Academic literature on the topic 'Creative ability in technology'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Creative ability in technology.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Creative ability in technology"
1
Shi, Linlin. "Application Research of 3D Digital Technology in Sculpture Creation." E3S Web of Conferences 236 (2021): 05101. http://dx.doi.org/10.1051/e3sconf/202123605101.
Full textAbstract:
This paper analyzes the concept of 3D digital technology first and the characteristics of traditional sculpture creation forms, then expounds the main points that should be paid attention to in the application of 3D digital technology in sculpture creation, and finally makes an in-depth analysis of the advantages of introducing 3D digital technology into sculpture creation, including the improvement of creative thinking and efficiency, unlimited creative space and the ability to convert different creative techniques in the creative process. Based on the development status of sculpture creation in China, this paper explores the application of 3D digital technology in sculpture creation.
2
Burch, Gerald F., Jana J. Burch, and John H. Batchelor. "Group Creative Problem Solving: The Role of Creative Personality, Process and Creative Ability." Quality Innovation Prosperity 23, no. 3 (November 30, 2019): 38. http://dx.doi.org/10.12776/qip.v23i3.1286.
Full textAbstract:
<p><strong>Purpose:</strong> Team creativity is an important factor in developing new ideas for organisations. In spite of years of creativity research, little is known about various team aspects and their affect on team creativity. This study looks at the incremental explanatory value that team creative personality and divergent thinking skill processes have on team creativity.</p><p><strong>Methodology/Approach:</strong> Individual personality, creative personality, and divergent thinking skills were collected from 349 students at a large public university in the southeast US. These students were then randomly assigned to 105 teams where they developed a novel product. Individual attributes were averaged to create team attributes that were used to determine correlations with the product creativity. Hierarchical regression was used to evaluate incremental explanatory values for each of the independent variables.</p><p><strong>Findings:</strong> Group creative personality adds approximately 36 percent more explanatory power than cognitive ability and traditional personality measures in predicting team creativity. Creative processes, like team divergent thinking ability, further increased the R<sup>2</sup> of our model from 0.54 to 0.65 demonstrating that team processes affect team creativity.</p><p><strong>Research Limitation/implication:</strong> The task used in this study was not as complex as problems being considered by organizations. However, the results are expected to be indicative of the process used for more complex problems. It is also difficult to assign causality since correlations were used to verify some of our hypothesis.</p><strong>Originality/Value of paper:</strong> This research expands the findings of team creativity by identifying factors that increase team creativity.
3
Світлана Балашова and Наталія Головко. "PROJECT TECHNOLOGY AS A MEANS OF TRAINING FUTURE SPECIALISTS." Social work and social education, no. 5 (December 23, 2020): 126–33. http://dx.doi.org/10.31499/2618-0715.5.2020.220793.
Full textAbstract:
The pedagogical activity of the teacher in its essence is a scientific search, creative activity, has a pronounced research character. Today the project method is considered as one of the promising teaching methods because it creates conditions for creative self-realization of the participants of the educational process, increases motivation for acquiring knowledge, promotes the development of their intellectual abilities. The project activity is aimed at developing students' creative abilities and abilities, their independence, striving for an ideal perspective transformation of the world through creative actions and operations in the process of creating a specific product - the project of the ideal and the real. The method of projects is the technology of organization of educational situations aimed at solving problems, the technology of support of students' independent activity for solving problems, which involve presentation of results in the form of a specific product of activity. Given the benefits of the project method, we can assume that its use in the learning process will have a positive impact on the formation of professional culture in future professionals. The work on the project has an innovative character, requires students to apply new knowledge, based on previously digested material; develops the ability to act and make decisions and resolve the conflicts; forms the desire and ability to learn independently.
4
Utari, Sindyeva Widya Hari, Dwijanto Dwijanto, and Nuriana Rachmani Dewi. "Improving Mathematical Creative Thinking Ability In Creative Problem Solving Model With Scaffolding Strategy." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 1 (February 21, 2023): 137–52. http://dx.doi.org/10.31943/mathline.v8i1.363.
Full textAbstract:
The mathematical creativity of students in Indonesia is low. Students only imitate what the teacher does; if students are faced with a problem, they find it difficult to solve it. This study aims to determine the increase in students' mathematical creative thinking skills taught using the Creative Problem Solving model with a scaffolding strategy. The method used is pre-experimental, with one class serving as the experimental class for public junior high school 1 Batumarta VI students. The instrument in this study was a description of the test questions with the material on flat sides. The results of the study showed that there was a statistical increase in students' mathematical creative thinking abilities with the Creative Problem Solving model, which obtained an N-Gain value of 0,612 From this average value, 10 students were obtained in the high category and 16 students in the medium category and 3 students in low category
5
Sangbong Yi and 배선아. "Instructional Design for Fostering Students' Creative Problem Solving Ability in Technology Education." Journal of Korean Practical Arts Education 13, no. 4 (December 2007): 77–98. http://dx.doi.org/10.17055/jpaer.2007.13.4.77.
Full text
6
Naza, Kasyifatun, and Syamsuri Syamsuri. "Students Creative Thinking Ability with Reflective Cognitive Style on The Phytagoras Theorem." Journal of Education and Learning Mathematics Research (JELMaR) 3, no. 2 (November 30, 2022): 159–71. http://dx.doi.org/10.37303/jelmar.v3i2.90.
Full textAbstract:
Mathematics is a universal science that cannot be separated from human life. Mathematics has an important role in supporting the development of science and technology. In learning mathematics, students' creativity is needed because in mathematics students are expected to be able to come up with new creative ideas in analyzing and solving problems. The way students solve problems will be different according to their cognitive style. So that differences in cognitive styles can trigger differences in students' creative thinking. The type of research used in this research is qualitative research with descriptive method. The subjects in this study were students of class VIII K at SMP Negeri 2 Balaraja who had received the Pythagorean theorem material. Subject selection was done by purposive sampling technique. The instruments used in this study were test and non-test instruments. The test instrument used is the Matching Familiar Figures Test (MFFT) test sheet and the creative thinking ability. While the non-test instrument used in this study was an interview guide. The data analysis of this research used the constant comparative method. Data analysis in this study was carried out through three stages, namely: 1) data reduction, (2) data presentation, (3) drawing conclusions.Based on the results of the data analysis and discussion that has been presented, it can be concluded that based on the reflective cognitive style, students' mathematical creative thinking abilities can be grouped into 2 groups in each indicator with different creative thinking abilities.
