of the ideas we have come up with and the processes, which have been started in a very small amount of time (professor).*

To summarize, results shows when using different creative methods in education and research, students and/or other participants are allowed to "think outside the box". New perspectives on common global challenges and innovative and sustainable solutions can be identified and developed.

## **5. Critical analysis and discussion**

Above, I have shared some of my experiences of working with creative methods in social work education and research. This chapter also intends to contribute to a discussion of preconditions needed for using creative methods and multidisciplinary collaboration in the social work programme. For every lecture or different parts of a research project, there is a need of preparation and planning for a beginning, a middle and an ending where different creative methods can be used to broaden students' perspective as well as give lecturers new insights! Depending on the size of the group, the room (size, location, furniture), time limits, material available and of course the aim you have with the lecture or your research project, there are different creative methods you can chose between. Below, I present a "model" of four steps, which can be used as a guide to create your own cre-active toolbox. For each step I discuss on, from my experiences, what preconditions are needed, or at least wanted, written from a Swedish perspective. This of course can differ according to the experience you already have gained, the students you will work together with and in what context the cre-active toolbox is going to be used.

#### **5.1 The cre-active toolbox**

The word *cre-active* is invented and used to underline, working with creativity is active work, which demands a lot of brain gym. The good news is cre-activity can be trained and further developed!

#### *5.1.1 The preparation*

The *hard work* of using creative methods in social work education and research actually starts before meeting the students and other persons invited to take part in a creative teaching method. Being well prepared enables you as a lecturer/researcher to choose between different techniques in your cre-active toolbox, which you have brought into the classroom or research field. What about the students you are going to meet? How many are they? What are their expectations? How can they be prepared for taking part in creative teaching methods? Is it optional to participate?

**73**

*Teaching Innovations in Social Work Education DOI: http://dx.doi.org/10.5772/intechopen.90601*

you—practice before you will use it!

gain during the specific lecture.

*5.1.3 The middle*

*5.1.2 The beginning*

One of the most important preconditions to be aware of, even before introducing creative methods to students, is attitudes of colleagues and managers towards using creative teaching methods in the social work programme. In what courses will this be introduced, how, when and by whom? How will the use of creative methods in one course affect the other courses? Perhaps, there is a need of education on different methods, building relations with copartners and international colleagues before

even meeting the students. Having support by your manager is substantial.

One experience I have is it is good to prepare students and other participants on what they are going to take part of. A special invitation will make them feel welcome and make it easier for you to introduce a new way of working. Other preconditions are having confidence in using different creative methods as a lecturer/ research leader. I suggest to start by using material and techniques you feel familiar with and build your cre-active toolbox by adding new "tool" one by one. Choose a material and exercises you like to work with and know how to use; if it is new for

When I start a lecture or when I meet new people in other situations, I start to shake my students' hand (or great them with bowing, depending on the culture). This still surprises many of my students. What I try to do is creating a positive climate and building a relation with those who will participate and have chosen to take part and enter the room. This can be done in different ways, how this is done of course depends on who you are as a person. The next step is letting students (and other participants) present themselves into each other. Depending if it is a group of people who are used to work together or not, I give them different tasks or exercises to work with (as speed date, interviews, a single question to ask someone else, etc.) Asking the students of their expectations of taking part of a lecture, using creative teaching methods, will support them to take responsibility of what knowledge to

Preconditions to be aware of can be related to the group you are going to meet, how many students are there, what do you know about them, what course are they in, what about accessibility to the facility and the room you are going to use, how to put the furniture, what available technical devices are is required, etc. (i.e. is it possible to do what you want to do?). One of the most important preconditions of enabling students and other participants to be creative is making them comfortable and secure.

During a lecture or in different parts of a research project, working with creative methods can be confusing. You have started a process, without knowing what the result will look like. For some persons this can be very stressful. Even thou I have chosen to point out there is activity involved in the cre-active process, I want to highlight reflection time is an important part of this activity process. Time to reload and get new energy is as important as being "body and brain cre-active"; therefore

By adding different exercises and a sense of humor, you can make people in general feel better, be more effective and enjoy what they are doing. We know from earlier research that humor at work can make us stay healthier, become more open and creative and decrease the risk of stress and burnout. Even our memory and ability to learn is affected by pleasure. According to earlier research, we can improve

creative pauses needs to be incorporated in the process.

every skill with 30 percent in a month if it is fun [22].

*Teaching Innovations in Social Work Education DOI: http://dx.doi.org/10.5772/intechopen.90601*

One of the most important preconditions to be aware of, even before introducing creative methods to students, is attitudes of colleagues and managers towards using creative teaching methods in the social work programme. In what courses will this be introduced, how, when and by whom? How will the use of creative methods in one course affect the other courses? Perhaps, there is a need of education on different methods, building relations with copartners and international colleagues before even meeting the students. Having support by your manager is substantial.

One experience I have is it is good to prepare students and other participants on what they are going to take part of. A special invitation will make them feel welcome and make it easier for you to introduce a new way of working. Other preconditions are having confidence in using different creative methods as a lecturer/ research leader. I suggest to start by using material and techniques you feel familiar with and build your cre-active toolbox by adding new "tool" one by one. Choose a material and exercises you like to work with and know how to use; if it is new for you—practice before you will use it!

