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From a social constructivist perspective, learning happens by way of engagement with other people and with objects in the environment, often through a process of play and exploration. The notion of tinkering illustrates this mode of creative play, which is relevant not only to youth learning but also to educators’ professional learning. In this study, we describe the experiences of a group of educators who participated in a professional learning program in the summer of 2020 that involved a series of activities for “tinkering at home.” Interviews focused on participants’ sense-making processes, the resources they sought out, and the facilitation choices they made if they included others in their tinkering. Thematic analysis revealed four characteristic features of the affective and relational flow of learning through tinkering: (1) generative openings, (2) multiple pathways for exploration, (3) impasse, and (4) resolution through social interaction. We discuss the implications of these themes for reflective pedagogical practice that is grounded in educators’ own experiential learning.

Copyright of Belügyi Szemle / Academic Journal of Internal Affairs is the property of Ministry of Interior of Hungary and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to analyze the performance of creative and productive learning strategies in the subject of Physical Education and Health (PJOK) for 10th-grade students at SMAN 5 Sekayu. The population of this study consists of 10th-grade students at SMAN 5 Sekayu. The qualitative descriptive method was employed, and the sampling technique used in this study was total sampling, where the entire population was included as the sample, resulting in 35 respondents. Data collection techniques included questionnaires, interviews, and documentation. Data analysis techniques involved data reduction, data presentation, and drawing conclusions. Based on the research findings, it can be concluded that the creative and productive learning strategies in the PJOK subject for 10th-grade students at SMAN 5 Sekayu are categorized as highly effective, accounting for 82.4%. The conclusion of this study is that the analysis of creative and productive learning strategies in the PJOK subject for 10th-grade students at SMAN 5 Sekayu falls under the category of excellent. The implication is that these strategies can be adopted and implemented in other subjects at the same school or similar institutions.

Creative learning is increasingly being recognised as a crucial part of children’s holistic education. In this paper, we critically explore our experiences as artist-educators working across four differing European countries, namely, England, Iceland, Germany, and Greece. These experiences of practice are set against educational policy landscapes which have progressively eroded opportunities for young people to engage in the creative arts in education across many European states. We are involved in a three-year Erasmus+ funded project, “arted,” which aims to transfer the knowledge of artists working in education to school and home contexts, offering more equitable arts opportunities for young people through the co-creation of open access resources. Combining Deleuzoguattarian theory and narrative, we examined our collective ideologies of creativity and principles of arts practices within differing national curricular policy contexts as part of our co-creation process. This rhizo-textual analysis highlighted the heterogenous features of our work as artist-educators, which have enabled us to hold spaces for creative arts learning within differing national policy contexts. These resistance spaces act as a social critique of educational policy. Through the process of this analysis three ethical principles emerged which collectively underpin our interactive guides for teachers and parents within the project. [ABSTRACT FROM AUTHOR]

The purpose of the article is to analyze the topical problems of the digital transformation of education as a process of changing its goals, meanings, content and technologies and to find ways to solve them. The authors emphasize the primacy of pedagogical innovations and the auxiliary role of information technologies providing the technological basis for the creation and application of new pedagogical practices. The analysis of changes in the educational process in the context of the expansion of the digital educational space and the possibilities of distance technologies leads to the conclusion that the use of the traditional one-way monologue transmission of knowledge on modern digital platforms is ineffective. The paper proposes the methodology based on the self-study underpinned by the mankind achievements, the creation of student’s own system of knowledge, when he gives his meaning to the world and changes him/herself, developing his/her creative abilities. This methodology has been proven to work and tested in practice. The article presents an experience of the Belarusian State University (hereinafter – BSU) in the development and implementation of the concept of creative education, the deployment of a large-scale program for the introduction of distance technologies. The practical steps for the implementation of this program are described, such as the development of a new educational and methodological literature, the creation of an interuniversity portal “Methodology, content, and practice of creative education”, the implementation of the full-time distance training program “Technologies of heuristic education in higher education: teaching methods through discovery” and the project “Online Learning Workshop”. The main quantitative indicators of the effectiveness of the digital transformation of the educational process at BSU are analyzed. The authors describe the information infrastructure of BSU, which ensures the implementation of innovative pedagogical technologies: telecommunications infrastructure and a “cloud” data center, an educational process management system integrated with corporate systems and services, its own video conferencing system, an integrated automated information system developed by the university.