7
Su, Qi, and Jinlei Xu. "Improving Learners’ Design Thinking in Information Technology Course via “4+1” Iterative Model." International Journal of Information and Education Technology 10, no. 10 (2020): 757–62. http://dx.doi.org/10.18178/ijiet.2020.10.10.1454.
Full textAbstract:
Design thinking as a human-centered and problem-solving method can provide ways for ill-structured and complicated problems. It is also as an ability which can stimulate creative thinking and cultivate creative ability. Based on D.School five-step model, a new instructional framework of design thinking called “4+1” iterative model was constructed. Four-week classroom study was carried out with the experimental and control group to explore the effect of the new model in Information Technology course in a middle school. The result showed there were obvious differences between the two groups on the awareness of creation and design, the ability of understanding and making, and the awareness of cooperation and sharing. From the result of the satisfaction of the classroom, the degree of the satisfaction of the experimental group was higher than those in the control group. There was also obvious difference between the two groups on the satisfaction of the classroom. It showed that it could be widely applied in the classroom and promote the innovation of the traditional instruction.
8
Zhan, Dongyang, and Jonas L. Depaynos. "Training Inquiry-Based Learning Ability of Animation Students under Information Technology Conditions." Journal of Education and Educational Research 5, no. 3 (October 1, 2023): 178–81. http://dx.doi.org/10.54097/jeer.v5i3.13693.
Full textAbstract:
Is study providing a profound insight into the impact of information technology on the inquiry-based learning abilities of animation students. With the continuous advancement of information technology, the evolution of educational methods becomes crucial in nurturing students' inquiry-based learning (IBL) skills, particularly in creative fields such as animation. It underscores information technology's significant role and multifaceted influence on inquiry-based learning. The development of information technology has a positive impact on sparking students' interest in learning, enhancing their learning capabilities, and cultivating innovative thinking among animation majors. Through this study, we better understand how to cultivate inquiry-based learning abilities among animation students in the era of information technology and provide educators with some recommendations to better meet the skills and competencies required for students' future careers. This research holds significant importance in driving innovation and creative thinking in animation.
9
Erprabowo, Alfian, and Caswita Caswita. "Students' Creative Thinking Ability Through Open-Ended Problem Learning." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 3 (August 7, 2023): 845–56. http://dx.doi.org/10.31943/mathline.v8i3.456.
Full textAbstract:
One of the elements affecting students' success rates in the learning process is their capacity for mathematical creativity. According to survey findings, pupils still have a limited capacity for mathematical creativity in their learning, as evidenced by the markers of this capacity. This study sought to ascertain how adopting open-ended problem learning models affected students' mathematical and creative thinking skills. This study employs quantitative research and descriptive methodologies. This study employed a research design was quasi-experimental research. The investigation employed a posttest-only control group design. Students in class VII made up the study's population. Class VIIb and VIIc samples were used in this study. Class VIIc serves as the control class and follows a traditional learning approach while Class VIIb serves as the experimental class. Research strategies for gathering data take the shape of tests. t-test data analysis formula. Based on the one-sided test calculation results, it can be seen that the average mathematical creative thinking ability of students using the Open-Ended Problem learning model is higher than the average mathematical creative thinking ability of students using conventional learning models, meaning that there is an influence using the Open-Ended Problem learning model on students' mathematical creative thinking abilities. The study's overall conclusion is the Open-Ended Problem learning approach has an impact on students' mathematical and creative thinking skills.
10
Kurach, Mykola. "The Development of Future Technology Teachers’ Artistic-Projective Abilities: Foreign Experience." Comparative Professional Pedagogy 6, no. 1 (March 1, 2016): 28–35. http://dx.doi.org/10.1515/rpp-2016-0004.
Full textAbstract:
Abstract The necessity to form and develop future technology teachers’ creative abilities has been stressed in the article. The psychologic-pedagogical researches of the leading specialists from Europe, the USA and Japan in the field of creative work and creativity have been analyzed. The main problems of the creative artistic-projective abilities development have been determined based on the analysis and synthesis of foreign and native philosophic, pedagogical and psychological literature dedicated to characteristics of such notions as “creative work” and “creativity”. Approaches and conceptions providing students – future technology teachers – with creative activities have been singled out. The gist of psychological mechanism for forming teachers’ creative personality has been established and its basic features have been determined as a result of the world experience of the theory and methods of creative abilities development generalization. The main features are as follows: an independence and an inclination towards divergent behavior; flexibility of thinking and readiness for everything new; motivation for self-actualization; striving for self-expressing and ability to creative work; ability to find out how to set and solve the problems. It has been mentioned that the technology teachers’ artistic-projective activity requires their creative abilities development, which, in their turn, are formed on the ground of well-developed general and special (art, projective, technological, pedagogical) potencies. Therefore, the effectiveness of the students’ art-projective knowledge and skills forming depends upon the extent their general, special and creative abilities have been developed. That is why skillful and pedagogically correct organization of future technology teachers’ artistic-projective activities will inevitably provide the higher qualitatively new level of their creative abilities and creativity.
Dissertations / Theses on the topic "Creative ability in technology"
1
Salmon, Virginia Lee. "Computers and creativity in the theatre." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-10102009-020215/.
Full text
2
Wang, Jian. "Collaboration and creativity: effects of tie strength." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/50221.
Full textAbstract:
This dissertation studies the relationship between collaboration networks and scientific creativity. It finds significant knowledge spillover from new collaborations to repeated collaborations, and proposes a network approach to understand scientific creativity at the egocentric network level beyond the boundary of teams. To understand the network effect (specifically, effects of tie strength) on creativity, it integrates literature on small groups and social networks and adopts a creative-process model. An inverted U-shaped relationship between tie strength and creativity is observed, because of the mixed impacts of tie strength at different stages of the creative process. Furthermore, it explores the effect of tie configurations and finds that the skewness of tie strength distribution moderates the effect of tie strength. In addition, it also tests two competing explanations for the association between strong tie and low creativity: creativity-decline hypothesis versus cost-reduction hypothesis. Finally, there is no evidence that collaboration networks would raise the visibility of previously published papers, but there is a significant prestige effect in gaining citations.
