Assessing competences for digital creativity

2008

This paper presents a brief outline of the context of digital media education within London Metropolitan University and offers a discussion of the role and nature of creativity within that curriculum. However, its focus is the nature of assessment methods currently used in the BA Digital Media and their capacity to assess student creativity and creative practice. Some implications for learning and teaching practice are presented.

2019

Worldwide educational policies call for the development of creative and digital competences, as they are essential to reach social inclusion and employment in today society. Yet, educators are not adequately trained to apply creative teaching strategies, nor to fully exploit the educational affordances of technologies. In the context of the DoCENT project (Erasmus + programme), this paper proposes an innovative framework mapping the key-competences needed by teachers to effectively integrate digital creativity in their teaching practices. We report the methodology used to build the framework, as well as present its six areas and 19 competences. The DoCENT model provides teacher educators, educational practitioners and researchers with a tangible tool for embedding educational creativity in the digital society.

2019

In this paper we discuss the process of formulating guidelines for educational practitioners on how to integrate digital creative teaching in their daily practice and of drawing policy recommendations for institutions on how to enhance digital creativity (DC) in teachers’ education on national or European level. This set of guidelines/recommendations comes as one of the end products of DoCENT project (DC Enhanced in Teacher Education). A main goal of the project was to design a teachers’ training model, based on the DoCENT Framework for Digital Creative Teaching Competences (DF), which was already developed at the beginning of the project. The training model was implemented in Italy, Spain and Greece, and a set of digital resources was produced. The evaluation of the implementation phase, the analysis of the data that were produced and the resources that was constructed during the implementation phase, are the basis of the set of guidelines/recommendations. In the next pages we most...

Creative thinking, problem solving, and communication are viewed as equally important as academic and technical skills for student success in the 21 st century. This article is a road map from this author as an a/r/tographer (Springgay, Irwin, Leggo, & Gouzouasis, 2008) illuminating the results from two Creativity Faculty Learning Communities (CFLC) that collectively explored

Applied Measurement in Education

Creativity is increasingly valued as an important outcome of schooling, frequently as part of so-called "21st century skills." This article offers a model of creativity based on five Creative Habits of Mind (CHoM) and trialed with teachers in England by the Centre for Real-World Learning (CRL) at the University of Winchester. It explores the defining and tracking of creativity's development in school students from a perspective of formative assessment. Two benefits are identified: (a) When teachers understand creativity they are, consequently, more effective in cultivating it in learners; (b) When students have a better understanding of what creativity is, they are better able to develop and to track the development of their own CHoM. Consequently, the Organisation for Economic Cooperation and Development has initiated a multicountry study stimulated by CRL's approach. In Australia work to apply CRL's thinking on the educational assessment of creative and critical thinking is underway. Defining and Assessing Creativity in Schools Creativity is a concept that experiences much interest today. As one illustration, creativity scholar Sir Ken Robinson's Technology, Entertainment and Design (TED) Talk (Robinson, 2006) on the importance of creativity in schools has been watched more than thirty-one million times and creativity is explicitly mentioned as a desired outcome of national curricula across the world. The Scottish and Australian Curricula are just two examples from, respectively, the northern and southern hemispheres. In Scotland, "Creativity is very clearly at the heart of the philosophy of Curriculum for Excellence and is fundamental to the definition of what it means to be a successful learner in the Scottish education system" (Education Scotland, 2013; emphasis added). In Australia, there has been a focus on developing confident, critical, and creative thinkers for several years (Melbourne Declaration on Educational Goals, 2009). As well as being a topic of interest in its own right, creativity is also a key component of "21st century skills," aspects of which are also referred to by some as "non-cognitive" or "soft skills" (Kautz, Heckman, Diris, Weel, & Borghans, 2014). Currently there is no widely used definition of creativity in schools and no commonly accepted framework for assessing its development. Yet, if creativity is to be taken more seriously by teachers and educational policy makers we must be clearer about what it is. It will also help if there is an approach to assessing it that is both rigorous enough to be credible and user-friendly enough actually to be used by busy educators. In this article we explore the implications for practice, policy, and research of adopting a definition of creativity, which features five Creative Habits of Mind and then of using this framing CONTACT Professor Bill Lucas

Changing demands for graduate capabilities lead to changing directions for undergraduate assessment. 'Creativity' is a widely promoted graduate capability that relates to many others, such as independent learning and innovative problem-solving. Assessment practices need to become more focused on the evaluation of generic capabilities, additional to assessment of discipline- specific knowledge. This has implications for the content, design and modes of assessment. Assessment as learning promotes an approach in which the learning activity and assessment task are one and the same, and authentic assessment design incorporating group work, problem-based, online and portfolio assessment enable the development of generic capabilities to be embedded in the discipline. The paper explores creativity as a graduate capability, the creative potential of digital media, and how changing directions in assessment practice could support the assessment of creativity, with a focus on using eportfolios in assessment.

Active Learning [Working Title]

Creativity and digital technologies are considered to be central for success and development in the current society, becoming crucial educational objectives worldwide. Nevertheless, education often fails to keep pace with creative and digital economies; this is mainly because teachers are not prepared for adopting pedagogical strategies that foster creativity or for fully exploiting the educational potential of digital technologies. Based on the seminal theories of creativity, we propose an innovative framework for applying creative teaching practices mediated by digital technologies: in the light of constructivist and constructionist approaches, we suggest a series of digital tools which are particularly suitable to the emergence of creativity, i.e. manipulative technologies, educational robotics and game design and coding. Furthermore, we shape the concept of digital creative pedagogies (DCP) and establish a set of characteristic components of teaching practices which contribute to the development of students' creativity. Drawing on a substantial body of research, the chapter intends to embed educational creativity in the digital culture.

Routledge research in education, 2020

Originally published as a special issue of the Creativity Research Journal, this volume gives a balanced and reflective account of the challenges and opportunities of technology-enabled creative learning in contemporary societies. Providing a current and updated account of the challenges posed by the Coronavirus to online education, chapters more broadly offer conceptual reflections and empirically informed insights into the impact of technology on individual and collective creativity and learning. These thoughts are explored in relation to school achievement, the development of digital educational resources, online collaboration, and virtual working. Further, the book also considers how the creative use of technology poses risks to learning through the accidental or deliberate dissemination of misinformation, and online manipulation of common societal values in the era of COVID-19. Creative Learning in Digital and Virtual Environments looks at the connection between creativity, learning, and school achievement, and analyses the impact of virtual environments on creative expression. It will appeal to postgraduate students in the fields of creativity and learning, as well as to students and academics involved with broader research in areas such as the role of technology in education, e-Learning and distance education.

The paper focuses on the rapid development of the digital culture and the challenges it imposes to human creativity. It analyses e-learning, digital entertainment, digital art and the issues of creativity and improvisation. It also presents a classification of the levels in the creative structure including hardware and software tools; product developers; creators and end users. Special attention is paid to the advantages of the new digital culture and the responsibilities of all people who create it or use it. We conclude that more attention should be paid to the threats and to ways of boosting positive creativity in the various fields of application of information and communication technologies.

International Journal of Scientific Research, 2012

This study designs a Gamification of Teaching Assessment System and attempts to find if the system can stimulate learners' creativity. It practices gamification teaching and treats 47 freshmen of university as subjects. By Creativity Assessment Packet, it evaluates the effect on learners' creativity. According to research findings, creative gamification teaching reinforces overall creativity. It significantly influences fluency, flexibility and precision. It means that learners can enhance thinking competence in short time. They have higher precision and develop association by past knowledge and experience in order to provide more diverse solutions.