Creativity is an important ability of an individual to meet the challenges of the 21st century. For this reason, creativity development received priority attention of scholars in the field of education. This special issue collected research articles on innovative theoretical perspectives and original applications related to creative learning in authentic contexts with advanced educational technologies. We received 36 articles and 6 of them were included in this special issue after several rounds of rigorous reviews. In this editorial note, we discuss the background for the special issue and quality management. In addition, we briefly introduce each article selected for the special issue.

Creativity has been identified as a critical educational goal and an essential 21st-century skill, which can be captured through learning capabilities, thinking skills, and academic achievement. Although the relationship between creativity performance and self-directed learning (SDL) was theoretically researched, few studies have thoroughly investigated the exact nature of this association from a practical perspective. Therefore, this study aimed to design an online self-directed learning environment (OSDLE) to improve students’ creativity performance. The OSDLE was proposed with functions such as planning, learning, evaluation, and reflection, based on the three dimensions of personal attributes, process, and learning context. A quasi-experimental study was conducted in a university in Northeast China to explore the influence of the OSDLE on creativity performance. One hundred and six university students as study participants were randomly assigned to experimental and control groups. Participants in the experimental group learned in the OSDLE, whereas those in the control group learned in traditional classroom methods. The results indicated that the students using the OSDLE exhibited significant improvements in creativity performance. Furthermore, the SDL capabilities of the experimental group demonstrated gradual and continuous improvement. In addition, students’ thinking skills and academic achievement in the experimental group were higher than those of the control group. The main findings together are discussed in depth.

Purpose: This research attempts to determine the status of the University of Tehran’s central library to establish the maker movement.Method: For so doing, both a library study method is used to prepare a checklist, and a survey method is done. By a purposive sampling, an interview with the Head of Central Library and Documentation Center of the Tehran University was carried out and a questionnaire was distributed among the librarians.Findings: The findings indicate that the central library’s condition in terms of human resources, finances, and infrastructure is not proper for the current makerspace.Conclusion: The results show that a high level of education and work experience has a positive effect on librarians' familiarity, skill and interest. For librarians, funding from the parent organization is greater than funding from library funding and other sources. Male librarians are less interested in establishing a maker movement, despite being more familiar with the makerspace and skillful in performing activities related to the makerspace. The organizing and cataloging department is more interested in creating a makerspace. The level of education and high work experience has a positive effect on the level of familiarity, skill and interest of librarians with activities related to the creative construction space, which can be used in the field of guiding, training and controlling related activities. For most librarians, there is enough time and space in the central library for makerspace. Undesirable hardware and software equipment in the library and lack of knowledge about digitalization laboratory equipment affect the level of knowledge of librarians.

The number of Computational Thinking (CT) initiatives in schools is increasing in several countries. However, Brazil still lacks actions that implement such practice. In the country, a National Common Core Curriculum (BNCC) was created to ensure the right to learn a fundamental set of common knowledge and skills. The document defines the main guidelines for K-12 education, aiming to promote the development of students equally. Among the skills are computer programming and English, which can be an alternative for the practice of CT. This work presents a didactic sequence of programming classes using Scratch in English for Elementary School students, applying the Content-Based Second Language Teaching methodology together with elements of Creative Learning. This experimental design was rescued from the lesson plans of 2018, which were restructured and reclassified according to the revised Bloom's Taxonomy, for the proposition of a didactic sequence. From it and its restructuring, it was possible to analyze the evolution of the hierarchical levels of cognitive domain and the complexity of the developed projects, as well as to show that it is possible to practice a second language or any other content while learning programming. It was also possible to experiment with a free project, with fourth-grade students, using Scratch from the perspective of Creative Learning. In this pilot experiment, it was observed that when students have the opportunity to do something of their own interest, with passion and in a team, they become more engaged in creating the project and achieve different levels of creative learning, sometimes even higher than they would develop in a project predefined by the teacher. [ABSTRACT FROM AUTHOR]

