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Designing Learning Environments to Facilitate Creativity
| Content Provider | Semantic Scholar |
|---|---|
| Author | Donaldson, Jonan |
| Copyright Year | 2018 |
| Abstract | Creativity is often placed alongside collaboration as a 21st-century skill. However, research in collaborative learning has outpaced research in developing creativity skills. This design case study uses the Creativity Landscape conceptual framework as a conceptual lens through which to operationalize creativity in the design of learning environments, and proposes that constructionist learning principles, design thinking, designerly ways of knowing, and reflective practice are ideally suited to the development of various aspects of creativity. The creativity landscape framework Although creativity shares equal billing with collaboration as an essential 21st-century skill (Sawyer, 2014), the various conceptualizations of creativity found in the literature promote confusion and lack of systematic guidance for those who wish to design learning environments which facilitate creativity (Hanson, 2014). And yet the relationship between the design of learning environments and creativity is an area of great research potential (Diego & John, 2011). The Creativity Landscape conceptual framework has been applied to the analysis of creativity tools and techniques (Donaldson, 2016), and to analysis of instructional design projects (Donaldson, 2017). This paper describes the application of the framework as a guide to design for facilitation of creativity in a specific learning environment. This framework describes the rich landscape of creativity research through the use of four categories and prominent concepts within each: • Creative Environments: Learning environments which facilitate creativity are highly collaborative, generative, playful, unregulated, and promote lowered inhibition. • Creative Mindsets: The mindsets required for optimal creativity include perseverance, openness to experiences, tolerance of ambiguity, autonomy, creative self-efficacy, and mindfulness. • Creative Process: The creative process has been conceptualized in various ways. Common features among different process models are stages including identification of problem, framing, preparation, idea generation, incubation, unconscious cognition, insight, and refining. • Creative Cognition: Cognitive processes can be seen as falling somewhere along a continuum ranging from divergent to convergent thinking, including metaphor creation, perspective taking, analogical thinking, frame creation, conceptual combination, abductive reasoning, synthetic thinking, pattern recognition, and elaboration. Optimal facilitation of creativity involves a balance among all four categories, as well as a strong mix of elements from within each category. |
| File Format | PDF HTM / HTML |
| DOI | 10.22318/cscl2018.1419 |
| Alternate Webpage(s) | https://repository.isls.org/bitstream/1/656/1/322.pdf |
| Alternate Webpage(s) | https://doi.org/10.22318/cscl2018.1419 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
