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Journal articles on the topic 'Creative design situations'
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1
Bailey, Mark, Emmanouil Chatzakis, Nicholas Spencer, Kate Lampitt Adey, Nate Sterling, and Neil Smith. "A design-led approach to transforming wicked problems into design situations and opportunities." Journal of Design, Business & Society 5, no. 1 (March 1, 2019): 95–127. http://dx.doi.org/10.1386/dbs.5.1.95_1.
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This article argues that using a design-led approach is highly beneficial when tackling complex problems to transform ambiguity into actionable design briefs and solution opportunities. This is evidenced by way of an ongoing project with a large public-sector organization. Northumbria University’s School of Design academic experts use design-led approaches to innovation that promotes ‘creative fusion’ between diverse stakeholders in order to tackle ‘wicked problems’. The authors continue this work as part of an Arts and Humanities Research Council/ European Regional Development Fund-funded programme entitled Creative Fuse North East (CFNE), involving five regional universities, of which the project discussed here is a part. The main objectives of CFNE are to develop and deploy approaches to innovation that apply skills from creative graduates to benefit the wider creative economy, address barriers to innovation and promote growth and sustainability within and without the Creative, Digital and IT sector (CDIT). The authors propose that to do this it is vital to convert stakeholders into co-creation activists empowered with the creative confidence and tools required to speculate about uncertain futures.
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Zhang, Bo, Ji Ning Qiu, and Hui Min Dong. "Design of Accelerator in Wind Power Generator with Creative Mechanical Design Methodology." Advanced Materials Research 323 (August 2011): 94–98. http://dx.doi.org/10.4028/www.scientific.net/amr.323.94.
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With today’s rapid development of science and technology, mechanical design calls for more advanced methodologies. The Creative Mechanical Design Methodology established by Yan [1] is one of the most effective ways to form new mechanisms according to existing ones based on certain requirements. However, few research of this method applied on transmission mechanism exists, especially gear trains with large rated power and transmission ratio. This paper introduces how the Creative Mechanical Design Methodology is applied in the design of the accelerator (gear box) with an output power of 1.25 MW in wind power generator. In the process, feasible schemes are obtained following the steps of Creative Mechanical Designing, and an evaluation based on practical manufacturing, assembly and application situations is conducted to obtain the best mechanism among all these schemes.
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Nuhoğlu Kibar, Pınar, Kevin Sullivan, and Buket Akkoyunlu. "Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning." Journal of Information Technology Education: Innovations in Practice 18 (2019): 087–111. http://dx.doi.org/10.28945/4418.
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Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.
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Blair, Elizabeth E., and Sherry L. Deckman. "“Distressing” Situations and Differentiated Interventions: Preservice Teachers’ Imagined Futures with Trans and Gender-Creative Students." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–38. http://dx.doi.org/10.1177/016146812012200704.
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Background/Context Teachers can help ensure trans and gender-creative students’ opportunity for, and equal access to, education, yet the field of educational research has just begun to explore how teachers understand trans and gender-creative students’ experiences and negotiate their responsibilities to protect these students’ rights. Purpose/Objective/Research Question/Focus of Study This article aims to address this essential gap by exploring preservice teachers (PSTs’) understandings of, and preparation for, creating supportive educational contexts for trans and gender-creative students, guided by the following research question: How do PSTs construct their responsibilities as future teachers to support trans and gender-creative students? Ultimately, this study aims to inform the development of effective teacher education curricula and related policy on trans and gender-creative identities. Participants Participants were 183 undergraduate preservice teachers enrolled in 10 sections of an educational equity course. Research Design We conducted a qualitative, inductive, thematic online discourse analysis. Using a queer, social justice teacher education framework, we qualitatively analyzed 549 online PST-authored posts. Findings/Results Three themes emerged: (1) PSTs voiced discomfort negotiating conflicting values and roles in supporting trans and gender-creative students, and PSTs suggested (2) individualized, differentiated interventions, and (3) community education approaches to promote comfort for trans and gender-creative students—strategies that may reinscribe normative, institutionalized views of gender identity. Conclusions/Recommendations Findings suggest the pressing need for innovative teacher education on gender identity and fluidity: PSTs need more opportunities to learn about supporting trans and gender-creative students, to critically consider constructs of gender and sexuality, and to explore how systemic gender oppression intersects with other forms of oppression through schooling practices.
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Nixon, Natalie, Irini Pitsak, and Alison Rieple. "Curating As a Brand Design Tool in Creative Organizations." Economía Creativa, no. 2 (October 7, 2014): 15–26. http://dx.doi.org/10.46840/ec.2014.02.03.
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Today the role of curating extends beyond the museum field: websites are curated, commercial firms establish functional roles entitled “curator”, and individuals in the creative economy use social media platforms to curate their lives and cultural product as brands. Curating has been extended and elevated today because design has become a more critical and integrative factor in brand development on both the organizational and individual levels (Kennedy, 2012). Curating is one way to manage the brand’s meaning. It is a chaordic system (Hock, 2005; van Einatten, 2001) that situates the complex process of editing, merchandising and documenting the brand’s offering in co-created situations with the customer. Yet, the literature is lacking in explicitly exploring and documenting how curating is used in branding.
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Pei, Yilai, Jiantao Han, Jingwen Zhao, Mengrong Liu, and Weiguo Pang. "The Effects of the Creator’s Situation on Creativity Evaluation: The Rater’s Cognitive Empathy and Affective Empathy Matter in Rating Creative Works." Journal of Intelligence 10, no. 4 (September 26, 2022): 75. http://dx.doi.org/10.3390/jintelligence10040075.
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Successful intelligence theory suggests that creativity is necessary for personal achievement outside of intelligence. Unlike intelligence, creativity can develop in a supportive environment. People should consider the situation of disadvantaged groups, which are characterized by low personal achievement and a bad growth environment in creativity evaluation from a caring perspective. This study focuses on the effect of the creator’s situation on creative evaluation and the role of the rater’s empathy (i.e., cognitive empathy and affective empathy) and sympathy in creative evaluation. Four pairs of creator’s situations (by age, physical state, family situation, and economic state) were designed to represent people with disadvantages or advantages. A between-subject design was used with 590 undergraduate students randomly assigned to eight sub-conditions. The participants were asked to assess three products in eight situations. The rater’s empathy and sympathy in creativity evaluation were explored in the overall disadvantage (N = 300) and advantage (N = 290) conditions. The results showed that the participants only provided significantly higher ratings to the creative product made by a child. Cognitive empathy only predicted a creative rating under disadvantaged conditions, and affective empathy negatively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. The possible mechanisms of the effect and implications for the establishment of a supportive environment for creativity and creativity teaching practice were discussed.
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Jung, Ki Baek, Seung-Wan Kang, and Suk Bong Choi. "Paradoxical Leadership and Involvement in Creative Task via Creative Self-Efficacy: A Moderated Mediation Role of Task Complexity." Behavioral Sciences 12, no. 10 (October 2, 2022): 377. http://dx.doi.org/10.3390/bs12100377.
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Modern organizational environments encounter serious competition and paradoxical situations. This study discusses the effect of paradoxical leadership on overcoming competitive and paradoxical situations happening in the Korean workplace. More specifically, it investigates the dynamic relationship between paradoxical leadership and involvement in creative tasks in a Korean context and examines whether creative self-efficacy positively mediates this relationship. Our research design addresses the moderating role and moderated mediating role of task complexity in the relationship between paradoxical leadership and the involvement in creative tasks via creative self-efficacy. The main hypotheses were tested by using a cross-sectional design and administering questionnaires to 268 employees working in Korean firms. Empirical analysis revealed that paradoxical leadership is positively related to involvement in creative tasks and creative self-efficacy and that creative self-efficacy positively mediated the relationship between paradoxical leadership and involvement in creative tasks. Importantly, as the relationship between paradoxical leadership and creative self-efficacy depends on task complexity, the mediated relationship was effective under high task complexity. Uncovering the relationship between paradoxical leadership and involvement in creative tasks with the mediating role of creative self-efficacy and the moderated mediating role of task complexity can provide useful theoretical and managerial implications.
