Minor Innovation and Creativity

Coordinated by: Cindy De Smet, Associate Professor in Education Sciences, Université Côte d'Azur

FORMAT

Synchronous tutoring sessions

 LOCATION

Online

PREREQUISITES

No

CAPACITY

30 students

ABOUT THIS MINOR

Video
Summary

Learning Outcomes

Learning Outcomes Type of activity
Exploration of the existing creativity literature (multidisciplinary). Take the discovery and delivery test and reflect on your own level of creativity Read 2 articles published in Springers’ TechTrends journal.
Position yourself on the discovery and delivery test. Individual exercise. No assignment.
Start a self-reflection on how to enhance your creative abilities Guided self-reflection. Individual assignment. Output accepted in either a written or a video-format.
Learn how visualization as a cognitive process, can help you generate better ideas Make a sketch. Individual assignment. Part of the collaborative creativity assignment.
Learn how collaboration can help you generate more qualitative ideas The purpose of this module is to improve your thinking process with the help of your peers. Individual written assignment. Part of the collaborative creativity assignment.
Introduction to the intersections between critical thinking, creativity and ethics Reading activity. No assignment.

The “Innovation and creativity” course aims to develop the creative competencies of the participants through a series of exercises and activities in which individual and collaborative approaches will be developed and analyzed, combining both a practical and research-based perspective.
Students embark on a journey of both self-introspection and collective effort with their peers. They are invited to leave their comfort-zone and to push their boundaries. The final outcome for every student is to understand the difference between innovation and creativity, and to learn how creativity can lead to actual innovation.
This course is a 100% online course based on learning paths.

The minor consists of 5 chapters:

  • Innovation and creativity, a walk through creativity literature.
  • Enhance your creative abilities.
  • The cognitive process of visualization for learning
  • Generate better ideas with the help of your peers
  • Critical thinking, creativity and ethics
Lecturer
  • Cindy De Smet, Associate Professor in Education Sciences, Université Côte d'Azur
Evaluation

Assessment of the course is based on two activities. The total out of 50 of these marks is converted to a final mark out of 20.

  • Guided self reflection task - Mark out of 20
  • Collaborative creativity task (two components) - Mark out of 30
Type of evaluation Submission deadline Time

Location

% of the final grade
Part 1 of the Collaborative creativity task 13/11/2022 23h59 Dropbox, LMS UCA 20/50
Guided self-reflection task + Part 2 of the Collaborative creativity task 11/12/2022 23h59 Dropbox, LMS UCA 30/50

 
Bibliography
  • Csikszentmihályi, M. (1990). The domain of creativity. In M. A. Runco & R. S. Albert (Eds.), Sage focus editions, Vol. 115. Theories of creativity (p. 190–212). Sage Publications, Inc.
  • Gelb, M. J. (2009). How to think like Leonardo da Vinci: Seven steps to genius every day. Random House Publishing Group.
  • Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change. Journal of Educational Technology & Society, 19(3).
  • Lewis, C. (2016). Too Fast to Think: How to Reclaim Your Creativity in a Hyper-connected Work Culture. Kogan Page Publishers.
  • Novak, J. D. & Cañas, A. J. (2006). The Theory Underlying Concept Maps and How To Construct and Use Them, Institute for Human and Machine Cognition. Florida Institute for Human and Machine Cognition, 2008.
  • Novak, J. D. & A. J. Cañas, The Theory Underlying Concept Maps and How to Construct and Use Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
  • Smith, G. F. (1998). Idea‐generation techniques: A formulary of active ingredients. The Journal of Creative Behavior, 32(2), 107-134.
  • Sweller, J. (2009). Cognitive bases of human creativity. Educational Psychology Review, 21(1), 11-19.

SCHEDULE FALL 2022

Mind the evaluation time and modalities in the "Evaluation" tab below.

Date Time Course title Lecturer Format/Location

13/10/2022

18h30-20h00

Tutoring session 1

Cindy De Smet

Online

17/11/2022

18h30-20h00

Tutoring session 2

Cindy De Smet

Online

08/12/2022

18h30-20h00

(optional) Live recording self-reflection task

Cindy De Smet

Online, on appointment