3
Rosenberg, Lauren. "Exploring the idea of the creative class in an African city : a case study of ICT professionals in Nairobi." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80081.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study is an exploration of Richard Florida’s Creative Class theory within an African city context. The economic value of the Creative Class is that their work revolves around innovation, a quality seen as essential to ‘new economy’ urban growth. Quality of place (that which makes ‘New York, New York’) is said to attract the Creative Class to certain cities, as lifestyle amenities are valued as much as employment opportunities. Nairobi is an example of an African city currently attracting both Kenyan and expatriate Creative Class workers, particularly in the information and communication technology (ICT) sector. The research aimed to understand why this group chose to live in Nairobi and to describe Nairobi’s quality of place, with a particular focus on infrastructure disruption. Overall, the Western city is the reference point for Creative Class literature and quality of place is embedded within a framework of urbanisation through industrialisation - a period known as the first urbanisation wave. The fastest growing cities on the African continent (Nairobi included) are part of the second urbanisation wave, an urbanisation process spurred by a set of vastly different dynamics in which industrialisation is virtually inconsequential. Urbanisation through industrialisation induced concomitant investments into infrastructure and thus it is unsurprising that the Creative Class literature assumes that urban infrastructure is ‘always on’ – available at all times as an inherent attribute of place. The point of the study was not to draw modernist comparisons, but rather to emphasise that notions of quality of place are incomplete given the rise of technological innovation in urban Africa, where cities often suffer from disruption of basic infrastructure. Until more recently, African cities did not feature in the Creative Class literature; the predominantly rural focus of ICT diffusion in the literature is a contributing factor to the lack of information on the Creative Class in African cities. The case study revealed that Nairobi’s quality of place is fundamentally different to normative prescriptions given to urban planners and, in some instances, is highly frustrating and unattractive. Contrary to Florida’s theory, those interviewed were not leaving Nairobi in search of cities with higher quality of place attributes or better infrastructure provision – individuals were rooted to the city because of their work and the professional networks with which they were associated.
AFRIKAANSE OPSOMMING: Hierdie studie is ‘n verkenning van Richard Florida se teorie van Kreatiewe Klas binne die konteks van ‘n Afrika-stad. Die ekonomiese waarde van die Kreatiewe Klas is dat hul werk rondom innovasie draai, wat as noodsaaklik beskou word vir die stedelike groei van die “nuwe ekonomie”. Plekkwaliteit (dit wat ‘New York, New York’ maak) lok luidens Florida se teorie die Kreatiewe Klas na sekere stede, aangesien hulle leefstylgeriewe net so hoog soos werksgeleenthede op die prys stel. Nairobi is ‘n voorbeeld van ‘n Afrika-stad wat tans beide Keniaanse en buitelandse werkers van die Kreatiewe Klas lok, veral na die plaaslike Informasie- en Kommunikasietegnologiesektor (IKT-sektor). Die navorsing het gepoog om te verstaan waarom hierdie groep gekies het om in Nairobi te woon asook om Nairobi se plekkwaliteit te beskryf, met ‘n spesifieke klem op die onderbreking van infrastruktuur. Oor die algemeen is die Westerse stad die vertrekpunt vir literatuur oor die Kreatiewe Klas. Daarby word plekkwaliteit gewoonlik beskou binne die raamwerk van “verstedeliking deur industrialisering”, wat bekend staan as die eerste verstedelikingsgolf. Die vinnig groeiendste stede op die Afrika-vasteland (insluitend Nairobi) is deel van ‘n tweede verstedelikingsgolf wat deur gans ander dinamika gedryf word, waarvan industrialisering ‘n feitlik weglaatbare faset is. Verstedeliking deur industrialisering het tot gelyktydige beleggings in infrastruktuur aanleiding gegee, dus maak dit sin dat literatuur oor die Kreatiewe Klas aanvaar dat stedelike infrastruktuur “altyd aan” is – dit wil sê, immerbeskikbaar as ‘n onafskeidelike kenmerk van die plek. Die doel van die studie was nie om modernistiese vergelykings te tref nie, maar om te beklemtoon dat begrippe van plekkwaliteit onvolledig is gegewe die opkoms van tegnologiese innovasie in stedelike Afrika, waar stede dikwels ly aan onderbrekings van basiese infrastruktuur. Tot baie onlangs is Afrika-stede nie genoem in literatuur oor die Kreatiewe Klas nie; die oorwegend landelike fokus van die verspreiding van IKT dra ook by tot die gebrek aan inligting aangaande die Kreatiewe Klas in Afrikastede. Die gevallestudie het onthul dat Nairobi se plekkwaliteit in wese anders is as die normatiewe voorskrifte wat aan stadsbeplanners voorgehou word en dat dit selfs, in sommige gevalle, uiters frustrerend en onaantreklik is. In teenstelling met Florida se teorie was diegene met wie onderhoude gevoer is, nie van plan om Nairobi te verlaat op soek na stede met hoër plekkwaliteitkenmerke of beter infrastruktuur nie – dié individue was gevestig in die stad weens hul werk en die professionele netwerke waarmee hul geskakel het.
4
Merrill, Jared Aaron. "An Investigation of the ASIT Problem-Solving Method on Middle School Technology Education Student's Ability to Produce Creative Solutions." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4289.
Full textAbstract:
This study compared two groups of students being instructed in various methods of problem solving over a two-week period. The control group was instructed using the standard Career and Technology Education (CTE) Introduction curriculum on using brainstorming to solve problems. The treatment group was instructed using a structured problem solving method developed to help focus problem solving on finding a solution that satisfies the conditions. Students were selected from 7th grade students at a suburban middle school in Utah. The independent variable in this study was the type of problem solving instruction received. The dependent variables of interest were the fluency of producing solutions (S), number of inventive solutions (I) produced while problem solving. Additional variables of interest include student's perceived competence (c) while problem solving and students perceived usefulness (u) of problem solving in their lives. A pre-test and a post-test consisting of open-ended problems were utilized to assess the fluency of solutions (S) and the number of inventive solutions (I). A modified Fennema-Sherman attitude questionnaire was utilized to assess student's perceived competence (c) and perceived usefulness (u). The findings indicated that students who are taught a structured problem solving method produce a statistically significant (p-value of .033) greater number of inventive solutions when compared to students not instructed in this method. These students also appear to focus their problem solving by producing less total solutions (s) but a greater portion of these solutions is inventive. Other findings include data that supports the idea that dedicated problem solving instruction increases students perceptions of their own abilities to problem solving. Both control and treatment groups experience a statistically significant increase in their perceived competence in problem solving (p-value of .430 and .382 respectively).