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Ben, Ni, Xu Guang Yang, and Peng Lin Li. "Application of Computer Aided Design in Sculpture Art." Advanced Materials Research 926-930 (May 2014): 1672–75. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.1672.
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With the rapid development of computer technology, especially with the progress in computer graphics technology, a revolutionary change occurred in urban sculpture, architecture, animation and other art and design field. Three-dimensional computer technology information technology and digital technology also challenged the traditional art of sculpture which takes manual approach to create and produce sculpture works; they provide designers with a new creative fashion and art form. This interdisciplinary technology surpassed the single and limited mode of the traditional tools through turning two-dimension to three-dimension, static to dynamic situations. Large sculptures began to appear in the city with the assistance of computer technology in varying degrees. The programs accurate operating and precise drawing bring strong reliability in sculpture design, which has become the primary means of urban sculpture creation.
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Villegas, Esmeralda. "Didactic strategies to promote creative thinking in classrooms." Revista Innova Educación 4, no. 1 (November 6, 2021): 109–19. http://dx.doi.org/10.35622/j.rie.2022.01.008.en.
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In recent decades an education that develops creative thinking has been promoted. The teacher must design learning strategies that strengthen this ability in students. The objective of this work was to carry out a detailed investigation on creative thinking and the strategies to promote it in this century. The methodology used was the documentary review of articles published from various reliable sources. Concluding that there is a need to stimulate the creative thinking of students to generate different solutions and face situations that arise in the context.
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Aakhus, Mark, and Leon V. Laureij. "Activity, materiality, and creative struggle in the communicative constitution of organizing." Dialogue and Representation 2, no. 1 (May 12, 2012): 41–59. http://dx.doi.org/10.1075/ld.2.1.03aak.
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Communication design practice involves transforming given situations into preferred courses of action. This ubiquitous feature of organizational and professional life presents an opportunity for advancing theory about the constitutive role of communication in organizing (CCO). Extant CCO argues that collective courses of action happen through a process of social reasoning involving the mediation of speech acts but this account misses some important features of activity, materiality, and creative struggle evident in communication design practice. Examination of two cases of communication design practice reveal that activity — its materiality and the creative struggle over it — is central to the social reasoning involved in constructing preferred courses of action. The alternative identified here has implications for developing a design stance that integrates design theory and research on language and social interaction to advance understanding of communication design practice in the constitution of organizing.
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Tsankov, Nikolai. "Development of the modeling competence of students in the pedagogical majors in the conditions of a simulation training in computer-based distance learning." Perspectives of Science and Education 53, no. 5 (November 1, 2021): 238–46. http://dx.doi.org/10.32744/pse.2021.5.16.
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The problem and the aim of the study. The increased use of digital technologies in higher education has lately been accelerated by the COVID-19 pandemic, thus creating a number of challenges related to the implementation of distance e-learning. The duration of the epidemic situation and the limitations related to the organization of in-person education reveal the simulation training as the main opportunity for the implementation of any practical training of the students in the methodological disciplines in their university preparation as future teachers. The aim of the study is to survey the possibilities of developing the modeling competence of students concerning the simulation of practical training in computer-based distance learning. Research methods. Within the framework of the research, which is oriented at establishing the levels of structure defining competencies (the reflective multisensory competency; the creative competency; the symbolic competency of sign and symbol nature) were measured systematically through goal-oriented observation during practice seminars in the disciplines taught to students. Since both disciplines are practically oriented and suggest the instruction of teaching methods, they entail the design of didactic situations in pre-school and of lessons in primary school education, which facilitates the registering of the levels of structure defining competences, including the competence for cognitive modelling, preeminently formed in the conditions of simulative distance education in electronic environment. The subjects participating in the research are 158 Bachelor's students trained in the professional field Education Science. Results. A low level of the skills for the application of cognitive modelling in the activities students conduct in relation to the design of pedagogical situation and lessons as an element in their practical experience and preparation in the realization of such situations in rela school conditions. The pilot study diagnoses a low level of student achievements in over 65% of the subjects as regards the academic disciplines the study concerns in terms of basic modelling skills. By contrast, in the course of the simulative education a growth of 45% has been established in the concluding study. The intersections and correlations between the level of development of the specific competences and the simulative education have also been established. Statistically verifiable differences (p=<0.05) were established between the pilot and the concluding studies in view of the reflective and creative competency. The symbolizing competency, however, requires further efforts. Conclusion. The results draw the attention to the necessity to look for opportunities to guarantee the creation of the models, in the context of simulative education, with three basic emphases: state (value, role and function in the specific context, phase of development of the pedagogical situation and/or lesson), structure (position of the model in relation to the other models/objects and of its own components – the components of the pedagogical situations and lesson projects) and evolution (opportunities for the design of pedagogical situations and/or lessons after reflection based on simulations).
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Daher, Wajeeh, Nimer Baya’a, and Otman Jaber. "Understanding Prospective Teachers’ Task Design Considerations through the Lens of the Theory of Didactical Situations." Mathematics 10, no. 3 (January 28, 2022): 417. http://dx.doi.org/10.3390/math10030417.
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Task design, in general, and task design in a technological environment, is attracting the attention of educational researchers. The present research investigates task design of prospective teachers in the Scratch programming environment. A total of twenty-three female prospective teachers participated in a professional development program. They were in their third academic year majoring in teaching mathematics and computer science in the middle school. The prospective teachers attempted to design mathematics-based programming problems. The present research utilizes the theory of didactical situations in mathematics, specifically the situation types, the paradoxes of the didactical contract and the situation components, to study the task design of the prospective teachers. It does that by focusing on one group of prospective teachers. The research results indicated that the prospective teachers were concerned mainly with the situation of information, situation of reference and situation of action. Doing so, they were concerned with the paradox of the said and the unsaid, the paradox of uncertainty, and the paradox of devolution. In addition, they took care of both algorithmic and creative reasoning. They also took care of students’ devolution, where this devolution was conditioned with following an institutionalization. They were also concerned with giving students autonomy and encouraging decision making regarding the solution of the problem. Furthermore, they planned to enable students’ control over their learning.
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Cheng, Jiaxia. "A comparative Study of Chinese Traditional Folk Paper-cut Art Desigh and Modern Graphic Design Based on Visual Communication." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 1028–35. http://dx.doi.org/10.18001/trs.7.5.20.
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Paper-cut, as a traditional folk art, has become a treasure of Chinese folk art in its long history of development. Paper-cut gives people artistic enjoyment visually with its unique creative techniques, full composition and vivid and interesting patterns. Methods: Traditional folk paper-cut art records the folk customs of the Chinese nation and embodies the temperament and national style of the Chinese nation. Its unique way of thinking and expression provide unique creative ideas and rich visual art resources for modern graphic design. Chinese folk paper-cut is an organic combination of decoration and practicality. Results: It can not only show the rich and colorful folk life, but also meet the aesthetic needs of a variety of situations. How to combine rich traditional culture and art with graphic design concepts and the spirit of the times to design works with national style, so as to better integrate folk paper-cut art with graphic design, is the pursuit of graphic designers. Conclusion: Based on visual communication design, this paper discusses the comparison and integration between traditional Chinese folk paper-cut art design and modern graphic design.
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Zhang, Wenlin, and Jin Ma. "DESIGNING IN COMPLEXITY: HOW SOLUTION CONJECTURES INFORM PROBLEM EXPLORATION." Proceedings of the Design Society 1 (July 27, 2021): 1153–62. http://dx.doi.org/10.1017/pds.2021.115.
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AbstractEngineering designers seek to explore ‘real’ problems that must be solved across design processes. This exploration might be challenging in complex problem situations. An effective way of encouraging design exploration is conjecture-based problem exploration—informing problem re-interpretation by potential solutions. However, little evidence indicated how this process unfolds, especially in complex problem situations. This study addresses this question by articulating the underlying cognitive mechanism of conjecture-based problem exploration. Situated in a creative design practice that tackles real-world, complex problem situations, we employ grounded theory to conduct qualitative coding of interview transcripts and documents elicited from ten multidisciplinary graduate students. We developed a three-phase process model to explain conjecture-based problem exploration: (1) triggering through analogizing, inspiring, evaluating, and questioning; (2) transitioning to problem space expansion; and (3) resulting in problem focus adjustment incrementally or radically. Our explanation contributes to design theory building and encourages engineering designers to embrace a dynamic view of design problems when addressing complexity.
