A framework for designing and improving learning environments fostering creativity

Abstract

This paper proposes a framework for designing and improving learning environment for creativity in engineering. The framework consists of the following three components: instructional design based on knowledge from psychology, development of systems for supporting creative activities, and objective evaluation of learning results related to creativity. Based on that framework, we design and practice course based in the programation of a robot at a Japan University in the 2004 academic year. As a result, we confirm the following two advantages of our framework: learners' idea generation skills were improved and their meta-cognitive activities were also activated. In the 2005 academic year, we improve the course based on 2004 results. As a result, we confirm that the number of uploads of activity data from students have increased in the 2005 course, students' reflection sheets have become more detailed, and their volume of information have also increased.

Teaching Creativity in Engineering Courses

“…One argument in favor of open-ended projects is that students will reflect on their own creative processes as they work through a project, and thereby see ways to improve their creativity (Baillie & Walker, 1998;Ishii, Suzuki, Fujiyoshi, Fujii, & Kozawa, 2006;Jablokow, 2001). The aim is to support students' metacognitive skills (reflection on one's thought processes), a recognized method to support deeper learning (Bransford, Brown, & Cocking, 1999;Brown, 1987;Chi, Bassok, Lewis, Reimann, & Glaser, 1989;Chi, de Leeuw, Chiu, & LaVancher, 1994;Sch€ on, 1993).…”

“…The aim is to support students' metacognitive skills (reflection on one's thought processes), a recognized method to support deeper learning (Bransford, Brown, & Cocking, 1999;Brown, 1987;Chi, Bassok, Lewis, Reimann, & Glaser, 1989;Chi, de Leeuw, Chiu, & LaVancher, 1994;Sch€ on, 1993). However, some studies suggest that in practice, engineering courses rarely teach directed metacognitive activities related to creativity (Baillie & Walker, 1998;Ishii et al, 2006;Jablokow, 2001).…”

Assessing General Creativity and Creative Engineering Design in First Year Engineering Students

“…Stimulating activities can encourage creativity and innovation. Through incorporating knowledge from psychology into engineering education, students can experience creative activities, reflection, and their own awareness of their cognitive processes (Ishii et al, 2006).…”

“…Engineering students may profit by understanding constraints through reflective learning that are necessary to be creative in the engineering field. Students may also become aware of their own meta-cognitive processes to enhance their skills in engineering design (Ishii and Miwa, 2005;Ishii et al, 2006). Charyton (2005) and Charyton and Snelbecker (2007) investigated measures to assess creativity in engineering students.…”

Teaching Creative Process across Disciplines

“…In engineering, open‐ended assignments are used to encourage exploration of a problem (Daly et al., ), and often include work in teams, real‐world problems, or real stakeholders (Dewulf & Baillie, ; Stouffer, Russel, & Oliva, ). Proponents of open‐ended projects argue that they provide students with the opportunity to think about their own creative processes and identify ways to improve them (Baillie & Walker, ; Ishii, Suzuki, Fujiyoshi, Fujii, & Kozawa, ; Jablokow, ).…”