Fostering Creativity in Learning Media: Applying Insights Learned From Creative Design Software
Jeffrey Bardzell, Shaowen Bardzell, Indiana University, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Both cognitive science and instructional design conceptualize creativity not as magical acts of inhuman genius, but rather as the result of heuristic frameworks, problem-solving strategies, and domain expertise. Implementing these theories in learning media has proven to be a problem. To help address this problem, we offer a critical study of a set of software applications that are highly successful at fostering creativity: design applications, such as Macromedia Flash and Adobe Photoshop. Using the methods of structural semiotics, we discover the underlying "grammar" of these applications and explicate how they foster creative activity. We apply a similar analysis to several foreign language learning programs to understand why they do not foster creativity. We conclude with a speculative exploration of ways the grammar of creative design applications could be introduced into designs for foreign language learning applications.
Bardzell, J. & Bardzell, S. (2005). Fostering Creativity in Learning Media: Applying Insights Learned From Creative Design Software. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 907-915). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
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Fostering Creativity in a Qualitative Research Course Using BlackBoard with a Blended Learning Approach: Best Practices.
Fernando Mortera-Gutiérrez, Tecnológico de Monterrey, ITESM-CCM, Mexico
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1678–1683
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