5
Moyo, Nomaqhawe. "Conceptions of knowledge transfer in organisations : a bibliometric and content analysis of three journals." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96857.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT:Central to this study is the transfer of knowledge in organisations. The aim of this study is to ascertain how the concept of Knowledge Transfer (KT) is represented thematically in the three journals MIS Quarterly, Organization Science, and Management Science. It reviews the growth and development of KT in the context of organisational management and determines the historical and emerging themes and trends thereof. The study focuses on articles that listed any of the following concepts: ‘knowledge transfer’, ‘knowledge sharing’ and ‘knowledge flow’ either in the abstract, as a keyword, or in the title of the paper. A total of 146 articles were identified and analysed through the use of bibliometric and content analysis research methods. The results show that there has been a gradual increase of articles addressing KT related issues in organisations. The historical themes identified include contextual factors, mechanisms, geographic factors, business context, areas of study, agents, flow of knowledge and different knowledge types. From the historical themes, knowledge transfer is a growing literature with many different theories and models, contexts and goals, practices and measures. It is an active process and not a simple act of imitating an example of good practice from one organisation to another. Practices need to be modified to fit new contexts and cultures and authors find that the very process of transferring knowledge, if not implemented properly, has a severe impact on organisational efforts aimed at knowledge management. The emerging trends include organisational performance, organisational learning, organisational change, innovation and change and knowledge networks. From the emerging trends, the clear result is that knowledge transfer is conducted by organisations in order for them to maximise profits and work efficiently. It is in the emerging themes that authors are questioning the popular view of knowledge transfer as a mechanical process. Emerging themes reveal that knowledge transfer is a complex process, involving many different players and factors that must be addressed before a successful transfer can occur. These include, motivating the employees, creating an enabling environment in terms of organisational culture and structure. The study concludes that knowledge transfer as a notion of management in organisations must be re-examined in order to clarify it and establish the relationship it has with other managerial concepts.
AFRIKAANSE OPSOMMING: Sentraal tot hierdie studie is die voorstelling van kennisoordrag in die literatuur. Die doelwit is om te bepaal hoe die begrip “kennisoordrag” in drie tydskrifte naamlik MIS Quarterly; Organization Science en Management Science begryp word. Die studie bied ‘n oorsig van die groei en ontwikkeling van die begrip binne die konteks van organisatoriese bestuur en identifiseer die historiese en opkomende temas en tendense daarvan. Die studie fokus op artikels met die terme ‘kennisoordrag’, ‘deel van kennis’ of ‘kennisvloei’ in die opsommings óf titels van artikels. ‘n Totaal van 146 artikels is geïdentifiseer en ontleed met behulp van bibliometriese- en inhoudsanalitiese navorsingsmetodes. Die resultate van die studie toon ‘n geleidelike toename in artikels rakende kwessies rondom kennisoordrag in organisasies. Die historiese temas wat geïdentifiseer is, sluit in kontekstuele faktore, meganismes, geografiese faktore, organisatoriese konteks, studie areas, agente, kennisvloei en verskillende tipes kennis. Volgens die historiese temas is kennisoordrag ‘n groeiende literatuur met talle teorieë en modelle, kontekste en doelwitte, praktyke en maatstawwe. Dit is ‘n aktiewe proses en nie bloot die nabootsing van goeie praktyke tussen organisasies nie. Praktyke moet verander word om nuwe kontekste en kulture te pas. Outeurs het verder gevind dat die proses van kennisoordrag ‘n ernstige impak op organisasies se kennisbestuur pogings het. Die opkomende tendense sluit in organisatoriese prestasie, organisatoriese leer, organisatoriese verandering, innovasie en verandering en kennis-netwerke. ‘n Ontleding van opkomende tendense toon dat kennisoordrag in organisasies plaasvind met die oog op ‘n toename in wins en doeltreffendheid. Outeurs bevraagteken die gewilde siening dat kennisoordrag ‘n meganiese proses is. Die opkomende temas toon dat kennisoordrag ‘n komplekse proses is wat verskillende faktore behels wat aandag moet geniet voordat suksesvolle oordrag kan plaasvind. Hierdie faktore sluit in die motivering van werknemers en die skep van 'n gunstige omgewing met betrekking tot organisatoriese kultuur en struktuur. Die studie sluit af met die oogpunt dat kennisoordrag as ‘n inisiatief van ‘n organisasie se bestuur herevalueer moet word in ‘n poging om dit verder te verduidelik en die verhouding daarvan met ander bestuurskonsepte te bepaal.
6
Granados, Sánchez Cristian. "Innovation processes in creative industries: new practices and the use of technology in the digital entertainment industry." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/663729.
Full textAbstract:
In the last few decades Creative Industries (CIs) have been gaining ground as an important topic in academic and political agendas. CIs have their origin in creativity and individual talent to produce content, services or products with symbolic value, e.g. design, music, video games, among other sectors. The rationale in grouping these rather diverse activities together was said to be that individual creativity and intellectual capital were the primary drivers for these sectors. Moreover, digital technologies play an important role as they provide new forms of expressions of creativity (such as in music, movies or video games).
In the academic literature, these activities have been widely studied as new industries in developed countries. Nevertheless, there is a gap with regards to studying their innovation processes. After conducting the literature review (second chapter), I argue that research on creative industries has analyzed innovation from different perspectives but in a separate way, without in-depth analysis of their innovation process. Furthermore, the role of new digital technologies in the innovation process has not been analyzed, which play a major role in these industries.
In this regard, this doctoral thesis aims to contribute to the literature by exploring different topics of the innovation process in creative industries from the perspective of the use of new technologies (technological change) and the emergence of new practices (organizational change). The case of the mobile games sector (i.e. games to be played on portable devices) has been used as study context.
In pursuit of the objective, it is proposed a compendium of four articles corresponding to the central chapters of this thesis. The first article (Chapter 2) is a literature review. In this paper, the existing innovation process literature in creative sectors is reviewed, and a theoretical model for the entire innovation process is proposed. In essence, it explains how
innovation occurs and what managerial practices are commonly used. Based on the proposal, an agenda for future research is presented.
The research agenda leads us to focus on the second paper (Chapter 3) on the innovation process in a specific creative sector, mobile games, and new practices that have been introduced due to technological and market changes. Based on a qualitative approach of 14 case studies, the paper proposes a data-driven innovation process model. This model explains how mobile companies explore, develop and commercialize new products/services in an iterative way, and the role of technological and market changes on the emergence of this model.
The Chapter 4 presents an exploratory study on how digital platforms, as internet technologies, have changed and introduced new innovation practices. Using qualitative data from 50 interviews with professional, the results show that digital platforms have introduced some practices such as a creation process in real time, and they have reorganized others, such as internal structures. This research aims to contribute to the literature by improving the knowledge on how technologies change managerial practices (in this case the innovation process) and organizations.
