The creative laboratory explained in infographics

The Laboratoire de formation sur la littératie numérique de l'Université du Québec à Chicoutimi (UQAC) and the New Brunswick organization Labos Créatifs have produced a series of infographics to support the creation of new creative laboratories (CL) in schools. They present different concepts, including the role of each of the actors involved in setting up such a space (e.g. teacher, learner, principal).

We have already told you about of the research report published in 2020 by the Laboratoire de l'UQAC on the implementation of LC in primary and secondary schools. This report raised, among other things, the fact that communities needed support in order to better understand the integration of LC into school life.

Beginning in the spring of 2021, the UQAC Laboratory has partnered with Labos Créatifs, an organization that supports schools in the implementation of LCs in the Maritime Provinces, in order to cross-reference research with lived experience in the field. This meeting resulted in the publication of a series of infographics that can be downloaded separately or combined in the form of guide to setting up a creative lab.

"Located at the juncture of scientific and experiential knowledge, we offer them as a tool for the educational community interested in or operating a creative laboratory or maker space for educational purposes." the website states presenting the approach.

The roles of the actors

In addition to the values behind the LC concept, the implementation process The four-phase process is presented in an easy-to-read checklist format. The role of each of the actors involved in the creative lab (e.g., teacher, learner, principal) is also detailed in different posters in the form of a checklist: "A challenge for me" or "I'm already doing it". This makes it possible to quickly identify the strengths and challenges of each person.

Without being a direct user of the LC, management personnel must still support the school team and orchestrate the creation and maintenance of this learning environment. Also, the school service center is it prepared to develop a comprehensive, long-term vision for LC development or to facilitate networking and community outreach?

Depending on the organizational context, participation a technician (computer, lab, etc.) is often very helpful. He/she is involved in the management of the LC and is the main support for teachers and learners on a practical level. Are they familiar with a variety of tools? Are they willing to support learners in their accomplishments and reflections?

The educational consultant also has a role to play. Will he or she coordinate and optimize the activities of the LCs with whom he or she works? Will he/she become the guardian of the LC values and philosophy in his/her environment?

Finally, teachers and learners are at the heart of life in a LC. Is the teacher willing to take risks, to put students at the heart of the process, to share his or her experience, to adopt a learner's posture? Every teacher should consider his or her role in the lab.

Finally, they can invite their students to consult and check the boxes of their poster before the start of an activity. They will commit to working together, showing curiosity and initiative, and respecting the rules and materials.

In addition :

- The file The creative laboratory at school: beyond the equipment (reserved for École branchée magazine subscribers)

–   The implementation guide produced by the Laboratoire de l'UQAC

To be read (again) on the École branchée website:

–   Creative laboratories in Quebec schools: inventory and questions

–   Support for the deployment of creative laboratories in schools in the Maritimes and collaboration with Quebec–   From the creative laboratory to sustainable development