Social media spreads risk awareness about COVID-19. This study aimed to explore the experience of a college professor in incorporating media multiliteracies, reflecting teaching and learning as well as interpret how to make connections between social media and in-class activities during creations. Applying action research as the research method, twenty-three undergraduate students who took “media ethics” class participated in the study, with eight works created. The results show that students identified themes of familiar misinformation as mission, transforming them into a form of reflective creation. Students could communicate the reflective disinformation on COVID-19 through sharing of redesigned messages on social media beyond the classroom. For educators, social media might foster a participatory and creative environment that allows for exchange of information and creation of new networks and organizations, thereby providing a creative educational space for discussing topics related to disasters and pandemics. Creations involving controversial COVID-19 disinformation helped students develop critical thinking and science media literacy. Moreover, students developed the ability to apply multiliteracy in daily life and share their reflections with others. The contribution of this study shows that multiliteracies as mediums indeed helped the learners raise art-based learning skills and cross-disciplinary understanding, and the teacher and students were provided opportunities to improve their professional knowledge and competence about reflective information in a co-create process. Based on these contributions, some suggestions were proposed for further art-based cross-disciplinary education research.

This research aimed at utilizing artificial intelligence in STEM-based creative learning in the society 5.0 era. The researchers investigated how an educator can utilize artificial intelligence and optimize it into a STEM-based learning process. STEM stands for Science, Technology, Engineering, and Math. The United States initiated it to combine the four disciplines integrated into a problem-based learning method and everyday contextual events. Artificial intelligence is an intelligence added to a system managed in a scientific context. Artificial intelligence is created and put into a machine (computer) to do work like humans. Several fields that use artificial intelligence include expert systems, computer games (games), fuzzy logic, artificial neural networks, and robotics. The researchers employed the literature review or library research by reviewing the results of various studies and collecting data from assorted references and sources. In conclusion, implementing artificial intelligence in STEM-based creative learning can be an alternative for an educator in the learning process. Artificial intelligence (AI) is expected to help educators in the creative learning process by implementing long-life education and showing behavioral changes in a better direction cognitively, affectively, and psychometrically, especially in the era of society 5.0.

This study was set out to establish if adopting problem-based learning (PBL) techniques would effectively address the teaching and learning challenges at the University of Kisubi (Unik). Using Faculty of Education as a study sample, the quasi-experimental pretest-posttest nonequivalent group design was utilized where a class of 39 students was assigned to control group (19) and experimental group (20). The pretest results revealed that the performance of the two groups did not statistically differ (p-value = 0.409 > 0.05). However, the mean scores indicate that students in the experimental group performed slightly better than their counterparts in the control group ([Formula: see text] TMI = 53 < [Formula: see text] PBL = 57.10). Although improvement was observed in both streams at the posttest level (p-value 0.0384

On the basis of the predominant presence of rote memory and conceptual contents in the History education, in this paper we make an educational proposal to develop the historical thinking in the classroom by means of the work with historical sources and the encouragement of the creative learning. The principal core of this proposal is the elaboration of a research project in a group. Through this project the students will delve into some historical aspects of the past by the study of historical sources of the period and they will materialise their research in an original work of literary, artistic, musical or audiovisual nature. The methodology employ in this proposal bases upon the creative learning and the active and participatory learning. With its application we want that the students develop procedural skills to study and value by themselves the past. Additionally, we intend to encourage the creativity in the classroom, with the objective that the students explore other personal expressions and they make connexions with other disciplines and academic and personal experiences. The educational proposal that we present in the following lines has been designed for the study of the Second World War. This content is taught in the subject Historia del Mundo Contemporáneo, in the first course of the Bachillerato en Humanidades y Ciencias Sociales, but the proposal can be adapted to other historical periods and educational levels. [ABSTRACT FROM AUTHOR]

The study explores whether a design activity could promote creative learning expression and development among students regarding arts and culture issues through cultural product design. Therefore, students engage in designing a cultural product model. The study aims to analyze their ability to develop arts and culture through sketches and an appearance model. The research project was conducted to observe students (aged 18-20 years) as they negotiated and shared creative ideas during the process of cultural product design, interaction with fellow students, and the design presentation. The results indicate that design activities significantly contributed to students' arts and culture learning by developing creative ideas through cultural product design. Moreover, students developed reasoning, communication, and collaboration skills during the development of their work. [ABSTRACT FROM AUTHOR]