The last paper (Chapter 5) presents an inductive study on how hackathons, as new innovation and collaborative practices, contribute to innovation in large organizations. Drawing on a single case of a large company from a creative sector (mobile games), and based on analytical interviews and non-participant observation, the results suggest that hackathons contribute by promoting exploration activities, and by enhancing some preconditions for innovation, such as attracting talent. This paper aims to contribute to the existing research on new innovation practices by positioning the results in innovation literature.
Finally, the conclusions section (Chapter 6) reflects on the results obtained and it presents some future research lines to continue developing the creative industry and innovation process literature.
7
Halimi, Hassan S. "The Role of Information Technology Organizational Design in Firms' Ability to Innovate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1382.
Full textAbstract:
Information technology (IT) organizations have become an integral part of many firms, with increasing strategic significance. Consequently, investments in IT represent a significant percentage of a firm's expenditure. Despite the investment, the business value of IT has been difficult to quantify, creating uncertainty about a firm's investments in IT innovation. The purpose of this nonexperimental study was to examine relationships between a firm's innovativeness and 3 IT organizational design factors: knowledge creation, dynamic capabilities, and communication structures. The research questions addressed the relationships between a firm's ability to innovate and specific design elements of the IT organization. The study was based on Nonaka's dynamic theory of organizational knowledge creation, Schumpeter's industrial market structure, and Wernerfelt's resource-based view of the firm. Data were collected from an online survey with 115 employees of firms that depend on IT to deliver their products or services. Pearson product-moment correlational analysis revealed statistically significant relationships between the IT organizational design factors and a firm's ability to innovate. The implications for positive social change stemming from this study affect managers of firms that rely on IT to deliver products or services. The findings suggest that the design of the IT organization influences the performance of the firm through cost reduction and its sustainability through innovation, both of which lead to community economic empowerment thus benefiting the general public.
8
Bacic, Monique Design Studies College of Fine Arts UNSW. "The central role of the designer's appreciative system in socially situated design activity." Publisher:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/43252.
Full textAbstract:
According to Dorst and Dijkhuis (1995) the two principal paradigms governing design activity discourse, are Simon's rational problem solving, and Schon's theory of design as a 'reflective conversation with the situation'. The rational problem solving view, that a fixed problem space structures design activity, has reduced the designer to a 'missing person' within design activity research (Dorst & Reymen 2004). This thesis aims to highlight the agency of the designer in structuring and motivating socially situated design activity. Dorst's (2006) framework of 'design paradoxes' suggests that design problems are evolving and unknowable. Design situations are determined through the designer's reinterpretation of the social discourses underpinning design situations, in a similar way to 'problem setting' within 'reflection-in-action' (Schon 1983). While Dorst suggests interpretation relies on intuition, problem setting relies on 'professional artistry' which is 'bounded' by the 'appreciative system' (personal knowledge, values and beliefs) and is essentially 'learnable' (Schon 1983). This thesis explores the correspondence between Schon's theory and contemporary frameworks including 'design paradoxes' (Dorst 2006), 'designerly ways of knowing' (Cross 1982), 'organising principles' (Rowe 1987), and 'creative problem construction' (Mumford et al 2004). It investigates the agency of the designer as evidenced in the use of the 'appreciative system'. This is elucidated using case study analysis of a novice designer, within a tertiary design degree. The case reveals the structured and motivated use of the designer's appreciative system. It indicates the deployment of 'appreciative goals' are fundamental to the 'linking behaviour of designers' (Dorst 2006), enabling design to begin in the absence of 'repertoire' or domain knowledge (Schon 1983), and the acquisition of new repertoire knowledge. These emergent findings offer new pedagogical perspectives both in terms of design expertise, which is normally associated with domain knowledge, and educating domain independent, multidisciplinary designers. Frames or similar 'organising principles' operate in most design fields, and create a 'principle of relevance' for knowledge from multiple domains and disciplines (Buchanan 1992). An awareness and acknowledgement of the objective function of subjective personal and social knowledge is essential in order to locate the 'missing' designer and understand innovative design activity.
9
No, Yeon Ji. "Inventor motives, collaboration and creativity." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/50340.
Full textAbstract:
This study examines the relationship between an inventor’s motives and creativity, invention commercialization, and collaboration pattern. Special emphasis is placed on the educational background of inventors when examining the effect of inventor motive on invention commercialization. The data are based in a unique survey of patent inventors in the United States, and archival data. The GT/RIETI 2007 Inventor Survey includes information on commercialization for patented inventions and measures of inventor motives. Archival data based on Lai et al. (2011) was the basis for the collection of creativity measures based on U.S. patent technology subclasses.
The results indicate that inventors’ motives differentiate the outcome of innovative activities. We found a firm motive has a positive effect on creating new combinations, commercialization of patents, and collaboration with coworkers. The results also suggest that the recognition motive negatively affects the creation of new combinations, and that there is no effect on the commercialization of the patent. As for collaboration pattern, the results show that individual differences in motives are associated with different patterns in collaboration. For example, task-oriented inventors are less likely to collaborate with others outside of the firm entity, whereas inventors with recognition motives are more likely to have a larger collaborative network with other professionals in the same field.
This paper suggests that policy-makers should consider individual heterogeneity in innovative performance, knowledge creation, and patterns of collaboration. Based on the findings, future research and policy implications are discussed.
10
Steyn, Colin Samuel. "Creative leadership as the essential driver of organisational competitive advantage for sustaining the economy of knowledge." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/111.
