Creativity in the training and practice of instructional designers: the Design/Creativity Loops model

Abstract

This article presents a discussion of research and theoretical perspectives on creativity and instructional design, offering a conceptual model of the connection between these two constructs that was originally proposed in the dissertation work of the first author (Clinton, Creativity and design: A study of the learning experience of instructional design and development graduate students, Unpublished doctoral dissertation, University of Georgia, Athens, 2007) and that we call the Design/Creativity Loops (DCL) model. Central to the model is a representation of the iterative, looping problem-solving cycle that can include established stages of creative thinking. As an instructional designer is routinely confronted with the next task or design problem in a project, these tasks or problems spawn iterative mental excursions that are opportunities for creative thinking. This article also explores ways that the design and development process can benefit from an emphasis on creativity and offers suggested directions for future research.Keywords Creativity Á Design Á Instructional design Á Instructional systems design Á Instructional development Á Mental models Á Self-efficacy Á Problem solving Within education, instructional design holds a unique position in that it is considered a design discipline (Nelson and Stolterman 2003). Because design is included in the conceptualization of instructional design, so too is the creative element that is recognized in other design disciplines. However, the field of instructional technology has tended to give little or no formal treatment of the importance of creativity in instructional design.In this writing, as background, we examine the natural connection that exists between design and creativity through the literature both on creativity and on instructional design. By extension, this is followed with an exploration of the connection between creativity and

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