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Zhuk, S. A., N. Volkova, and M. Lutsyk. "Modern technologies as a way to solve innovative problems in interior design." Bulletin of the Innovative University of Eurasia 80, no. 4 (December 25, 2020): 100–108. http://dx.doi.org/10.37788/2020-4/100-108.
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The article examines modern technologies that contribute to the implementation of creative design ideas, based on the analysis of modern lighting technology and energy saving factors. It is hypothesized that the goal of modern design in this article is defined as the creation of new space and values, through the renewal of the human environment. The basis for confirming this hypothesis should be the justification for the use of lighting technology and electronicsin solving conceptual and artistic design problems. The scientific research is based on the methodology for making design decisions and ways to open new ways for the implementation of creative imagination and new conceptual solutions of the designer, on the example of designing the interior of a cafe. The author considers and substantiates such terms as intelligent space, interior as a process, integrated lighting systems, informatization of interior space, new methods of decoration, etc. Examples of analysis of design situations from are given the point of view of functional tasks, classification of requirements when making design decisions is substantiated. Lighting technologies in the interior are viewed as a tool that solves a whole range of tasks that combine aesthetic and technological principles of interior shaping. Modern technology is seen as a designer's tool that should be used to understand the role of design as a conduit of scientific advances and innovative technologies to the consumer environment.
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Inayatusufi, Chairunnisa. "Desain Pembelajaran RME untuk Mengembangkan Kemampuan HOTS Siswa Pada Materi Bangun Ruang Sisi Datar Kubus." Jurnal Riset Pendidikan Matematika Jakarta 4, no. 1 (February 23, 2022): 73–88. http://dx.doi.org/10.21009/jrpmj.v4i1.23027.
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Higher order thinking skills in learning are the application of thinking processes to complex situations. Every student can think, but most students need encouragement and guidance for higher order thinking processes. This study uses the Instructional Development Model (MPI). This study aims to explain the outline of the activities planned to design learning in cube VIII material, the development of learning objectives, the expected results, and practice questions that require the use of high-level skills. Learning activities that apply RME principles guide the implementation of processes that lead to HOTS-oriented problem-solving abilities. Several efforts must be made to improve students' higher order thinking skills in mathematics, namely: (1) involving students in non-routine problem solving activities; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and creative abilities (creative thinking); and (3) encourage students to construct their own knowledge, so that learning becomes meaningful for students. It is hoped that educators can apply the characteristics of RME by using learning designs based on real life or situations that can be imagined by students, because this article shows that the RME design has the potential to improve the HOTS ability of junior high school students, especially in the topic of cubes.
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Sun, YuanHong. "Design and Purchase Intention Analysis of Cultural and Creative Goods Based on Deep Learning Neural Networks." Computational Intelligence and Neuroscience 2022 (August 29, 2022): 1–7. http://dx.doi.org/10.1155/2022/3234375.
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With the rise of cultural and creative industries, cultural creativity has gradually become an important factor to promote the value of design in the future, and it is also a trend to integrate “cultural elements” into the design of products. At present, the cultural and creative industries in Western countries and Taiwan are the mainstay of their economic development. We should actively absorb their successful experiences and, with the support of national policies, carry out effective and lasting development of them, as well as continuously improve the quality of cultural and creative products. In today’s steady economic development, the emotionalization of cultural and creative consumption has gradually formed a new consumption trend. When cultural and creative consumers buy stationery, they will inevitably have three situations: purchasing instinct, purchasing behavior, and reflection. Therefore, this paper adopts the method based on machine learning to conduct in-depth research on the users of cultural and creative products of “Forbidden Day and Night Set Gift Box.” Through the research on the cultural and creative consumption intention of “Forbidden Day and Night Set Gift Box,” it can effectively promote the development of domestic cultural and creative enterprises, and then promote the customer satisfaction of cultural and creative enterprises. This paper makes a detailed analysis of it from the perspectives of data processing, feature engineering, classification prediction models, and future development directions. By studying the cultural and creative behavior of users, a deep learning model based on neural network is established. The feature extraction, feature preprocessing, feature selection, and asymmetric data collection in the process of data processing are discussed in depth. In order to further improve the prediction accuracy and conduct more in-depth research, this paper establishes a deep learning prediction model based on depth. This model is experimentally validated and it can be observed that the model is 10% more efficient than the traditional model, so the model can learn data better from the user’s behavior in several aspects, and the proposed and practice of this model has good practical significance.
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Muiz Ghifari. "An Instructional Design Process for Developing Students Higher Order Thinking Skills in Number Patterns." Jurnal Riset Pendidikan Matematika Jakarta 3, no. 1 (February 24, 2021): 36–47. http://dx.doi.org/10.21009/jrpmj.v3i1.19988.
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Higher order thinking skills in learning are the application of thinking processes for complex situations and of course have many variables. Every student can think, but most students need encouragement and guidance for higher order thinking processes. The research used a qualitative approach, namely literature review. This study aims to explain the outline of activities planned for designing learning on number pattern class VIII material, the development of learning objectives, expected results, and practice questions that require the use of high order skills. Several efforts must be made to improve students' higher order thinking skills in mathematics, namely: (1) involving students in non-routine problem solving activities; (2) facilitating students to develop their ability to analyze and evaluate (critical thinking) and creative ability (creative thinking); and (3) encourage students to construct their own knowledge, so that learning becomes meaningful for students.
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Bitan, Yuval, Eli Jaffe, Logan M. Gisick, Greg Hallihan, and Joseph Keebler. "Creative Research Approaches For Complex Questions In Pre-Hospital Emergency Medicine." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 7, no. 1 (June 2018): 186–88. http://dx.doi.org/10.1177/2327857918071049.
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Pre-Hospital Emergency Medical Service work environments are complex, presenting unique challenges for the design of environments and equipment, digital technologies, and inter-organizational operational strategies. As researchers, our challenge is to understand how providers operate in these complex environments, especially during emergency situations, to ensure solutions to these challenges are well informed by representative evidence. This requires collecting data regarding human-system interactions occurring between many people with shifting roles, in dynamic and potentially dangerous environments, with complex patients and often acute time constraints. A lot is happening simultaneously, and our ability to learn and provide meaningful insights is challenged. In search for methods that will help us asses these situations we often use mixed methods that are adapted to the unique and changing conditions of each study. The goal of this session was to present Case Studies and methods used for the panelist’s research involving the emergency medical services work environment. We took a close look at the tools and methods employed by the panelists for their research, and learned about the benefits and limitations of their unique approaches, as they were implemented in unique contexts.
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Varías, Inés, and Marcelino Callao. "Autonomous learning strategies: critical and creative thinking in primary education." Revista Innova Educación 4, no. 3 (March 3, 2022): 115–25. http://dx.doi.org/10.35622/j.rie.2022.03.007.en.
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The objective was to design a model of autonomous learning strategies aimed at developing critical and creative thinking in primary school students of Educational Institution No. 11239 Las Dunas Lambayeque - Peru. The research was of a primary propositional type, in which 58 students participated, who were administered a test on the development of critical and creative thinking. The instruments were validated by experts who agreed with a reliability coefficient of 0.80. The results regarding the level of development of critical and creative thinking indicate that 60.3% of the total are at the average level for critical thinking, and 65.5% are also at the intermediate level concerning creative thinking, which allows determining that the students participating in the research need to develop higher-order skills in different situations to make decisions and solve problems of daily life.
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Casakin, Hernan. "Metaphors as Discourse Interaction Devices in Architectural Design." Buildings 9, no. 2 (February 22, 2019): 52. http://dx.doi.org/10.3390/buildings9020052.