Full textAbstract:
Thesis (D. Tech.) -- Central University of Technology, Free State, 2008In the twenty-first century knowledge landscape, companies are compelled to compete in a complex and challenging context, transformed by globalisation, technological development, new applications of knowledge and hyper-competition. This new economic landscape requires organisations to perform differently with their knowledge assets to survive and prosper. It has become crucial for organisations to reinvent themselves through new rubrics of leadership, which essentially requires radical change as post-modern perspectives on the knowledge economy emphasise the fluidity, and immediacy of information exchanges that are leveraged through creativity and innovation as the new future sustainable rent. Postmodernist contestations of modernist economic and organisational rationalities have successfully activated discourse from diverse audiences and immense contributions to contemporary knowledge-intensive organisational diagnoses have been proffered. A current issue, which urgently enquires into new conceptions of organisational leadership, is regarded as the global knowledge economy. This economy seeks new sources of inspiration and revitalisation within the dynamic, mutable domains of future knowledge competency construction and enactment. New forms of human capital are now required to manifest tacit and intellectual capacity through exponential creativity and innovation capabilities, rather than explicit production-driven modalities. Therefore, organisations must access this new talent that engages deeply with creative thinking, as they can no longer reproduce themselves within the old traditions of management and control. The need to conjure new aspects of leadership to harness and then transform novel solutions into action should create an environment enabled to validate creativity and innovation as the major building blocks for knowledge transfer and trading. The purpose of this study is to render solutions for future knowledge-intensive organisations and explore new methodologies where leadership realises the paramount importance to nurture the knowledge worker as the most important source of knowledge creation. This study explores the complex challenges faced by contemporary leadership in grasping future value propositions for advancing knowledge trading and offers suggestions to unlock creativity and innovation for the enhancement of knowledge productivity and the development of supportive managerial effectiveness. It is recommended that leadership requires a profound cultural shift from traditional methods of management that can be best described as control orientated, bureaucratic and autocratic. These former hierarchical management structures originated in the modernist paradigm of industrial capitalism. In contrast, contemporary knowledge management is defined within the post-modern debate, where authority is diffused throughout the organisation and leadership engages in sufficient reflexivity to facilitate a more effective understanding of the contemporary knowledge worker. Within this postmodern context, fluidity of knowledge-leadership could actively promote the immediacy of creative exchanges as foundational to deliver the future into the present. The findings suggest a new role for leadership acting as coach and innovation facilitator, rather than controller. Furthermore the findings indicate that creative leadership should involve knowledge workers in defining the mission, vision and strategic intent and secure participation in the knowledge philosophy to mould their respective knowledge roles within a supportive culture. The findings indicated that collaboration between knowledge workers and leadership is crucial to establish formal communities of practice. These, as opposed to informal exchanges amongst knowledge workers, are pivotal to the process of continuous reinvention and proffer the shifts that are essential to drive future knowledge competencies. The findings furthermore revealed that communities of practice should be formally encouraged by leadership who diffuses the strategic intent to initiate forums where formal learning and the sharing of skills occur and creativity is continually advanced. The result is the creation of repositories of knowledge and innovation networks within knowledge concomitance required to enhance knowledge performance and ultimately drive sustainable competitive advantage. The research findings produced novel suggestions to proffer new knowledge-trading opportunities. The recommendations address contemporary leadership to perpetually challenge communities of practice to seek new creative and innovative horisons. This would yield the competencies and capabilities required for improved knowledge performance, based on individual and collective creative contributions. It is imperative for creative leadership to imbibe a new corporate curriculum to embrace the necessary radical innovative approaches required in today’s hyper-competitive economy. The recommendations suggest that the harnessing of creative and innovative potentials of knowledge workers, through the development of the creativity dimensions, namely fluency and elaboration could yield dominant discourse as a central ingredient for collective learning. This, in turn, would propel exponential levels of knowledge productivity, which is the critical component required to drive economic sustainability. Knowledge-leading organisations need to unearth and exploit the economy of knowledge by tapping into subjective experience, creativity and intuitive reflexivity. This study endeavours to offer a compelling vision of the future and recommends an intelligent organisation of the future that utilises a new corporate curriculum achieved by creative leadership to leverage enhanced managerial effectiveness. Finally, a definition for creative leadership is proposed which promotes innovative awareness, fluency and elaboration through formalised communities of practice to leverage enhanced knowledge productivity by means of knowledge worker empowerment and two-way communication. Creating a high-involvement organisation also involves new choices with respect to organisational design. An effective design would be the entrenchment of an organisational culture where the knowledge worker is accountable for and involved in the future success of the organisation. It is recommended that future leadership can achieve new innovative value propositions by structuring new mental models for increased knowledge productivity. The knowledge concomitance model suggests solutions to manipulate and economise knowledge to produce a transformational fusion of discontinuous innovation, nurturing a new syntagma for future knowledge management practitioners.
Books on the topic "Creative ability in technology"
1
1936-, Weber Robert J., and Perkins David N, eds. Inventive minds: Creativity in technology. New York: Oxford University Press, 1992.
Find full text
2
Hanks, Kurt. Wake up your creative genius. Menlo Park, Calif: Crisp Publications, 1991.
Find full text
3
Dasgupta, Subrata. Creativity in invention and design: Computational and cognitive explorations of technological originality. Cambridge [England]: Cambridge University Press, 1994.
Find full text
4
Sl, Lazarova, and Paneva Violeta, eds. Mladezhta i neĭnoto tvorchestvo v naukata i tekhnikata: Iz opita na mladezhkite organizat͡s︡ii. Sofii͡a︡: "Nar. mladezh", 1986.
Find full text
5
Tuomaala, Jorma. Creative engineering design. Oulu: University of Oulu, 1999.
Find full text
6
Facaoaru, Cornelia. Kreativität in Wissenschaft und Technik: Operationalisierung von Problemlösefähigkeiten und kognitiven Stilen. Bern: H. Huber, 1985.
Find full text
7
Jacques, Richardson, ed. Windows on creativity and invention. Mt. Airy, Md: Lomond, 1988.
Find full text
8
Prigozhin, A. I. Novovvedeniya: Stimuly i prepyatstviya : sotsial'nye problemy innovatiki. Moskva: Politizdat, 1989.
Find full text
9
Roco, Mihaela. Stimularea creativității tehnico-științifice. București: Editura Științifică și Enciclopedică, 1985.
Find full text
10
Nishizawa, Jun'ichi. Dokusō no keifu. Tōkyō: Nihon Hōsō Shuppan Kyōkai, 1992.
Find full textBook chapters on the topic "Creative ability in technology"
1
Kolasinska, Agnieszka Barbara, Myrte Thoolen, Sebastiaan Peek, Yuan Lu, and Rens Brankaert. "Co-creating Design Opportunities for Social Technology in the Context of Dementia." In Dementia Lab 2021: Supporting Ability Through Design, 125–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70293-9_11.
Full text
2
Parker, Geoffrey, and Marshall Van Alstyne. "Platforms: Their Structure, Benefits, and Challenges." In Introduction to Digital Humanism, 523–42. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-45304-5_33.
Full textAbstract:
AbstractIn this chapter, we describe platforms and their structure and how that structure differs from traditional linear value chains. We then discuss some of the key economic factors, including two-sided and multi-sided network effects, which underpin both the platform value proposition and the ability to create welfare for users. Platform and technology firms have grown to the point where their market capitalizations greatly exceed oil, gas, and financial services firms. We then explore some key governance and regulatory issues, including privacy, false information, and antitrust. We conclude with a discussion of emerging issues posed by Large Language Models such as ChatGPT, including their ability to create false information at scale and disrupt creative industries.
3
Jarke, Juliane. "Introduction." In Public Administration and Information Technology, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52873-7_1.