This study aimed to reveal the creativity of teachers in creative learning in social studies subjects in grade 6 of elementary school. This research used descriptive qualitative research method. The research subjects consisted of the principal, teachers and grade 6 of elementary school students. Data collection was carried out by interviewing and observing and recording documents. Data analysis used interactive analysis, namely data reduction, data presentation, and drawing conclusions. The results of this study indicated that; (1) the teacher has been creative in presenting learning material for the proclamation of Indonesian independence by using imaginative concepts, stimulating original ideas and works, applying variations in interaction patterns, teaching styles, and various messages, and applying direct evaluation, (2) the teacher is creative in applying the teaching method used with the application of brainstorming method and combining existing methods, (3) the teacher has been creative in developing learning media and learning resources by producing homemade media. In conclusion, creative teachers are teachers who are able to develop pedagogical abilities, life skills, increase values and build and develop professional attitudes according to the era of globalization.

An Internet-based system for testing and analyzing psychological and physiological responses during creative learning was developed using virtual instruments based on microcomputer interfaces and network communication technologies. The system can be used to study and evaluate innovative learning processes and performance at the psychological and physiological levels. This paper presents the design, implementation, and application of the system. [ABSTRACT FROM AUTHOR]

Creativity is an important ability of an individual to meet the challenges of the 21st century. For this reason, creativity development received priority attention of scholars in the field of education. This special issue collected research articles on innovative theoretical perspectives and original applications related to creative learning in authentic contexts with advanced educational technologies. We received 36 articles and 6 of them were included in this special issue after several rounds of rigorous reviews. In this editorial note, we discuss the background for the special issue and quality management. In addition, we briefly introduce each article selected for the special issue. [ABSTRACT FROM AUTHOR]

In the current knowledge society, the meta-competence of Learning to learn and transversal skills are fundamental. It is therefore necessary for individuals to understand what their level of mastery of these skills is and what strategies they can implement to improve themselves. Self-awareness, creativity and digital technologies, as well as being fundamental tools for operating in the constantly changing contemporary world, are also valid support tools for the literacy and training of active and informed citizens. With this in mind, in the academic year 2019/20, a research project was carried out through using autobiographical methods and coding. The autobiographical writing formats and the multimedia products created through coding with the Scratch language have been developed during workshops in the presence and online, remotely, on a portal. Students wrote their life experiences in order to better understand them, to know the level of mastery of certain skills, what factors or events influenced their choices and creatively rethink and rework their experiences. This article reports the main results of this study, which confirm that both the autobiographical format and the use of digital technologies are useful tools for the education and training of people, especially in a lifelong learning perspective.

Purpose – Higher education institutions (HEIs) frequently overlook the importance of encouraging creative thinking in students. A review of the prevailing practices in a fully online tertiary distance education (DE) institution revealed a lack of learning activities that foster creativity. The study aims to find out whether the creative collaborative group project is a feasible, effective and acceptable learning activity for fostering creativity in students of a fully online graduate-level DE course. Design/methodology/approach – Seven groups of five to six graduate students each had five weeks to conceptualize, prepare and deliver a creative collaborative group project on lifelong learning using key concepts learned from the course. Findings – All groups submitted well-crafted creative projects within the given time frame. Reflections on their experience positively correlated with known outcomes associated with creative skills. Students valued the experience and had a better understanding of the concepts. These support the feasibility, effectiveness and acceptability of the project for fostering creativity in a fully online DE institution. Research limitations/implications – The feasibility, effectiveness and acceptability may vary in different contexts; future iterations in the same and/or other courses are recommended. Practical implications – The creative collaborative group project is a feasible, effective and acceptable strategy for fostering creativity in online distance education. Social implications – Creativity can be enhanced through appropriate online collaborative learning activities. Originality/value – The study adds to the body of literature on the use of creative collaborative group projects to foster creativity in HEIs.

An Internet-based system for testing and analyzing psychological and physiological responses during creative learning was developed using virtual instruments based on microcomputer interfaces and network communication technologies. The system can be used to study and evaluate innovative learning processes and performance at the psychological and physiological levels. This paper presents the design, implementation, and application of the system.