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Metaphor is a fundamental heuristic supporting cognitive and communicative requirements in design problem solving. This reasoning mechanism helps structure how architects reason about problems, and how they approach design situations from novel perspectives. This paper investigated empirically the use of metaphors during the conceptual front edge design, known as the most creative stage of the process. Figurative phenomena were analyzed in their original context of occurrence. Emerging metaphorical expressions generated during communication interactions maintained by sixty architects were identified and examined based on protocol analysis approach. Metaphors were further categorized according to main experiential domains at different levels of detail, as well as in terms of image and conceptual descriptions. The study contributed to gain a deeper insight into the rhetorical potential of metaphor during design problem solving, and to strengthen its centrality in architecture.
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Bahtiyarova, L. N., and K. V. Plotova. "DESIGN OF INFORMATICS LESSONS USING PROBLEM-BASED LEARNING." Informatics in school, no. 8 (November 9, 2019): 19–24. http://dx.doi.org/10.32517/2221-1993-2019-18-8-19-24.
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The article discusses the preparation of tasks for informatics lessons with the use of problem-based learning. At all times, the request of society for the preparation of a creative person who knows how to think independently, set goals, make decisions, is relevant. Problem-based learning is one of the methods those promote the involvement of students in active independent activity, the formation of skills for solving problem situations. As part of the study, the author's methodology for design of informatics lessons using problem-based learning is presented. Indicators and relative scales for assessing the results of educational activity of students are developed. The criteria for evaluating the learning technology are shown. An example of a lesson design is considered, an analysis of the results and training technology is carried out, conclusions are drawn on the adjustment of the designed lesson.
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Khamying, Pakkhapon, Jiraporn Chano, Wantanee Boonla, and Bussayarat Nithideechaiwarachok. "Thai Language Curriculum to Enhance Creativity Thinking Skills for Primary School Students." Journal of Education and Learning 11, no. 5 (July 28, 2022): 142. http://dx.doi.org/10.5539/jel.v11n5p142.
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Creativity in the present society is essential for growth and reform. It is also beneficial for having creative students organize thought, imagine and discover new ideas from an early age. This study aimed to 1) investigate primary information related to learning management results, current situations, and school curriculum development needs, 2) design a Thai language curriculum to enhance creative thinking for primary school students, and 3) study the effects of the curriculum. The study was divided into three phases: primary information research, curriculum design, and implementation. The participants consisted of 30 students in grade 5 during the 2019 academic year. Phase 1 revealed that the majority of schools still had fair fourth-standard results, which related to the ability of analysis, synthesis, critical, creative, and considered thinking. There were approaches to solving the problem that involved analyzing the policy and the practice outcomes. The results of phase 2 revealed that the curriculum’s principles and goals were to assist students in improving their creative thinking in two dimensions: 1) knowledge and intelligence and 2) feeling, mind, and attitude. The results of phase 3 yielded that 1) primary school students had higher scores after learning to enhance creative thinking significantly at .05, 2) creative thinking of students who learned by using the curriculum was higher than creative thinking of students who learned through traditional curriculum significantly at .05. It can be stated that promoting creative thinking should be encouraged in many subject areas as early as possible.
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Youmans, Robert J., and Thomaz Arciszewski. "Design fixation: Classifications and modern methods of prevention." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 28, no. 2 (May 2014): 129–37. http://dx.doi.org/10.1017/s0890060414000043.
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AbstractThe term design fixation is often used interchangeably to refer to situations where designers limit their creative output because of an overreliance on features of preexisting designs, or more generally, an overreliance on a specific body of knowledge directly associated with a problem. In this paper, we argue that interdisciplinary interest in design fixation has led to increasingly broad definitions of the phenomenon that may be undermining empirical research efforts, educational efforts to minimize fixation, and the acquisition and dissemination of transdisciplinary knowledge about fixation effects. To address these issues, we recommend that researchers consider categorizing fixation phenomena into one of three classifications: unconscious adherence to the influence of prior designs, conscious blocks to change, and intentional resistance to new ideas. Next, we distinguish between concept-based design fixation, fixation to a specific class of known design concepts, and knowledge-based design fixation, fixation to a problem-specific knowledge base. With these distinctions in place, we propose a system of orders of design fixation, recommend methods for reducing fixation in inventive design, and recommend areas that are in need of further research within the field of design science.
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Mackie, Renea. "Creative Forest: an emergent learning environment." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 17, 2021): 43. http://dx.doi.org/10.24135/pjtel.v3i1.107.
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Creative Forest is an educational space that connects, facilitates and empowers learners in education, enterprise and local community. Using an ecosystem methodology that resembles a forest metaphor, learner’s co-construct networks, interact, collaborate, and seek out and share expertise as a way of transforming social and cognitive relationships and values that craft a future of learning that is distinctly different and unconstrained. Learners are integral to the operation and success of the learning community as a way of designing, managing and promoting individual or group/community design projects for either self-discovery and knowledge creation or creative and entrepreneurial endeavour. The essence of the ecosystem relies on a permeable structure that allows participants to reveal tactics to reinvent, subvert, and recontextualise the folds and refolding of the learning space for meeting the needs and understanding of encounters of everyday practice. Learners are central to the ecosystem. “Learning is usually a progressive change in what we know or can do” (Nuthall, 2001). For Creative Forest, learners is a term that applies to everyone, everyone is a learner, everyone is a teacher, and learning to do by doing.
Creative Forest is a reorientation in educational thinking that has challenged traditional, didactic education for its implied assumption of a separation between knowing and doing, where knowledge is treated as an integral, self-sufficient substance, theoretically independent of the situations in which it is learned and used. This assumption is in conflict with the social knowledge that emerges from learners’ interaction with each other and the Internet, which they use as a tool to reach out, interact, mentor and share experiences and knowledge. Given this situation, learning organisations are sometimes challenged to shift from their traditional role, perceived as the transfer of abstract, decontextualised formal concepts rather than personalised interconnecting socially constructed experiences (that promote critical learning and citizenship). Building a system that encourages students to co-construct, interact and collaborate on individually orientated projects shaped the foundation structure and supportive mechanisms for the development of Creative Forest.
This paper presentation will discuss a journey into building Creative Forest as an emergent innovative learning environment and talk through its application in education, business and community contexts.
References
Nuthall, G, A. (2001) Student experience and learning process: Developing an evidence based theory of classroom learning. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.
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Toumi, Karima, Fabien Girandola, and Nathalie Bonnardel. "Technologies for Supporting Creativity in Design: A View of Physical and Virtual Environments with Regard to Cognitive and Social Processes." Creativity. Theories – Research - Applications 8, no. 1 (June 1, 2021): 189–212. http://dx.doi.org/10.2478/ctra-2021-0012.
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Abstract Creative activities are becoming more and more necessary in professional areas, such as in design, towards the development of new products that should be adapted to current (or future) users and usages. In a competitive context, it is crucial, especially for companies, to face the challenge of coming up with innovative products. However, creative activities are particularly difficult to perform, and they are associated with important risks. In this context, we report on major findings based on the analysis of designers’ cognitive processes involved in creativity, which has led to the development of computational systems used in physical environments. We also present studies related to technologies that are used in virtual spaces in order to support creativity. This last kind of technology seems to be more and more promising in the actual societal context, which requires remote working, all the more so during the current health crisis. More specifically, we discuss how virtual environments, particularly those from multiplayer games, not only redesign the way individuals work but can also contribute to enhancing creativity. Finally, we suggest perspectives towards the development of innovative new tools that aim to enhance creative performance in individual and collective situations.
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Gordeeva, Ekaterina. "SITUATIONAL AND ENVIRONMENTAL APPROACH TO DESIGNING OF THE DEVELOPMENT OF AESTHETIC CULTURE OF EMPLOYEES OF INTERIOR MINISTRY OF RUSSIA." Applied psychology and pedagogy 6, no. 2 (April 1, 2021): 51–69. http://dx.doi.org/10.12737/2500-0543-2021-6-2-51-69.
