This chapter presents four steps for teacher creativity as part of a design-based approach to problem-solving pedagogical challenges using virtual learning environments. Building on existing practices found in creative problem-solving and design thinking methodology, these steps explore change as a journey that begins with an intent to produce an outcome that improves a specific aspect of the learning experience. Glaveanu's five-A framework provides a sociocultural perspective to support the concept of teacher creativity in the classroom, while Kaufman and Beghetto's 4-C model serves as a developmental approach to evaluating outcomes based on the impact they have in the environment. Future opportunities for study, including integrating learning analytics and situating the different stages of creative problem-solving in education, are also discussed.
There are many approaches to understanding how creativity is manifested, from the influence of the context or environment to understanding differences in processes or domains. However, less work has focused on a creator’s instinctual reaction to external stimuli and how it shapes the creative activities that follow. This paper proposes the CAUSE Model of Creativity Languages: Connect, Apply, Understand, Share, and Express. The authors consider how an individual’s varying levels across these five Creativity Languages (innate, proficient, independent, basic, or dormant) may influence creative behavior, choice of domains to pursue, and potential eventual success. The model is also discussed in terms of potential measurement as well as how it could intersect with the Four C’s Model of creativity, including how Pro-c creators would benefit from understanding all five Creativity Languages.
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