The main challenge of Higher Education is to deliver to society graduates who are disciplined and committed to a solid scientific, technological and socio-humanistic background. This justifies the need to constantly improve the teaching-learning process of each subject, in each academic year, and in the quality of their relationships. For professionals in technical sciences, mastery of Physics as a science and its successful application to problems and solutions in the practice of the profession is of vital importance. This work aims to show the results of and the analysis of a pedagogical experience, applied to engineering students. An experience carried out from educational innovation and the construction of knowledge generators for the interactive and applied study of the deep, complex and abstract physical-mathematical expressions of Physics in Higher Education. [ABSTRACT FROM AUTHOR]

This article presents the experience report of the practical application project in basic education, its methodological proposal being the evaluation of learning during the course of classes/workshops, so that students both develop conceptual knowledge and practice in the creation of robots, through practical activities and in accordance with the school curriculum, acquiring knowledge of the evolution of technologies and the fundamentals of low-cost or scrap sustainable robotics, basic programming concepts and the importance of sustainability and preservation of the environment, linked to the Mathematics discipline concepts. As main results, we present a systematization for selflearning and self-assessment of students throughout the teaching and learning process, based on the theory of Computational Thinking and Creative Learning. [ABSTRACT FROM AUTHOR]

Thinking about new scenarios to be, learn and share has become one of the main challenges in the educational area after March 2020. In this sense, this qualitative study aims to map examples of good practices with regard to maker learning spaces and scenar ios and their considerations about creative learning. After a literature review carried out in 50 national articles, it was identified that some institutions and some projects were intensely cited in these researches. Thus, there was an analysis of the good practices found, here called Educational Maker Institution, four Brazilian and three international. The research shows that it is of fundamental importance to think about resources, structures and pedagogical approaches that can support the optimization of teacher practice. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is an edited version of a Keynote Address provided for the 2021 Creativity Conference hosted by Southern Oregon University. The talk opens with the following question: “What role does our experience with uncertainty play in our creative thoughts and actions?” The remainder of the talk is focused on addressing this question, starting with the assertion that there is no creativity without uncertainty and several other operating assumptions aimed at establishing a basis for this assertion. Next, a model of creativity under uncertainty is introduced. The model outlines how encounters with uncertainty in a particular socio-cultural and historical moment can be experienced as epistemologically and ontologically destabilizing, and thereby, result in a state of genuine doubt. This state of doubt, when perceived as actionable, can open-up a horizon of new possibilities for creative activity. The model further outlines how taking creative action in the face of uncertainty can (temporarily) resolve our state of doubt and re-stabilize our experiences. Implications for inviting uncertainty into educational learning environments are also discussed.

Copyright of Texto Livre / Texto Livre: Linguagem e Tecnologia is the property of Revista Texto Livre: Linguagem e Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Spatial thinking is a key asset in geography education. Thus pre-service geography teachers need to be trained in spatial thinking. Since comics seem to be a good approach to teaching geography, in our study we wanted to find out about the possibilities to teach spatial thinking with comics. How do students put their spatial thinking into practice while producing their own comics? What does this mean for the learning process? We analyzed comics, which were produced by teacher students in a mid-level university seminar for the use in the geography classroom. In the analysis of the comics produced by our students we gauged their abilities to think spatially in terms of the spatial concepts developed by Wardenga. We contextualized the visual output of the comics with a survey we conducted among the participants, which we analyzed using qualitative content analysis. We found that our students had difficulties assessing the potential of comics to teach spatial thinking in a purely verbal and theoretical way. However, in their own productions they showed high levels of creativity expressing spatial concepts. Comics produced by learners offer unique opportunities for the reflection and assessment of their ways of spatial thinking.