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The relevance of the topic under study is due to the fact that at present, the requirements imposed by society and the state to the level of cultural development of an employee of the internal affairs bodies have indicated the need to develop his aesthetic culture. Analysis of the results of research in the field of legal education, is devoted to the study of the phenomenon of the educational environment ATS as a subsystem of vocational service environment showed that it is aesthetically developing enabling incentives and substantial procedural opportunities for the development of aesthetic culture of police officers and has not only normative, but also ethical and aesthetic properties: meaning-generating and value-oriented context of professional and service (educational) activities, empathic relationships and hermeneutic communication of employees. Based on the situational-environmental approach (N. V. Khodyakova), 4 types of aesthetic-developing situations and the corresponding levels of aesthetic culture of employees are identified: 1) the situation of aesthetic perception (adaptive level); 2) the aesthetic-praxeological situation (selective level); 3) the situation of aesthetic communication and the formation of personal aesthetic assessment (reflexive level); 4) the situation of aesthetic creativity and self-change (creative level). Situational and environmental design is defined as the selection and combination of components of the professional and service environment (incentives and opportunities for the development of aesthetic culture), corresponding to the progressive change in the types of aesthetically developing situations. A consistent change in the type of situation determines the dynamic model of the process of developing the aesthetic culture of the Department of Internal Affairs employees. In accordance with the structural model of the aesthetic culture of the officials and the dynamic model of the process of its formation is defined five groups of criteria and indicators to differentiate officers at different levels of development of aesthetic culture. The process of development of aesthetic culture of police officers during the formative experiment was designed in the form of sequential development officers of educational situations. The study was conducted using a questionnaire (the author's questionnaire), testing (the test "Value orientations" M.Rokich), the method of expert assessments. The data obtained as a result of the study confirm the model of situational and environmental development of the aesthetic culture of police officers.
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Assimakopoulos, Nikitas A., and Panagiotis Papaioannou. "Domain-Driven Design and Soft Systems Methodology as a Framework to Avoid Software Crises." Acta Europeana Systemica 8 (July 10, 2020): 191–204. http://dx.doi.org/10.14428/aes.v8i1.56353.
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Crisis is considered to be an issue concerning complex systems like societies, organizations or even families. It can be defined as the situation in which the system functions poorly, the causes of the dysfunction are not immediately identified and immediate decisions need to be made. The type and the duration of a crisis may require different kinds of decision making. In a long-term crisis, when system changes may be required, the active participation of the affected people may be more important than the power and dynamics of the leadership. Software crises, in their their contemporary form as oganizational maffunctions, can still affect the viability of any organization. In this contribution we highlight the systemic aspects of a crisis, the complexity behind that and the role of systemic methodologies to explore its root causes and to design effective interventions. Our focus is on modeling as a means to simplify the complexity of the regarded phenomena and to build a knowledge consensus among stakeholders. Domain-Driven Design comes from software as an approach to deal with complex projects. It is based on models exploration in a creative collaboration between domain practitioners and solution providers. SSM is an established methodology for dealing with wicked situations. It incorporates the use of models and, along with Domain-Driven Design and other systemic methodologies can be employed to develop a common perception of the situation and a common language between interested parties in a crisis situation.
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Baklyskaia, Larisa Evgen'evna, and Konstantin Sergeevich Il'in. "Biofriendly design: arrangement of sustainable and smart environment." Урбанистика, no. 2 (February 2021): 1–13. http://dx.doi.org/10.7256/2310-8673.2021.2.35165.
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The subject of this research is application of the principles and techniques of biofriendly design in various environmental situations – open urban and interior spaces. The relevance of this research is defined by the need for new paradigms and conceptual solutions in order to change the relationship between urbanized environment and nature. Biofriendly design is of particularly demand in the conditions of such global challenges to modern society as the 2020 pandemic, as it opens additional opportunities for sustainable development. The research methodology is based on the unity of theory and practice. The theoretical part of the work consists in consideration of the current state of the question, analysis of the key principles of biofriendly urbanism and techniques of biofriendly design. The practical part reviews the examples of projects of the open and interior spaces, in which biofriendliness is one of the fundamental principles of arranging the environment, and simultaneously, the space organization techniques. The empirical framework is comprised of such methods as observation and analysis of the results of creative works that allow assessing the effectiveness of forms and methods of the development of creative component of professional activity. The research is conducted at the premises of the department of Design of Architectural Environment of the Pacific National University within the framework of educational course “Environmental Factors in Design” and is of applied nature. The novelty of this work consists in implementation of the obtained results in practical architectural and design engineering of environmental objects.
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Poluyanov, Y. A. "Teacher-Student Interaction in Situations of Spontaneous Learning Independence in Primary Schoolchildren in Art Lessons within the System of Developmental Instruction." Cultural-Historical Psychology 14, no. 3 (2018): 101–13. http://dx.doi.org/10.17759/chp.2018140310.
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The paper describes outcomes of a pilot study on the features of interaction between a teacher and a child in art lessons within the system of developmental instruction. Two types of learning independence are reviewed: independence of performance — that is, when the child independently performs something familiar, repeating what the teacher has just explained or done; and independence of initiative — that is, when the child independently applies the general means of artistic activity while carrying out learning and creative tasks. We suppose that the second type of learning independence can be realized to the full extent in the process and outcomes of creative tasks, when the children design and implement their own, exclusive ideas in their drawings, sculptures and other handmade artifacts. Basing on our observations, it was revealed that the independence of initiative develops only if the teacher and the students actively interact with each other, when the teacher’s questions and actions stimulate the children to look out for different assessments (of their actions and outcomes) and to search not for one, but for many different ways of solving learning and creative tasks. Similarly, if the teacher spontaneously avoids or even deliberately ignores such situations in which the students look out for different ways of implementing their ideas, then the children’s independence of initiative simply disappears. The paper concludes with some suggestions concerning the relevant research tasks and techniques.
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Mishukovskaya, Yu, Tat'yana Usataya, and Lyubov' Deryabina. "Development of Students’ Creative Potential in the Framework of Academic Olympics on Engineering and Computer Graphics." Geometry & Graphics 8, no. 1 (April 20, 2020): 65–72. http://dx.doi.org/10.12737/2308-4898-2020-65-72.
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Currently, they present design objects in the form of three-dimensional models and drawings. Accordingly, when training students at a technical university, it is necessary to pay attention to design and graphic disciplines. From the first course of study it is necessary show to students the relationship of the studied graphic disciplines with their future professional activities; stimulate their cognitive interest and motivation for learning and creativity with the help of Academic Olympics, that will help to achieve a high level of students' professional competence. So, one of the main tasks for higher education in the context of implementation of modern Federal State Educational Standards is the formation of the necessary professional competencies and improving the quality of students’ engineering training in technical high educational institutions [16; 25]. The use in the educational process of multilevel creative graphic tasks performed by means of three-dimensional computer graphics helps students to perfect themselves in further educational and professional activities. Creative tasks for Academic Olympics contribute to the development of students' creative potential through creative self-realization. Tasks for Academic Olympics are creative problems in engineering graphics with elements of project activities. For creative self-realization in graphic activities, it is important not only to be aware of graphic tasks, but also to find in them personally meaningful sense, which is manifested when a student implements his own ideas in situations that are significant for him and in a familiar, meaningful environment for him. For this, to students are offered Academic Olympics tasks of various types: propaedeutic (developing the students’ general readiness for graphic activity) and creative tasks with elements of project activity, i.e., creative project tasks. It is necessary also to develop Academic Olympics tasks taking into account the students' training program.
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Svetlichnaya, Irina. "Methods of Art Design in the Design of the External Image of a Person." Scientific Research and Development. Modern Communication Studies 9, no. 4 (August 3, 2020): 68–75. http://dx.doi.org/10.12737/2587-9103-2020-68-75.
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The article focuses on the inclusion of the external image of a person in communication practices. The authors study variants of art activities aimed at adapting the existing external image of a person to various socio-cultural situations. Communicative practices of using art design in shaping the external image of a person are positioned as" flexible " image models recommended for communication in different communities. The external image of a person is considered as a means that provides instant information exchange between communicants of various social groups. The visual components of the external image of a person that affect the translation of socio-cultural information, such as clothing and hairstyle, are indicated. The methods of art design in modern culture are defined as creative, contributing to the formation of a visual image that participates in the unification of social groups. It is established that the methods of art design, in the context of designing the external image of a person, affect the purposeful formation and adaptation of an image that translates belonging to a social group. Based on the results of the research, recommendations are presented for the choice of art design methods in the process of designing the external image of a person, taking into account the communication goals of representatives of different social groups.
