Authors:
Tom Drange
1
;
Alastair Irons
2
and
Kari Drange
3
Affiliations:
1
Noroff University College and University of Sunderland, Norway
;
2
University of Sunderland, United Kingdom
;
3
Noroff University College, Norway
Keyword(s):
Teaching Creativity, Higher Education, Digital Creativity.
Related
Ontology
Subjects/Areas/Topics:
Active Learning
;
Classroom Management
;
Community Building
;
Computer-Supported Education
;
Context Dependent Learning
;
Course Design and e-Learning Curriculae
;
Educating the Educators
;
e-Learning
;
Higher Order Thinking Skills
;
Information Technologies Supporting Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Lifelong Learning: Continuing Professional Training & Development
;
Mentoring and Tutoring
;
Pattern Recognition
;
Social Context and Learning Environments
;
Theory and Methods
;
Ubiquitous Learning
Abstract:
Creativity is defined in the Oxford Dictionary as "The use of imagination or original ideas to create
something". This definition is easy for students studying topics commonly recognised as creative, such as
animation, drawing, photography and design, to put in context and understand. However, when studying
topics commonly recognised as technical, such as computer science and digital forensics, it's not as easy for
students to relate to this definition. One of the affiliated universities offers bachelor programs in several
disciplines and through the first course, the university is trying to establish a common ground of studying for
all students regardless of the program they are attending. One of the modules in this first course is called
“What is Creativity?” but the digital forensic students do not seem to relate creativity to the topics contained
in their own study program, and it has been challenging to get these students to see the relationship between
creativity and the work s
ituation they might find themselves in after they graduate. This paper will discuss
the challenges of teaching creativity to students in perceived technical programs – and try to highlight the
challenges experienced from both students and staffs point of views.
(More)