Full textAbstract:
Abstract Increasingly public services are provided in digital form; their uptake however remains well below expectations. In particular, amongst older adults the need for public services is high while at the same time the uptake of their digital counterparts is low. One of the reasons is that many digital public services (or e-services) do not respond well to the life worlds, use contexts and use practices of its target audiences. An increasingly popular approach to design more user-centric services is co-creation with future users. It has been noted however, that in particular older adults lack the willingness (and often ability) to co-create e-services. Hence, there is an articulated need to engage older citizens in design practice, but a lack of evidence concerning successful participation approaches. This book addresses this gap by providing evidence from three co-creation projects with older adults. In order to understand the challenges and opportunities of co-creation, the book attends to the following three aspects when analysing, evaluating and comparing the three projects: (1) Governing co-creation and sharing control: What are the implications of different modes of governing and managing co-creation? How do (and can) specific methods facilitate the sharing of control? (2) Sharing expertise: How can a variety of stakeholders be engaged in meaningful ways? What are specific challenges and opportunities for sharing (lived) experiences? (3) Enabling change: What types of public services are most suited for co-creation and to what extend do they enable individual and/or social change?
4
de Witt, Patricia. "Creative Ability." In Occupational Therapy in Psychiatry and Mental Health, 3–32. Oxford: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118913536.ch1.
Full text
5
Lubchenco, Jane, and Peter M. Haugan. "Technology, Data and New Models for Sustainably Managing Ocean Resources." In The Blue Compendium, 185–211. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-16277-0_6.
Full textAbstract:
AbstractWe are in the middle of an explosion in new data on the ocean, creating enormous potential for advances in our understanding and stewardship of ocean resources. An exponential increase in the number and variety of ocean observing systems and other new data sources has created the prospect of a digital ocean ecosystem. Advances in processing techniques and visualisation are rapidly expanding our ability to extract information from those data, and are enabling a wide array of tools to provide real-time information in actionable form to decision-makers, such as policymakers, resource managers, resource users, consumers and citizens.
6
Blanchard, Enka. "Cripping Assistive Tech Design: How the Current Disability Framework Limits Our Ability to Create Emancipatory Technology." In Service Oriented, Holonic and Multi-agent Manufacturing Systems for Industry of the Future, 377–88. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99108-1_27.
Full text
7
Wang, Yu, Ri-na Su, and Guo-jun Li. "Research on Teaching Method of Engineering Graph Recognition Course for the Computer Science and Technology Major Based on Creative Thoughts and Application Ability Training." In The 19th International Conference on Industrial Engineering and Engineering Management, 1477–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38433-2_155.
Full text
8
Fisher, William P., and A. Jackson Stenner. "A Technology Roadmap for Intangible Assets Metrology." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 179–98. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_14.
Full textAbstract:
AbstractMeasurement plays a vital role in the creation of markets, one that hinges on efficiencies gained via universal availability of precise and accurate information on product quantity and quality. Fulfilling the potential of these ideals requires close attention to measurement and the role of technology in science and the economy. The practical value of a strong theory of instrument calibration and metrological traceability stems from the capacity to mediate relationships in ways that align, coordinate, and integrate different firms’ expectations, investments, and capital budgeting decisions over the long term. Improvements in the measurement of reading ability exhibit patterns analogous to Moore’s Law, which has guided expectations in the micro-processor industry for almost 50 years. The state of the art in reading measurement serves as a model for generalizing the mediating role of instruments in making markets for other forms of intangible assets. These remarks provide only a preliminary sketch of the kinds of information that are both available and needed for making more efficient markets for human, social, and natural capital. Nevertheless, these initial steps project new horizons in the arts and sciences of measuring and managing intangible assets.
9
Bledsoe, Ryan. "Scratch Sampler (Beginner)." In The Music Technology Cookbook, 311–18. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.003.0051.
Full textAbstract:
Technology affords musicians of all ages the ability to choose how they interact with sound. In this recipe, children learn how to use the programming language Scratch to create their own musical instrument—a sampler—which they will use to create original music. Designed for students in the elementary grades, this activity includes the following learning outcomes: coding in Scratch, musical decision making, engaging with iterative design processes, creating music with a self-designed instrument, understanding the concept of cause and effect related to sound and a music interface, working in groups, and offering and receiving feedback about the creative process.
10
Sharma, Ishani, and Arun Aggarwal. "Revolutionizing Creative Tourism." In Innovative Technologies for Increasing Service Productivity, 179–97. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2019-8.ch011.
Full textAbstract:
This chapter provides a comprehensive review of hospitality and tourist (HAT) AI literature. The analysis identified relevant themes, pros, and cons, as well as suggested future research possibilities in this discipline. HAT is rapidly adopting AI technology to improve customer service, operational efficiency, travel experiences, and sustainability. There is a growing body of research on this topic, but a thorough and systematic understanding is needed to determine the most effective AI applications and recommend areas for further investigation. This chapter discusses how machine learning, natural language processing, and robotics may improve tourist and hospitality consumer experiences and efficiency. This chapter covers AI in travel, from chatbots for customer service to autonomous cars to VR/AR for immersive experiences. AI disrupts customers and companies in personalisation, decision-making, and predictive analytics. These AI technologies' ability to revolutionise the business provides a futuristic view of travel and tourism.
Conference papers on the topic "Creative ability in technology"
1
Liu, Yingshun, and Yue Liu. "Building Practice Teaching System to Cultivate Students’ Creative Ability." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.32.
Full text
2
Liu, Ge, Hongwei Shi, and Yandong Qu. "Cultivation of Creative Thinking Ability of Students in English Class." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.213.
Full text
3
Putratama, Alfadeo Adi, Dwijanto, and Iqbal Kharisudin. "Mathematical creative thinking ability viewed on metacognition assisted e-module." In PROCEEDING OF INTERNATIONAL CONFERENCE ON FRONTIERS OF SCIENCE AND TECHNOLOGY 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0103046.
Full text
4
Yu-Che, Huang, Liu Cheng-Yu, and Chen Chia-Chi. "A Study for S-generation of Children's Creative Thinking Ability." In ICDTE 2019: 2019 The 3rd International Conference on Digital Technology in Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3369199.3369205.
Full text
5
Jaenudin, Agus, Kartono, Y. L. Sukestiyarno, and Scolastika Mariani. "The Identification of Students’ Mathematical Creative Thinking Ability on Transformation Geometry." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.020.
Full text
6
Kaisheng Zhang, Wei Tang, Mingxing Gao, and Lianfeng Guo. "Notice of Retraction: Practice for training creative ability on graduation project." In 2010 2nd International Conference on Education Technology and Computer (ICETC 2010). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529282.