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Nasution, Nurjannah, Putri Ratna Sari, and Satrian Sastra. "Pengaruh Warna Terhadap Short Term Memory Pada Anggota UKM Creative Minority." Jurnal Psikologi Terapan (JPT) 2, no. 2 (February 9, 2021): 1. http://dx.doi.org/10.29103/jpt.v2i2.3629.
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The purpose of this study was to determine the effect of color on short term memory among student members of the Creative minority UKM, Malikussaleh University. The hypothesis in this study is the effect of color on short term memory, where students who are given colored paper with animal names written on it have better short-term memory than those who are not given colored paper. The study was conducted on 30 creative minority UKM members aged 18-22 years consisting of two groups, namely the control group and the experimental group, each of which was 15 respondents using a randomized two group design experiment - post test only. The independent sample t test results indicate that there is an influence between color on short term memory in creative minority UKM members. The conclusion of this study is that color has an effect on increasing achievement motivation. The next researcher is expected to be able to increase the number of respondents and control the situations and conditions during the experiment and be able to try researching new colors.
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PARK, JUNG-YONG, and JONG-HEE PARK. "EVENT NORMALIZATION METHODOLOGY FOR COMPUTER GAME ENVIRONMENT SIMULATION." International Journal of Software Engineering and Knowledge Engineering 19, no. 07 (November 2009): 913–32. http://dx.doi.org/10.1142/s0218194009004453.
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Computer gaming is a key component of the rapidly growing entertainment industry. Computer games are a multi-billion pound worldwide part of the entertainment industry. However, they are a relatively new type of software product and as such the manner in which they are designed and developed is still evolving. Computer games can be highly complex software systems that involve the expertise of a wide range of professionals ranging from programmers to animators, artists and musicians. When designing computer games, new game concepts can be difficult to communicate. In addition, the creative process could be benefited if game design ideas were capable of being shared widely and discussed. In this paper, we are to some extent shifting the focus from real world situation to what we shall term game world situation. That is, a logically simulated environment is created by defining situations and events based on the hierarchy structure of the situation. Our study defines event type, causality events and event normalization, and aims to develop a logical simulation method. These methods allow us to understand the communication of new game environment design. Specially, the introduction of the definition of events allows us to approach game design in a structural manner rather than by their classification. The proposed method was implemented in the context of changing among natural phenomena in a game environment.
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Teng, Melissa Q., and Eric Gordon. "Therapeutic virtual reality in prison: Participatory design with incarcerated women." New Media & Society 23, no. 8 (August 2021): 2210–29. http://dx.doi.org/10.1177/1461444821993131.
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Upon release from prison, women face barriers in every step of their journey home, with most reentry services designed for men. With virtual reality (VR) headsets increasingly affordable and normalized as a mental health treatment modality, VR is being adopted by prisons around the United States. We argue that the risks and affordances of VR in this political context necessitate centering those with lived experience as creative agents to avoid designing media that re-traumatizes, reduces the complexities of reentry, and reproduces oppressive prisoner–guard dynamics. This article documents and analyzes the design process of a VR reentry program for a state prison to help incarcerated women practice responding to high-stress reentry situations, prior to their release. The resulting VR prototype draws on therapeutic VR work but takes a community-based participatory design approach. We conclude by discussing the institutional and cultural tensions of implementing a participatory design process in a US state prison system.
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Mitcheltree, Christina Marie, Halvor Holtskog, and Geir Ringen. "Studying Design Thinking as a Forthcoming Source to Innovation Speed." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 2357–66. http://dx.doi.org/10.1017/dsi.2019.242.
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AbstractWith complex technology-intense industries follows an ever-increasing need for rapid innovation processes. Yet, innovation speed and the time from idea to product realization can vary and be unpredictable.Design Thinking (DT) is suggested as a key driver to impact the speed of product innovation within product development projects. To understand and aid the road from early ideas and concepts to value- added products, this paper will provide a literature study on how Design Thinking can facilitate improved product innovation performance through innovation speed.The paper seeks to develop an overview of new insight on DT applicability for improved product innovation capability. This is done by identifying components that comprise DT´s innovative ability and appropriateness to product development contexts beyond the early creative phases of product development.As DT emphasize on visualization and re-framing problems, it contributes to enhanced clarity, meaning and confidence in ideas and decisions. DT in this way may impact strategy formulation and speed up complex innovation processes by pre-experiencing future situations.
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Ferreira, Aristides I., Timo Braun, Helena Carvalho, António C. M. Abrantes, and Jörg Sydow. "Networking to death: on the dark side of start-ups’ external networking." International Journal of Entrepreneurial Behavior & Research 28, no. 9 (September 1, 2022): 289–310. http://dx.doi.org/10.1108/ijebr-08-2021-0673.
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PurposeMany start-ups do not survive the first few years of business. Previous studies suggest that networks play a role in start-ups' success, but this positive effect has limits. The purpose of this paper is to answer the call for a better understanding of the dark side of networks and the variables that condition variables' effect on the likelihood of start-ups' survival.Design/methodology/approachA longitudinal research design includes 139 start-ups (102 from Germany and 37 from Portugal) and a total of 252 participants. A generalized linear mixed model (GLMM)was applied to estimate all the coefficients, to test the mediation (H1), the moderation (H2) and the moderated mediation (H3) while considering the economic situation of the start-up (sales growth), start-ups' networking behavior, creativity orientation and ultimately the likelihood of survival.FindingsBased on an empirical study from two different countries, the results show that effective networking is contingent on the start-up's economic situation and creative potential. Specifically, the results point to situations in which early sales growth may lead to external networking, which, in contexts of low creativity-oriented start-ups, can compromise the start-ups' success.Originality/valueBased on the findings, the authors compare scenarios in which networking increases the chances for start-up survival with situations where networking can have adverse effects. This study highlights the importance of considering specific start-up parameters, such as start-ups' economic situation and level of creativity orientation, in the business venturing literature.
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PERDANA, Ryzal, A. Budiyono, A. Sajidan, A. Sukarmin, and Ratu Betta RUDIBYANI. "INQUIRY SOCIAL COMPLEXITY (ISC): DESIGN INSTRUCTIONAL TO EMPOWERMENT CRITICAL AND CREATIVE THINKING (CCT) SKILLS IN CHEMISTRY." Periódico Tchê Química 17, no. 34 (March 20, 2020): 727–35. http://dx.doi.org/10.52571/ptq.v17.n34.2020.751_p34_pgs_727_735.pdf.
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To prepare people to live in the 21st century successfully, it is needed more than subject contents. It is very crucial for the people to know in how to apply their skills and knowledge by critical thinking, using knowledge in new situations, comprehending new ideas, collaborating, communicating, problems solving, decision making and so on. This research is an innovation of disruptive education that aims to design learning models that can empower students' critical thinking skills through descriptive analysis based on data and literature review. This study used a sample of 180 high school students in the city of Surakarta, Indonesia. The results of the measurement of students' critical thinking skills in the category are very lacking in all aspects, for instance, 52.80% of analysis aspect, 37.28% of inference aspects, 45.16% of explanation aspect, 35.01% of self-regulation aspect are in very low criteria as well as 41.14% of interpretation aspects in very poor criteria. The results of measurement of students' creative thinking skills also shows very concerning category in all aspects involving: fluency of 45.83% of fluency aspect, 42.50% of flexibility aspect, 44.86% originality aspect, and 47.50% of elaboration aspect are all in very low criteria. Literature review results also found that chemistry teachers’ design model has not maximized the ability to think critically so that it needs a learning design that can empower critical thinking skills. Through a data-based literature study a form of inquiry social complexity (ISC) model was formulated to empower critical thinking skills.
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Pellegrini, Massimiliano Matteo, Cristiano Ciappei, Lamberto Zollo, and Andrea Boccardi. "Finding the extraordinary and creating the unexpected." Journal of Management Development 35, no. 6 (July 11, 2016): 789–801. http://dx.doi.org/10.1108/jmd-09-2015-0130.
