Creativity in the Training and Practice of Instructional Designers: The Design/Creativity Loops Model
ARTICLE
Gregory Clinton, Brad Hokanson
Educational Technology Research and Development Volume 60, Number 1, ISSN 1042-1629
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Creativity and design: A study of the learning experience of instructional design and development graduate students, Unpublished doctoral dissertation, University of Georgia, Athens, 2007) and that we call the Design/Creativity Loops (DCL) model.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.
Citation
Clinton, G. & Hokanson, B. (2012). Creativity in the Training and Practice of Instructional Designers: The Design/Creativity Loops Model. Educational Technology Research and Development, 60(1), 111-130. Retrieved August 10, 2024 from https://www.learntechlib.org/p/167629/.
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Keywords
Cited By
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Enhancing creativity through aesthetics-integrated computer-based training: The effectiveness of a FACE approach and exploration of moderators
Yu-chu Yeh, Elisa Marie Rega & Szu-Yu Chen, Institute of Teacher Education, Taiwan
Computers & Education Vol. 139, No. 1 (October 2019) pp. 48–64
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Learning Integrative Thinking
Christoph Lattemann, Jacobs University Bremen gGmbH, Germany; Kathleen Fritz, CREATOMbuilder, Inc., United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1857–1864
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