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Relevant bibliographies by topics / Co-creativity sessions

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Journal articles

Academic literature on the topic 'Co-creativity sessions'

Author: Grafiati

Published: 18 May 2024

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Journal articles on the topic "Co-creativity sessions"

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Hurley, Erin, Jakob Trischler, and Timo Dietrich. "Exploring the application of co-design to transformative service research." Journal of Services Marketing 32, no. 6 (2018): 715–27. http://dx.doi.org/10.1108/jsm-09-2017-0321.

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Purpose This paper aims to investigate in a transformative service research (TSR) context how users can be involved through co-design and what contributions they can make during this process. Design/methodology/approach A six-step co-design process was used to plan and facilitate two co-design sessions that involved a total of 24 participants. The collected data include field notes, transcripts from group discussions, recordings of idea presentations and the evaluation of ideas. Findings A recruitment strategy that uses strong networks and sensitizes users through generating awareness of the u

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Mäkelä, Tiina, Kristof Fenyvesi, and Matias Mäki-Kuutti. "Developing a Pedagogical Framework and Design Principles for STEM Learning Environment Design." Journal of Research in STEM Education 6, no. 1 (2020): 1–17. http://dx.doi.org/10.51355/jstem.2020.74.

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The need for effective and attractive learning environments (LEs) for science, technology, engineering, and mathematics (STEM) has been internationally recognized. Additionally, the connection between STEM learning and cross-curricular skills such as creativity, innovation, and entrepreneurship has garnered attention. A deep theoretical and empirical understanding is required when designing STEM LEs. In this study, a pedagogical framework for STEM LEs has been developed based on feedback from students, aged 10–18 years old, teachers, school directors, parents, and STEM professionals, and suppo

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Bahia, Sara. "DA COMPETIÇÃO À COOPERAÇÃO: UM OBJETIVO PRIMORDIAL DOS PROGRAMAS DE ENRIQUECIMENTO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (2017): 279. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.799.

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Abstract.FROM COMPETITION TO COOPERATION: A PRIMARY OBJECTIVE OF ENRICHMENT PROGRAMS FOR THE GIFTEDIn an era when educational policies continue to foster competition in education, research shows that cooperation is a future educational aim. On the basis of this paradox, it is argued that the enrichment programs for gifted children and adolescents should constitute an opportunity for the development of cooperation. The Enrichment Programs of ANEIS Lisboa and ANEIS Torres Vedras (two delegations of the National Association for the Study and Intervention on Giftedness) are based on principles of

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Michel, Hervé, Hélène Prévôt-Huille, Raphaël Koster, Fiona Ecarnot, Zoé Grange, and Stéphane Sanchez. "What is a “Good Life”: Protocol for a qualitative study to explore the viewpoint of older persons." PLOS ONE 16, no. 12 (2021): e0261741. http://dx.doi.org/10.1371/journal.pone.0261741.

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Introduction Over the last fifteen years, Living Labs have been on the rise in Europe to bridge the gap between service providers, and the needs of end-users, and to speed up innovation, particularly in the field of healthcare and ageing. Ageing tends to be considered by institutions as a set of risks to be managed for older persons, illustrated in particular via the concepts of “ageing well” or “successful ageing”. In this context, this project aims to define the meaning and the conditions for a good life from the point of view of older persons themselves, thereby improving institutions’ reco

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Gondola, Joan C., and Bruce W. Tuckman. "Effects of a Systematic Program of Exercise on Selected Measures of Creativity." Perceptual and Motor Skills 60, no. 1 (1985): 53–54. http://dx.doi.org/10.2466/pms.1985.60.1.53.

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23 co-ed students ran for 20 min. for 16 sessions. During the first and last class sessions, before running, they and a control group, were tested on 3 measures of creative thinking (verbal adaptability, diversity and originality). After the exercise sessions there were small but significant gains in measures of Remote Consequences and Alternate Uses.