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Purpose – The purpose of this paper is to present an integrated framework for ethical decision making in uncertain conditions, such as those of entrepreneurship. The model aims to build an exceptional ethical heuristic employable by entrepreneurs. Design/methodology/approach – The theoretical framework is anchored to Aquinas’ theory of practical reason (PR) virtue, specifically its minor virtue gnome, and the Kantian faculty of genius or to better say its modus operandi. Thanks to the composition of these prima facie distant ontologies it is possible to build a “ready-to-use” heuristic. Findings – The paper through a philosophical discussion offers a ready-to-use heuristic that may help entrepreneurs and businesspersons when “navigating” uncertain and troubled situations. In such situations, first it is important to recognize the “exceptionality” of the situation, disregarding where necessary the ordinary criteria of judgment (an act directed by gnome). Second, a creative reconstruction of available knowledge able to reshape the “rules of the game” is needed (an act directed by PR but with connotations drawn from genius). Research limitations/implications – The paper provides only a theoretical conceptualization of the heuristic model. However, the result is a ready-to-use heuristic rule for entrepreneurs, who work in uncertain and unclear conditions. Empirical validation of the framework can represent an opportunity for future research to test the operative impact of such an exceptional ethical heuristic. Originality/value – Little attention has been dedicated to ethical decision making in the entrepreneurial setting built on a virtue ethics approach. This paper’s proposed model may represent an innovative alternative to strictly rational models for ethical decision making.
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De Clercq, Dirk, and Renato Pereira. "Knowledge-sharing efforts and employee creative behavior: the invigorating roles of passion for work, time sufficiency and procedural justice." Journal of Knowledge Management 24, no. 5 (June 1, 2020): 1131–55. http://dx.doi.org/10.1108/jkm-06-2019-0274.
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Purpose Drawing from the conservation of resources theory, this study aims to investigate the relationship between employees’ knowledge-sharing efforts and creative behaviors; particularly, it addresses how this relationship may be invigorated by three resources that operate at individual (passion for work), job (time sufficiency) and organizational (procedural justice) levels. Design/methodology/approach Quantitative data were collected through a survey administered to employees in a banking organization in Mozambique. Findings The usefulness of knowledge-sharing efforts for stimulating creative behavior is greater when employees feel passionate about work, have sufficient time to complete their job tasks and perceive that organizational decision-making is fair. Practical implications The results inform organizations about the circumstances in which the application of employees’ collective knowledge bases, derived from their peer interactions, to the generation of novel solutions for problem situations is more likely to materialize. Originality/value By detailing the interactive routes by which knowledge-sharing efforts and distinct resources (passion for work, time sufficiency and procedural justice) promote employee creative behavior, this study extends prior research that has focused on the direct influences of these resources on knowledge sharing and creative work outcomes. It pinpoints the circumstances in which intra-organizational knowledge exchange can generate the greatest value, in terms of enhancing creativity.
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Nurwan and Resmawan. "A Digitalisasi Produk Ekonomi Kreatif: Upaya Membangun Wirausaha Inovatif di Masa dan Pasca Pandemi Covid 19 Bagi Masyarakat Desa Alale Kabupaten Bone Bolango." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 6, no. 2 (April 30, 2022): 395–400. http://dx.doi.org/10.31849/dinamisia.v6i2.7981.
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The Covid-19 pandemic has speared almost all country in the world, including Indonesia. The impact of the Covid-19 pandemic in various aspects of life, including economic problems. Some small and medium industries suffered a lot, but not a few are taking advantage of these situations to gain profits through creativity and digital innovation. In response to the existing conditions, efforts to assist the community of small and medium business actors and other community groups to digitize the creative economy in order to develop innovative entrepreneurs. The aim of this activity is to provide solutions for business groups and the general public to improve the economy during pandemic and post the Covid-19 pandemic. The form of activity in this service is training on the use of information technology (social media) in supporting creative economic activities such as product design, digital marketing and building business networks.
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Davydova, S. "CREATIVE PROJECT ACTIVITY IN PROFESSIONAL TRAINING OF FUTURE VISUAL ARTS TEACHERS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 30 (2018): 74–79. http://dx.doi.org/10.28925/2311-2409.2018.30.7479.
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The article reveals new requirements for training the visual arts teachers, determined by a rapid evolution of society and restructuring of national education, where an emphasis is put on the project-based learning. Such circumstances demand the change of forms and methods of education, updating and modernization of existing methodical funds. Modern scientists have turned to the project method, which is not new in teaching practice, however, has proven its suitability and importance for a teaching process in the 21st century, which is indicated in the concept “New Ukrainian School” that offers to implement integrated and project-based learning. Such conditions necessitated changes in training the visual arts teachers with one of the tasks being the formation of cultural competence, which creative project activity will ensure. The author analyzes a notion of “creative project activity”, the genesis of its appearance and use in the practice of training the specialists in creative industries. The author substantiates the suitability and relevance of its use in training the visual arts teachers based on the research of training of specialists in creative industries (design, technology, music teachers), partly visual arts teachers. The author describes in detail which students’ qualities are developed while carrying out the creative project activity, i.e. the ability of creative, unconventional and imaginative thinking when dealing with problem and multiple-choice situations in education, professional activity or everyday life. Consequently, creative project activity becomes an integral part of a modern training of specialists in creative industries and is just partially explored in practice, research literature in the context of training the visual arts teachers. Taking into account the new requirements for training the visual arts teachers, the creative project activity becomes a relevant and urgent necessity in training the visual arts teachers, but is not explored enough and needs further research.
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Soroa, Goretti, Aitor Aritzeta, Alexander Muela, Nekane Balluerka, Arantxa Gorostiaga, and Jone Aliri. "The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results." European Journal of Investigation in Health, Psychology and Education 10, no. 4 (November 13, 2020): 1051–64. http://dx.doi.org/10.3390/ejihpe10040074.
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In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new contexts in higher education for the promotion of both the emotional and creativity dispositions and self-awareness, by combining three basic psychological processes (emotion, cognition, and motivation).
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GRYTSENKO, L., and Yu SRIBNA. "PECULIARITIES OF METHODS OF TEACHING EDUCATIONAL COMPONENTS OF ART AND DESIGN DIRECTION TO FUTURE APPLICANTS FOR HIGHER EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 97–105. http://dx.doi.org/10.33989/2075-146x.2022.29.264263.
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In the article, the methodical aspects of the development of the lighting components of the artistic and design directive to the future workers of the higher education are considered. It was appointed that in the structure of pedagogical training of artistic and design directives, future education in science and science, the subsystem "teacher" and "artist" should be called. It was revealed that when teaching the educational components of art and design to future students of higher education, such methodical and pedagogical conditions should be created and implemented, which would contribute to the integration of all components of art and design into a single whole. It is emphasized that the skill of complex application of knowledge, its synthesis, transfer of ideas and methods from one science to another lies at the basis of a creative approach to the scientific, engineering, artistic and design activities of future students of higher education in modern conditions of scientific and technical progress. Methodical aspects of the artistic and design direction reflect the relationship with pictorial, artistic activities, as well as graphic abilities and allow to distinguish the following educational components: motivational, cognitive, procedural and reflective. The application of project-based learning technologies in the process of art and design training of future students of higher education will stimulate the cognitive and creative development of the individual, contribute to increasing the motivation of future students of higher education to improve their art and design knowledge, develop important qualities in them, and develop the ability to constructively solve any situations in further.
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Zhilova, Yu P., V. V. Bezhina, and A. Shayakhmetova. "Personality directed approach as means of the strategy of development of the creative potential of children with developmental delay (participation)." Pedagogy and Psychology 47, no. 2 (June 30, 2021): 102–12. http://dx.doi.org/10.51889/2021-2.2077-6861.10.
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The article is devoted to the issue of personal-oriented approach. Special attention is paid to the principles of a personal-oriented approach, which determine the features of the educational environment. The author takes the position of implementing this approach through the use of educational cooperation technology, contextual teaching technology in the educational process. A parallel uniting active teaching methods: design and research activities, solving specific situations, role-playing game, business game was drawn. Based on the analysis, the author gives the concept to active methods, which are designated as a strategy for the development of the creative potential of children with developmental delay.
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Frieß, Marc René, Georg Groh, Michael Reinhardt, Florian Forster, and Johann Schlichter. "Context-Aware Creativity Support for Corporate Open Innovation." International Journal of Knowledge-Based Organizations 2, no. 1 (January 2012): 38–55. http://dx.doi.org/10.4018/ijkbo.2012010103.
