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This paper shares reflections and stories from a collaborative design process between the Lifelong Kindergarten group at the MIT Media Lab and a global network of community-based educators to develop a creative coding app called OctoStudio, which supports children and families to create and share interactive projects on mobile devices. The app design is grounded in practices that community-based educators who are primarily from the Global South have developed around strengths, needs, and interests of children and their communities, as well as constraints and affordances of local infrastructure. We use the lens of minimal computing – which focuses on community context and constraints in decisions about technology – to describe our collaborative work on OctoStudio. We describe trade-offs involved in the design decisions, and highlight insights from the process of collaboration to develop tools and practices that are more responsive and meaningful to communities who are often excluded from design decisions that impact them. [ABSTRACT FROM AUTHOR]

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.

Global creativity indices in developing countries tend to be low. In the field of education, creativity has an important role. Efforts to increase the creativity of educational human resources continue to be hyped. Creative teachers produce creative students. But, the fact is that teachers in developing countries tend to need more creativity in teaching. This study aims to analyze the influence of organizational climate in the school environment and teacher career development on teacher creativity in teaching. The sample of this study was 145 junior high school private teachers in Semarang Regency, Central Java Province, Indonesia. Statistical analysis using PLSSEM and PLSpredict. The results showed that the school's organizational climate positively affected teacher creativity in teaching. Teacher career development also positively affects teacher creativity in teaching. In addition, teacher career development mediates the influence of school organizational climate and teacher creativity in teaching. The findings could help schools or private educational institutions to understand how organizational climate affects teachers' creativity in teaching. So that it can be used as a guideline for schools or other educational institutions to increase teacher creativity in teaching. [ABSTRACT FROM AUTHOR]

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 study aimed to investigate and explore potential factors influencing the creative performance of using SIAKAD web-based learning (SWBL). This study utilized the effect of SWBL to improve students' creative learning in English Syntactic Structure class. However, SWBL was theoretically researched, and this study's perspective enriched teachers' learning creativity. Therefore, the SWBL has been designed as a learning environment system with planning, learning, evaluation, and reflection based on attributes, processes, and learning contexts. Fifty students participated as participants that were randomly assigned to be the experimental and the control group. This study used quantitative research with a quasiexperimental design. This research method was used to determine which group was effective in helping students improve their academic achievement in English Syntactic Structure. Treatment was provided in the experimental group by conducting English Syntactic Structure on the SWBL while the control group was performing a lecturing learning class. The data were analyzed by using tcount and ttable. The final data was evaluated using the Statistical Product and Service Solution (SPSS 23). The result of this study indicated that the students using the SWBL in the English Syntactic Structure class exhibited significant improvement in creativity performance. The experimental class students who used web-based learning scored 16.111 higher than the control class. Furthermore, the SWBL capabilities of the experimental group demonstrated gradual and continuous improvement. In addition, students' thinking skills and academic achievement in the experimental group are discussed in depth. [ABSTRACT FROM AUTHOR]

The innovative material integration of mindfulness and social and emotional learning (SEL) introduces a novel approach to teaching within the context of the family literacy classroom. Recognizing the interconnectedness of cognitive, emotional, and interpersonal skills in the learning process, this article proposes a holistic framework that promotes not only literacy development but also emotional intelligence and well-being for both children and their families. [ABSTRACT FROM AUTHOR]

AbstractCreative learning can be understood as a process of personal transformation driven by the acquisition of new knowledge and skills through active participation in projects that are meaningful to the individuals. This process enables them to develop the capacity for innovation in different contexts. Contemporary technologies that allow more physical and immersive modes of interaction brought the concept of enactive systems, technological environments where there is a form of dynamic body-technology coupling. In this work, we present results from a systematic literature review of studies that supported creative learning using interactive environments with enactive characteristics, in educational contexts. The systematic review was conducted based on works published during the period of 2012–2022. The methodology details the research questions, selection criteria, search string, data collection and the quality and relevance of the selected documents. Results showed that environments of the selected studies present mainly the embodiment and emergence characteristics as part of their interaction. These environments promoted user initiatives, enabled users to think creatively and encouraged communication and collaboration. Results also point out other aspects of enactive approaches to cognition such as autonomy, sense-making, and intersubjectivity. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitaria is the property of Universidad de Guanajuato/Acta Universitaria 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 Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS 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.)

Cultivating children's creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaged in meaningful projects. While current trends in education, such as maker movements and computer science education, are dramatically expanding children's opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into elementary school curricula. In this paper, we investigated five key design strategies for integrating creative learning in school curricula through computer programming activities. The five design strategies, drawn from design meetings with in-service teachers and two pilot studies, comprise (1) prepare an object-to-think-with for specific curricular ideas, (2) find a context that provokes a leap of ideas within a disciplinary framework, (3) facilitate tinkering through disciplinary inquiry, (4) pair students and establishing developer and researcher roles, and (5) provide feedback to connect computer programming projects to disciplinary ideas. Implementing these strategies with mixed-method analysis indicated positive support for the efficacy of these design strategies. We also provide insights into difficulties with integrating creative learning into school curricula. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) has significantly advanced in creating professional-level media content. In creative education, determining how students can benefit without becoming dependent on them is a challenge. In this study, researchers conducted an exploratory experiment that positioned AI as a relational artifact to students in a series of drawing activities and examined the potential impact of affective relations with machines in socio-cultural creative learning. The resulting artifacts, observations, and interview transcripts were analyzed using the Consensual Assessment Technique and a grounded theory approach. The study's results indicate that the design professors reliably evaluated the student drawings as more creative than the AI drawings, but neither demonstrated a consistent increase in creativity. However, the presence of AI engaged the students to explore different approaches to artistic prompts. We theorize that AI can be mediated as a learning artifact for transformative creativity if the students perceive their relationship with AI as empathetic and collaborative. [ABSTRACT FROM AUTHOR]

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.

Teacher creativity in teaching using technology such as mobile learning has been widely applied in developed countries, because it is a 21st century skill. However, only a few lecturers in developing countries, such as Indonesia, are incorporating mobile learning with technological tools, like the Discord application, to create a stimulating and interactive learning experience for their students. For data collection, a questionnaire comprising 26 questions with 6 scales was used. The questionnaire was sourced from www.ueq-online.org, and the data collected from the study were carefully analyzed and examined to extract valuable insights and finding. s. The results showed 6 user experience scales, namely attractiveness, perspicuity, efficiency, dependability, stimulation, and novelty. The results were, on average and very good categories since mobile learning with Discord platform can foster a creative and enjoyable experience for lecturers and students. Furthermore, the study found that lecturers effectively engaged in learning interactions, assigned tasks, and fostered students' creative competence with the support of facilities and new technological equipment. [ABSTRACT FROM AUTHOR]

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]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Often considered an enhancement to the learning experience, technology can also stifle creativity and higher levels of thinking. This study repositions students away from technology and back to the basics to stimulate engagement and higher levels of learning. It investigates the relationship between learning outcomes and the reflective journaling process in the context of an undergraduate marketing class in the United States. In addition, this study investigates a technique in which students are introduced to topics that are sensitive in nature, yet relevant to the real world. Although reflective journaling has been utilized in courses in areas such as educational psychology and social work, it has not been widely practiced in business courses such as marketing. Through the lens of Bloom's Taxonomy, we qualitatively analyze handwritten reflective journaling assignments about loneliness and social media to determine how the process highlights higher levels of learning. The opportunity to use handwritten journals provided a unique learning experience and a hands-on approach to allow marketing students to experience learning in a new light. [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]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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.)

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]