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LaMarre, Andrea, Siobhán Healy-Cullen, Jessica Tappin, and Maree Burns. "Honouring Differences in Recovery: Methodological Explorations in Creative Eating Disorder Recovery Research." Social Sciences 12, no. 4 (2023): 251. http://dx.doi.org/10.3390/socsci12040251.

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What would it look like to honour differences in eating disorder recovery? Recoveries from eating disorders and eating distress are enacted in relation to discursive, material, and affective flows that open and constrain different possibilities for differently embodied people. Yet, the pull toward establishing consensus on “what recovery is” continues to dominate the landscape of both qualitative and quantitative eating disorder recovery work. While researchers from a variety of perspectives, disciplines, and methodological traditions have sought to establish consensus on what recovery “is”, a

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Wan, Qian, Siying Hu, Yu Zhang, Piaohong Wang, Bo Wen, and Zhicong Lu. ""It Felt Like Having a Second Mind": Investigating Human-AI Co-creativity in Prewriting with Large Language Models." Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (2024): 1–26. http://dx.doi.org/10.1145/3637361.

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Prewriting is the process of discovering and developing ideas before writing a first draft, which requires divergent thinking and often implies unstructured strategies such as diagramming, outlining, free-writing, etc. Although large language models (LLMs) have been demonstrated to be useful for a variety of tasks including creative writing, little is known about how users would collaborate with LLMs to support prewriting. The preferred collaborative role and initiative of LLMs during such a creative process is also unclear. To investigate human-LLM collaboration patterns and dynamics during p

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Orr, Nikolas, Benjamin Matthews, Zi Siang See, Andrew Burrell, Jamin Day, and Divya Seengal. "Transdisciplinarity in extended reality (XR) research design: Technological transformation and social good (co-creation session at XR + Creativity Symposium, University of Newcastle, 2020)." Virtual Creativity 11, no. 1 (2021): 163–79. http://dx.doi.org/10.1386/vcr_00048_1.

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This article collates and synthesizes the discussion results of a collaborative research exercise, known as a ‘co-creation session’, formed of a multi-disciplinary group of extended reality (XR) researchers and practitioners. The session sought to develop and theorize the concept of ‘transformative technologies for good’ in creative, applied and clinical contexts. Notions of ‘cutting-edge’ practice were visited from a critical standpoint; participants established that innovation, when measured in terms of social good, challenges technological and economic paradigms of progress. Conversation be

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Perkins, Tanya. "Strang(er) Places: Collaborative Creativity in Real and Virtual Spaces." Journal of Teaching and Learning with Technology 8, no. 1 (2019): 99–107. http://dx.doi.org/10.14434/jotlt.v8i1.26744.

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In the writing classroom, collaborative learning often takes the form of co-authoring, peer workshops or critique sessions. While useful, what other active learning approaches might be effective, particularly in light of the range of media with which students are increasingly familiar? World-building—creation of an alternative/speculative or futuristic land, world or universe—offers an approach to fiction writing amenable to both creative collaboration and digital modalities. This article examines how a team-based world-building project in an advanced writing course engenders creative-making t

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Biondo, Jacelyn, and Karolina Bryl. "S190. WHEN WORDS AREN’T ENOUGH: DANCE/MOVEMENT THERAPY AND SCHIZOPHRENIA." Schizophrenia Bulletin 46, Supplement_1 (2020): S110—S111. http://dx.doi.org/10.1093/schbul/sbaa031.256.

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Abstract Background Dance/Movement Therapy (DMT) is a language that transcends the verbal realm. This facet of communicating through dance and movement is significant particularly when the population you are working with often communicates in ways that are creative, unique, and not necessarily conventional. This is often the case when working with people who have been diagnosed on the schizophrenia spectrum. Although they fall under the same diagnosis, positive and negative symptoms of schizophrenia are embodied in quite different ways; as their names indicate, positive and negative symptoms a

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