As the world becomes increasingly more turbulent, complex and competitive, there has been an increased interest in creativity as the major force to prepare students for these demands. At the same time, digital native students today are used to working in an environment rich with instantly accessible information and knowledge, yet paradoxically students are less satisfied with their courses in the online environment. Educators are thus challenged to use innovative methods to nurture creativity online as they would do in the face-to-face classroom. In 2010, six European universities created an international project, named Cross Border Brand Communication (CBBC) that has taken place every year since, but in 2020 it took place online due to the Covid-19 pandemic. This article describes and analyzes the best practices resulting from this case and addresses the research questions as to whether the creative learning outcomes and teaching practices online are the same as face-to-face and to what extent are students satisfied with this learning environment. Focus group discussions with a small group of students and the lecturers involved facilitated an in-depth reflection on the project and the case indicates that although learning outcomes online are "virtually" the same, the student experience is inferior to such face-to-face projects. [ABSTRACT FROM AUTHOR]

Abstract: This article discusses the scientific creative learning process based on language literacy. The purpose of this article is to describe how scientific-based creative learning based on language literacy can develop intelligent and creative children so that they can be in the world. Creative learning is a dynamic, fun, and creative learning so that children are directly involved through fun activities in learning. Creative learning based on language literacy can stimulate children's motivation. Implementation of creative learning based on language literacy can be done on the process of observing, asking, trying, reasoning and communicating during the learning process takes place. Keywords: Pembelajaran Kreatif, Saintifik, dan Literasi Bahasa.

As a conceptual basis of distance learning we propose principles that are discussed. We put forward a E-learning method, based on them with the use of project management methodology. The use of project management methodology will contribute to the organization of an effective system of distance education. We proposed widely used the modern IT as a part of this methodology, including smart education, this will allow us almost completely automation of administrative work. The proposed technique of creative learning is almost ideally combined with principles and methods of total quality management (TQM), as we showed also. The suggested approach, we believe, will promote the growth the efficiency of the whole higher education system

This research aimed to determine the effectiveness of Creative Entrepreneurship Learning Based on Discovery Skills (CEL-BaDiS) in improving students' creativethinking skills on the simple food biotechnology topic. This research is a quasiexperiment using the pretest-posttest control-group design in a state university in Surakarta, Indonesia in the 2018/2019 academic year with one class as an experimental class using the CEL-BaDiS model and the other class as the existing class using a Project-Based Learning (PjBL) model. The data were obtained using an essay test instrument to measure creative-thinking skills through expert validations, namely validation from the education and evaluation expert, biotechnology expert, and certified science lecturer, as well as an empirical validation through trials. The results demonstrated that the average score of the score gain calculation of creative-thinking skills in the experimental class was higher by 0.65 compared to that of the existing class of 0.52. The independent sample t-test shows the difference between the experimental class and the existing class with the t value of 2.1491. Based on the findings, it can be summed up that creative-thinking skills in flexibility, fluency, originality, and elaboration aspects can be improved effectively through the activities of the CEL-BaDiS model. [ABSTRACT FROM AUTHOR]

本研究以臺灣教育脈絡為始、個人心智乃社會產物的前提下，將個人創作學習視為教育創新的途徑。研究者以G. Kress的素養論為基礎，運用多模態溝通觀點，進一步理解，創作者學習者如何描繪實務經驗與意義的轉化。本研究招募20位藝術創作碩士生，以分組團體（媒體藝術、表演藝術、視覺藝術）進行創作學習的自我敘說，以相似性原則分別從「前備經驗」、「時間醞釀」、「團體心智」與「創造連結」四個面向做討論。研究發現，自我探索特別重要，故能為作品忍受未知的境遇，並善用積極等待的狀態，在意圖中找到作品中的歧義性、聯想與探索的自由度，意圖則交織在表現中，在自我分析中轉化為創作材料。建議未來教育能將創作視為培養獨創性與社會心智的媒介，深度認識自我與世界關係的行動。 Set within the context of Taiwanese education, and based on the premise of individual mentality being a social consequence, this study poses individual creative learning as an approach to educational creativity. Based on Gunther Kress’s theory of literacy, the perspective of multimodality was employed to gain better understanding of how creative learners portray practical experience and recognize meaning in transformation. The study recruited 20 master’s students studying creative arts. They were divided into discussion groups (media arts, performance arts and visual arts), in which they engaged in self-narratives related to creative learning. Then, the similarity principle was used in the paper to identify four dimensions: “preparatory experience,” “the brewing of ideas through time,” “group mentality,” and “creative association”. The research results revealed that self-exploration was particularly important, as was enduring uncertainty in the creative process and making productive use of the positive waiting state. During this phase they were able to find ambiguities in their intent as well as freedom to associate ideas and explore creatively. Their intent is woven into their expression, which is transformed into creative materials during their self-analysis. It is proposed that education in the future should consider the creative act as a medium for cultivating innovation and social mentality, through which one can contemplate at a deeper level and become acquainted with one’s actions arising from one’s relationship with the world.

