Creativity in Collaborative Learning across the Life Span

Abstract

Creativity is one of the competencies required in order successfully to meet challenges across the life span. After defining the broad concept of creativity and its relevance in education, this paper discusses the outcome of a literature review on creativity in collaborative learning across the different stages of an individual's development, with a specific focus on the use of ICT as a means of fostering the creative learning process. Although much of the literature concerns creativity and critical thinking skills in children and adolescents, we analyze the specific requirements and specificities of these competencies in advanced adulthood. We aim specifically to characterize the capabilities of older adults to collaborate through Virtual Learning Environments (VLEs). The last part of the paper discusses means of promoting the development of creative skills at different ages, notably in elderly persons, and the use of collaborative learning technologies.

From Individual Creativity to Team-Based Creativity

“…If we talk about distributed cognition, we can also talk about distributed creativity [12]. In the educational context, creativity has been mainly analyzed with the help of individual activities [13], which goes against the social character of creativity [14] but also opportunities for collaboration in the context of learning involving tasks of a certain complexity [15]. We see creativity as an iterative process that can develop both individually and collaboratively [16].…”

Potencialidades da metodologia photovoice na intervenção com pessoas idosas institucionalizadas

“…Ultimamente, as tecnologias têm-se revelado vantajosas ferramentas de empowerment (Romero, Hyvönen & Barberà, 2012), levantando-se, também por isso, a proeminência do seu uso com estas populações.…”

De l’apprentissage procédural de la programmation à l’intégration interdisciplinaire de la programmation créative

“…De l'apprentissage procédural de la programmation à l'intégration interdisciplinaire de la programmation créative doi:10.18162/fp.2016.a92 créatives des usages des TIC (Azevedo, 2005;Katz, 2013;Romero, Hyvönen et Barberà, 2012). Il ne suffit plus de savoir faire des recherches d'information et de ressources (première étape de la compétence TIC en enseignement, UNESCO, 2011), mais il faut atteindre les niveaux d'approfondissement et de création de connaissances (étapes 2 et 3 de l'UNESCO) et développer la pensée informatique (Grover et Pea, 2013;Minichiello, 2014) comme une nouvelle littératie qui fait appel aux processus d'abstraction, d'automatisation et de résolution de problèmes (Qin, 2009;Wing, 2006).…”