A little bit of fun for some books that I am going to read over the course of this year. I am going to post my own, approximately 400 word review, and then, below it, I will post ChatGPTs 400 word review. I think it will be an interesting exercise to compare the two.
Disclaimer: I have known Tim for more than 10 years, and consider him a fantastic educator and colleague. That might colour my review slightly.
Creativity certainly is a regular topic of discussion in many school staffrooms and classrooms. This is despite the frustrating vagueness that accompanies the use of the term, and also the differences in opinion about what actually constitutes creativity, who might be considered creative, and whether it can be taught. It is also a topic that, sometimes ,I feel we should pay more attention to – for example, while the international results about PISA and TIMMS are always headline news – usually for the purposes of criticising teachers, more recent results indicating how highly Australian students score in creativity is often overlooked. As an educator, I find that intensely frustrating.
It is good, therefore, to see some educators putting it front and centre in their own practice. One such educator is Dr Tim Kitchen, who works for Adobe and leads their Adobe Creative Educator program. As one might imagine, with that background, questions of creativity are central to the work that Tim does on a daily basis. I’ve had the pleasure of being in Tim’s sessions a number of times and I have found the experience to be thoroughly enjoyable: so much so that I regularly encourage my colleagues to come along to sessions regularly. I’m pleased that Tim’s taken some of the ideas that we’ve discussed in those sessions and put them into book format in The best way to learn is to make.
This is a book that boldly centres creativity within the educational discourse. For seasoned academics or educators, much of it might not be particularly new. I think most of us have had some exposure to Sir Ken Robinson’s ideas beforehand, but I don’t think we’re the audience. Instead, I think new to the classroom teachers and other similar roles would see immense value in this book – firstly as a clear explainer and primer about what is creativity and why it’s important, and secondly for the thoughtful considerations it provides about best practices. For everyone, though, the discussion about Tim’s journey as an educator should prove illuminating.
And now for ChatGPT:
Tim Kitchen’s The Best Way to Learn is to Make: Creativity In A Gen AI World is a timely exploration of the role of creativity in education, especially as generative artificial intelligence (Gen AI) continues to reshape our understanding of learning and teaching. Kitchen’s expertise as an educator and advocate for creativity shines through in this insightful guide, making it a must-read for educators, parents, and anyone interested in the intersection of technology and creativity.
At the core of the book is the idea that the act of making—whether it be art, music, writing, or digital creations—is fundamental to learning. Kitchen emphasizes that in a world increasingly driven by AI, fostering creativity is more important than ever. He argues convincingly that creativity is not just a soft skill but a critical competency for thriving in the 21st century, where problem-solving and innovation are paramount. Through this lens, Kitchen reframes the role of educators, urging them to move beyond traditional teaching methods and toward fostering environments that encourage exploration, experimentation, and creative risk-taking.
One of the book’s strengths lies in its practical approach. Kitchen doesn’t just talk about the importance of creativity; he provides actionable strategies for integrating creative practices into classrooms. From collaborative projects to leveraging AI tools for creative expression, the book is filled with examples that are both innovative and accessible. His ability to blend pedagogical theory with real-world application ensures that the content resonates with a diverse audience, regardless of their familiarity with AI or educational technology.
Kitchen also addresses the potential pitfalls of Gen AI, such as its impact on originality and the ethical considerations of using AI tools in education. These reflections add depth to the book, demonstrating Kitchen’s commitment to navigating the challenges of AI responsibly while maximizing its benefits for learners.
However, the book’s primary focus on formal education settings might leave some readers, such as those in corporate or informal learning environments, wishing for more tailored advice. Additionally, while Kitchen’s enthusiasm for AI is infectious, readers new to the subject may find themselves overwhelmed by the pace at which he introduces ideas.