In this paper I have analysed a series of facilitators that determine creativity and innovation in teaching learning processes, emphasising the role of assessment, organizational culture and information technologies as relevant and essential elements within this challenging approach to create the conditions for an intelligent development of the educational processes. Also I approached issues related to creative learning and innovative teaching in a society in which knowledge takes more and more intense forms and, they require changes and deep transformations in all educational environments. The fundamental objective was to underline the need to learn creatively and to teach innovatively, given the conditions of the development of information technologies and a deeper and deeper immersion in this information environment, with effects on involving more effectively the students in their own learning approach. Based on scientific researches, observation and comparative analyzes, I identified the facilitators which, along with the technologies, support the creative learning and innovative teaching.

Although old Arab cities were designed bottom-up to follow the needs of their users, public spaces for use by children were not fully considered. This paper is an outcome of a funded project that hosted 30 youth (aged 13–17 years old) from different parts of El Mina city, located in the North of Lebanon, Tripoli. The project’s aim was not limited to capacity building or designing a framework for youth participation as a vision for a child-friendly city alone, as it also demonstrated community participation with the youth to realize a design vision in an unused interstitial space by the youth in the ancient city of El Mina. The funded project consisted of many different stages; this paper focuses on the site selection, design process and the final stage of implementation. The results highlight the lessons learned from the youth’s participation, the adaptive reuse of interstitial spaces, in addition to the various interests of the project’s stakeholders. Santrauka Nors senieji Arabijos miestai buvo suprojektuoti principu „iš apačios į viršų“ siekiant patenkinti jų vartotojų poreikius, tačiau į viešąsias erdves, skirtas naudotis vaikams, nebuvo iki galo atsižvelgta. Šis straipsnis – tai rezultatas finansuoto projekto, kuriame dalyvavo 30 jaunuolių (13–17 metų amžiaus) iš skirtingų El Minos miesto, įsikūrusio Šiaurės Libane (Tripolyje), dalių. Projekto tikslas nebuvo varžomas kuriamų gebėjimų ar projektuojamos struktūros kaip vien tik vaikams palankaus miesto vizijos, skirtos jaunimui; projektu taip pat buvo pademonstruotas bendruomenės dalyvavimas, įsitraukiant jaunimui, siekiant įgyvendinti dizaino idėjas nenaudojamoje tarpinėje erdvėje senoviniame El Minos mieste. Finansuotą projektą sudarė daug skirtingų etapų; šiame straipsnyje susitelkiama į vietos parinkimą, projektavimo procesą ir galutinį įgyvendinimo etapą. Gauti rezultatai iliustruoja jaunimo dalyvavimo suteiktas pamokas, adaptyvų pakartotinį tarpinių erdvių naudojimą, be to, įvairius projekto suinteresuotų šalių interesus. Reikšminiai žodžiai: vaikams palankus miestas, kūrybinis mokymasis, El Mina (Tripolis), tarpinės erdvės, jaunimo dalyvavimas, jaunimo vizija.

After the end of the Cold War, many European countries cut back so heavily on defense expenditure that they lost their capacity to defend themselves. This resulted in greater need for improved cooperation and interoperability among member states' armed forces. One important attempt to improve the understanding and interoperability among the European Union (EU) nation's armed forces was taken in 2008 by the creation of the European Initiative for exchange of young officers aimed to make the officer education in Europe more transparent and convergent with each other. This article presents a proposal for a generic pedagogic model for an academically professional officer education that can improve understanding and interoperability among the EU nation's armed forces. The model helps to facilitate a process of professionalization of the military profession with an officer education that can meet the requirements of higher education systems as well as the demands of the military profession. [ABSTRACT FROM AUTHOR]