Minor Innovation and Creativity


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


100 % online + synchronous tutoring sessions




30 students



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

What you'll learn:

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.
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.
Learn how collaboration can help you generate more qualitative ideas Invite your peers to improve your thinking process. Individual written assignment.
Introduction to the intersections between critical thinking, creativity and ethics Reading activity. No assignment.

Assessment of the course is based on three activities. The average of the 3 scores is used as the final score out of 20.

  • Amabile, T. M. (1998). How to kill creativity (Vol. 87). Boston, MA: Harvard Business School Publishing.
  • Csikszentmihalyi, M. (1990). The domain of creativity.
  • 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.
  • Rohde, M. (2013) Sketchnote Handbook, The Illustrated Guide To Visual Note Taking, 1st Edition, (978-0-321- 85789-7), Pearson Education, Inc., PeachPit Press.
  • Sweller, J. (2009). Cognitive bases of human creativity. Educational Psychology Review, 21(1), 11-19.


Spring 2021
  • 5 online courses: schedule to be announced
  • Individual and collective guidance and updates via mail.
  • 2 tutoring sessions (recorded allowing later playback as many times as you want):
    • Feb, 25th, 18h30-20h00 (on Zoom)
    • March, 25th, 18h30-20h00 (on Zoom)


  • April, 16th : Evaluation task 1 + task 2
  • Between March, 22nd and April, 16th : Evaluation task 3