#### *5.1.2 The beginning*

*Global Social Work - Cutting Edge Issues and Critical Reflections*

*care of this and further the processes. (professional).*

this has been possible to transform into action plans!

able solutions can be identified and developed.

**5. Critical analysis and discussion**

**5.1 The cre-active toolbox**

trained and further developed!

*5.1.1 The preparation*

*been started in a very small amount of time (professor).*

*You have released so much positive energy in the room, I hope we are able to take* 

*I am impressed of the ideas we have come up with and the processes, which have* 

To summarize, results shows when using different creative methods in education and research, students and/or other participants are allowed to "think outside the box". New perspectives on common global challenges and innovative and sustain-

Above, I have shared some of my experiences of working with creative methods in social work education and research. This chapter also intends to contribute to a discussion of preconditions needed for using creative methods and multidisciplinary collaboration in the social work programme. For every lecture or different parts of a research project, there is a need of preparation and planning for a beginning, a middle and an ending where different creative methods can be used to broaden students' perspective as well as give lecturers new insights! Depending on the size of the group, the room (size, location, furniture), time limits, material available and of course the aim you have with the lecture or your research project, there are different creative methods you can chose between. Below, I present a "model" of four steps, which can be used as a guide to create your own cre-active toolbox. For each step I discuss on, from my experiences, what preconditions are needed, or at least wanted, written from a Swedish perspective. This of course can differ according to the experience you already have gained, the students you will work together with and in what context the cre-active toolbox is going to be used.

The word *cre-active* is invented and used to underline, working with creativity is active work, which demands a lot of brain gym. The good news is cre-activity can be

The *hard work* of using creative methods in social work education and research actually starts before meeting the students and other persons invited to take part in a creative teaching method. Being well prepared enables you as a lecturer/researcher to choose between different techniques in your cre-active toolbox, which you have brought into the classroom or research field. What about the students you are going to meet? How many are they? What are their expectations? How can they be prepared for taking part in creative teaching methods? Is it optional to participate?

Third step was letting the group close their eyes in a cre-active pause and reflect on their visions and prioritize what was the most important thing to start working with. Based on their own engagement, they then were able to, if wanted, create a network and sign up for continuing work with the ideas they have suggested. My experience is most of what has been suggested as a vision in creative workshops like

**72**

When I start a lecture or when I meet new people in other situations, I start to shake my students' hand (or great them with bowing, depending on the culture). This still surprises many of my students. What I try to do is creating a positive climate and building a relation with those who will participate and have chosen to take part and enter the room. This can be done in different ways, how this is done of course depends on who you are as a person. The next step is letting students (and other participants) present themselves into each other. Depending if it is a group of people who are used to work together or not, I give them different tasks or exercises to work with (as speed date, interviews, a single question to ask someone else, etc.) Asking the students of their expectations of taking part of a lecture, using creative teaching methods, will support them to take responsibility of what knowledge to gain during the specific lecture.

Preconditions to be aware of can be related to the group you are going to meet, how many students are there, what do you know about them, what course are they in, what about accessibility to the facility and the room you are going to use, how to put the furniture, what available technical devices are is required, etc. (i.e. is it possible to do what you want to do?). One of the most important preconditions of enabling students and other participants to be creative is making them comfortable and secure.

#### *5.1.3 The middle*

During a lecture or in different parts of a research project, working with creative methods can be confusing. You have started a process, without knowing what the result will look like. For some persons this can be very stressful. Even thou I have chosen to point out there is activity involved in the cre-active process, I want to highlight reflection time is an important part of this activity process. Time to reload and get new energy is as important as being "body and brain cre-active"; therefore creative pauses needs to be incorporated in the process.

By adding different exercises and a sense of humor, you can make people in general feel better, be more effective and enjoy what they are doing. We know from earlier research that humor at work can make us stay healthier, become more open and creative and decrease the risk of stress and burnout. Even our memory and ability to learn is affected by pleasure. According to earlier research, we can improve every skill with 30 percent in a month if it is fun [22].

One of the preconditions to make a creative process work is to believe in the power of people and have trust in what they can achieve when giving the possibilities. Before asking people to engage and create visions, etc., it is good to decide and let participants know what the purpose using a certain creative method is. My experience is you as a lecturer/research leader have to create a "safe environment" for people so they will allow themselves to be innovative.

#### *5.1.4 The ending*

By using creative methods where students have been active and created different materials, which also can be exposed directly and part of the common documentation, you can get an evaluation, just by looking around in the room. Asking students and other participants to reflect and make a single comment of what knowledge they have gained and how they will use this in the future will give another perspective of the evaluation.

One of the preconditions when using creative methods is you have to be aware if there is a time limit. You want to end the lecture when students and other participants feel they "understand" the result of the creative activities they have taken part of. You want them to see that they have come up with more creative and innovative ideas and gained other results than they are used to, when using traditional methods.

Working with creative methods is fun, but it is also demanding; you have to stay alert and be flexible to adjust the methods needed according to the situation. Having the possibility to work with a colleague or copartner through different creative teaching methods is then recommended.