Full text
7
Hu, Wei, Hong Guo, and Fang Liu. "An Approach to Cultivate Graduate's Innovative Ability Based on Creative Practice." In 2018 9th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2018. http://dx.doi.org/10.1109/itme.2018.00089.
Full text
8
Liu, Yue, and Kaidi Yu. "The Development of Students’ Creative Ability in Mechanisms and Machine Theory Course." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.31.
Full text
9
Zhou, B. J. "Notice of Retraction: Study on cultivation students' creative ability in course teaching." In 2010 International Conference on Educational and Information Technology (ICEIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607536.
Full text
10
Zhou, Ting. "A Study of the Effect of Network-based English Teaching on College Students' Creative Thinking Ability and Creative Attitude." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.66.
Full textReports on the topic "Creative ability in technology"
1
Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3746.
Full textAbstract:
The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
2
Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.
Full textAbstract:
Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
3
Gupta, Ravi, and Ignacio L. De León. The Impact of Digital Innovation and Blockchain on the Music Industry. Inter-American Development Bank, November 2017. http://dx.doi.org/10.18235/0007978.
Full textAbstract:
Analogous to the emergence of the internet, the introduction of blockchain technology augurs disruptive change to the music industry. Though in its infancy, the technology presents interesting policy issues related to registering and monetizing intellectual property, policing piracy, and creating and executing more flexible contracts between and among members in the music supply chain, among others. This paper assesses the ability of the distributed ledger technology to steer the industry toward a distributed model and its potential to drastically alter the entire music supply chain. It initiates a conversation about policy implications and how policymakers might address the issues related to adopting blockchain technology, including designing policies that support an environment that enables the well-deserved compensation of artists.
4
Scholl, Anna. M.S. Educational Technology Creative Component. Ames (Iowa): Iowa State University, January 2021. http://dx.doi.org/10.31274/cc-20240624-973.
Full text
5
Contreras Salamanca, Luz Briyid, and Yon Garzón Ávila. Generational Lagging of Dignitaries, Main Cause of Technological Gaps in Community Leaders. Analysis of Generation X and Boomers from the Technology Acceptance Model. Universidad Nacional Abierta y a Distancia, May 2021. http://dx.doi.org/10.22490/ecacen.4709.
Full textAbstract:
Community and neighborhood organizations are in the process of renewing the organizational culture, considering technological environments in the way of training, and advancing communally, being competitive in adaptation and learning, creating new solutions, promoting change, and altering the status quo, based on the advancement of technology over the last few years, currently applied in most organizations. The decisive factor is the ability of true leaders to appropriate the Technological Acceptance Model –TAM– principles, participating in programs and projects, adopting new technologies from the different actors involved, contributing to the welfare of each community. There is, however, a relative resistance to the use of technology as support in community management, due to the generational differences in leaders and dignitaries, according to collected reports in this study, in relation to the age range of dignitaries –Generation X and Baby Boomers predominate–. They present a challenge to digital inclusion with difficulties related to age, cognitive, sensory, difficulty in developing skills, and abilities required in Digital Technologies, necessary to face new scenarios post-pandemic and, in general, the need to use technological facilities.
6
Iyer, Ananth V., Steven R. Dunlop, Anmol Guram Singh, Mihir Bhatia, and Sazzadur Rahman. Developing a Business Ecosystem around Autonomous Vehicle Infrastructure in Indiana. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317088.
Full textAbstract:
INDOT will soon be embarking on infrastructure planning to accommodate autonomous vehicles. This new technology affords the ability to impact economic value creation across the supply chain in Indiana, as well as foster economic development in Indiana to support these emerging technologies. This proposal will be a first cut towards exploring the development of a strategy to realize this potential. Our proposal will consist of two phases. Phase 1: A focus on industry choices and plans that can inform INDOT choices. Phase 2: A focus on INDOT’s internal decision making, risk tolerance, and choices regarding infrastructure projects.
7
Stephenson, Juliette, and Carlos Cortinhas. Creative uses of in-class technology. The Economics Network, January 2013. http://dx.doi.org/10.53593/n2310a.
Full text
8
Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Khrystyna V. Berladyniuk, Khrystyna V. Buzhdyhan, Liliia V. Baziuk, and Aleksandr D. Uchitel. Augmented reality in process of studying astronomic concepts in primary school. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4411.
Full textAbstract:
The objective of the research is development a mobile application (on the Android platform) designed for visualization of the Solar System with the AR technology and the alphabet study, applying the astronomic definitions, which can be used by the teacher and the students for an effective training for studying the subjects of the astronomic cycle in primary school. Augmented Reality cards with the images of the Solar System planets and other celestial bodies were developed, as well as the “Space alphabet” was created. In the developed alphabet every letter of the alphabet becomes a certain celestial body or a different astronomic definition. Augmented Reality gives the opportunity to visualize images of the Solar System as much as possible, in other words to convert 2D images into 3D, as well as “make them alive”. Applying this tool of ICT while studying new data gives the ability to develop and improve the pupils’ spatial thinking, “to see” the invisible and to understand the perceived information in a deeper way, which will be beneficial for its better memorizing and development of computer skills. Studying the alphabet in the offered mobile app will definitely help nail the achieved knowledge and get interesting information about celestial bodies that are invisible and superior for kids; to make a journey into the space, prepare a project on “The Space Mysteries” subject; to stimulate the development of curiosity, cognitive motivation and learning activity; the development of imagination, creative initiative, including speaking out.
9
Cervantes, Valarie. Valarie Cervantes: MeD Educational Technology Creative Component. Ames (Iowa): Iowa State University, January 2021. http://dx.doi.org/10.31274/cc-20240624-1578.
Full text
10
Miller, Marcus, Antonia Maier, and Andrew Powell. Prudent Banks and Creative Mimics: Can We Tell the Difference? Inter-American Development Bank, December 2011. http://dx.doi.org/10.18235/0011374.
Full textAbstract:
The recent financial crisis has forced a rethink of banking regulation and supervision and the role of financial innovation. This paper develops a model where prudent banks may signal their type through high capital ratios. Capital regulation may ensure separation in equilibrium, but deposit insurance will tend to increase the level of capital required. If supervision detects risky behavior ex ante then it is complementary to capital regulation. However, financial innovation may erode supervisors' ability to detect risk and capital levels should then be higher. Regulators, however, may not be aware their capacities have been undermined. The paper argues for a four-prong policy response with higher bank capital ratios, enhanced supervision, limits to the use of complex financial instruments and Coco's. The results may support the institutional arrangements proposed recently in the United Kingdom.