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This article discusses how creativity in corporate Open Innovation processes can be supported by IT, especially regarding the situative long- and short-term social context of users. Therefore, the authors first define and formalize a model for creative processes. From evidence gained through qualitative interviews with managers from companies of the German ITC sector, they derive insights on creative situations and contexts as well as the current state of IT support for creativity in these companies. On the basis of these insights and guided by the design science methodology, the paper shows the development of a social-software based creativity support system and infrastructure. Furthermore, the authors discuss how appropriate IT tools can incorporate situative and social contexts for creativity support. Examples are a tabletop-based interface for co-located creativity and a web-based, mobile-enabled interface for distributed creativity. As a partial evaluation of the ideas, the article concludes with an experimental comparison of different interfaces to a non-IT scenario.
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De Clercq, Dirk, and Imanol Belausteguigoitia. "Coping and laughing in the face of broken promises: implications for creative behavior." Personnel Review 49, no. 4 (December 2, 2019): 993–1014. http://dx.doi.org/10.1108/pr-11-2018-0441.
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Purpose The purpose of this paper is to consider how employees’ perceptions of psychological contract breach, due to their sense that their organization has not kept its promises, might diminish their creative behavior. Yet access to two critical personal resources – emotion regulation and humor skills – might buffer this negative relationship. Design/methodology/approach Survey data were collected from employees in a large organization in the automobile sector. Findings Employees’ beliefs that their employer has not come through on its promises diminishes their engagement in creative activities. The effect is weaker among employees who can more easily control their emotions and who use humor in difficult situations. Practical implications For organizations, the results show that the frustrations that come with a sense of broken promises can be contained more easily to the extent that their employee bases can rely on pertinent personal resources. Originality/value This investigation provides a more comprehensive understanding of when perceived contract breach steers employees away from productive work activities, in the form of creativity. This damaging effect is less prominent when employees possess skills that enable them to control negative emotions or can use humor to cope with workplace adversity.
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Saakes, Daniel, and Pieter Jan Stappers. "A tangible design tool for sketching materials in products." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 23, no. 3 (June 17, 2009): 275–87. http://dx.doi.org/10.1017/s0890060409000249.
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AbstractIndustrial designers make sketches and physical models to start and develop ideas and concept designs. Such representations have advantages that they support fast, intuitive, rich, sensory exploration of solutions. Although existing tools and techniques provide adequate support where the shape of the product is concerned, the exploration of surface qualities such as material and printed graphics is supported to a much lesser extent. Moreover, there are no tools that have the fluency of sketching that allow combined exploration of shape, material, and their interactions. This paper evaluates Skin, an augmented reality tool designed to solve these two shortcomings. By projecting computer-generated images onto the shape model Skin allows for a “sketchy” tangible interaction where designers can explore surface qualities on a three-dimensional physical shape model. The tool was evaluated in three design situations in the domain of ceramics design. In each case, we found that the joint exploration of shape and surface provided creative benefits in the form of new solutions; in addition, a gain in efficiency was found in at least one case. The results show that joint exploration of shape and surface can be effectively supported with tangible augmented reality techniques and suggest that this can be put to practical use in industry today.
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Bilhorodska, O. Ye, and Yu R. Kravchuk. "PROFESSIONAL COMPETENCY AS A COMPONENT OF ARCHITECTURE-STUDENTS TRAINING." Problems of theory and history of architecture of Ukraine, no. 20 (May 12, 2020): 332–39. http://dx.doi.org/10.31650/2519-4208-2020-20-332-339.
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The article reveals the meaning of “competency”. The author proves that purpose of higher education is to acquire a high level of academic and creative artistic, professional and general competencies required for activities in a specific occupation or a field of knowledge. In Ukrainian education the term “competency” is used within the meaning suggested by European countries. DeSeCo programme (Definition and Selection of Competencies: Theoretical and Conceptual Foundations) launched in 1997 within the Federal Statistics Department (Switzerland) and the National Centre for Education Statistics (USA and Canada) defines “competency” as an ability to successfully meet one’s individual and social needs, to act and to perform tasks. Competency is based on knowledge and skills, but is not limited to those. It always includes one’s personal attitude to the above, and one’s experience enabling to “entwine” such knowledge with what the person already knows, and ability to guess a real-life situation, in which he/she will be able to apply such knowledge. In other words, each competency is built on a combination of cognitive attitudes and practical skills, knowledge and abilities, values, emotions, behavioural components, i.e. everything one can summon up for an active action. The author elucidates the essence and content of the competency-based approach to development of professional competencies in architecture students and analyzes professional competency as a component of training of architects-to-be. Acquisition of professional competencies by architecture students must rely on existing key competencies of school leavers. They must be fluent in the national language and have foreign language communication skills, must have information and communication competency and mathematical competency, teamwork skills, self-learning skills throughout their lives, etc. However, a student’s personal qualities also play a key role here, such as creative talent, developed spatial thinking, responsibility, organizational skills, teamwork skills, originality, ingenuity, creativity, realistic approach, sense of harmony, taste and style, observation skills, good memory, sociability and punctuality. Architectural training in Ukraine lasts for 6 years. One can divide training of architects-to-be into the following stages: I. Initial: introducing students to their future occupation. Realization of their potential in architecture will depend on their perceptions developed at this stage. This stage may help a person to understand his/her place in occupation or to become disillusioned with the chosen field. Time-wise this stage covers the first and second years of study. II. Evolvement: development of the feeling of professionalism. This is facilitated by studying occupation-oriented coursesand understanding the content of the future professional activity. Time-wise this stage covers the third and fourth years of study. III. Final: architecture students begin to realize specific features of their future occupation. They do not only have acertain scope of knowledge, but are able to acquire their own subjective experience in architectural activity. Time-wise this stage covers the fifth and sixth years of study and includes preparation of a graduation thesis. The article reveals that at all stages of training Architectural Design is a key major course, where students learn methods for comprehensive solution of an architectural problem in view of contemporary stylistic trends and design standards, study features of design of buildings with varying three-dimensional spatial structure, learn typological features of residential and public buildings. The article offers a partial analysis of international and domestic experience in architectural training using the process of architectural practical training as an example. When performing practice-oriented design projects, students develop skills for professional solution of architectural and artistic, functional planning, design and technology problems and gradually create their own creative methodof architectural design. During their initial years of study students hone skills in variable methods of sketching, techniques for three-dimensional, structural, image-bearing, colouristic modelling of architectural composition, which greatly enriches their creative experience in design. Organization of learning activity implies that students find their own ways to solve the problem based on familiarization with known methods of occupational activity. In senior years of study problematic nature of Architectural Design contributes to professional growth of students, creative design encourages use of parti diagrams, creative techniques and innovative methods of search for solutions. It stimulates creative activity of students and develops their self-reliance,which is greatly contributed by creation of learning situations close to real-life architectural activity. The article offers a partial analysis of international and domestic experience in architectural training using the process of architectural practical training as an example. The author gives examples of students’ architectural practical training in Ukraine, Germany, Poland, USA, Sweden and France.
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STACEY, MARTIN. "Psychological challenges for the analysis of style." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 20, no. 3 (June 27, 2006): 167–84. http://dx.doi.org/10.1017/s089006040606015x.
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Analyses of styles in design have paid little attention to how peopleseestyle and how designers use perceptions of style to guide designing. Although formal and computational methods for analyzing styles and generating designs provide impressively parsimonious accounts of what some stylesare, they do not address many of the factors that influence how humans understand styles. The subtlety of human style judgments raises challenges for computational approaches to style. This paper differentiates between a range of distinct meanings of “style” and explores how designers and ordinary people learn and apply perceptual similarity classes and style concepts in different situations to interpret and create designed artifacts. A range of psychological evidence indicates that style perception is dependent on knowledge and involves the interaction of perceptual recognition of style features and explanatory inference processes that create a coherent understanding of an object as an exemplar of a style. This article concludes by outlining how formal style analyses can be used in combination with psychological research to develop a fuller understanding of style perception and creative design.