We discuss the impact of artificially intelligent computers to the process of design, play and educational activities. A computational process which has the necessary intelligence and creativity to take a proactive role in such activities can not only support human creativity but also foster it and prompt lateral thinking.
CER can be best understood as a core manifestation of the more comprehensive creativity framework of WHC. It is an umbrella term and refers to:
- a principled, unifying theory of non-linear thinking techniques that foster co-creativity
- and the theory’s implementation within C2Learn’s computational tools.
The transformation and modernization of the educational systems posed new challenges to teachers, who must renew and enrich their knowledge and skills in order to respond effectively to the increased requirements of their profession. It is of paramount importance that teacher preparation programs prepare future teachers to be scientifically qualified, innovative, and inventive, with excellent knowledge of their subject, equipped with all the modern methods and techniques and constantly updated about the latest developments.
The European higher education landscape is undergoing significant change as a result of technology-driven innovations. Key to increasing the chances of students becoming more creative, developing mindsets for creativity as a skill is to demonstrate ways to teach creative thinking grounded in everyday settings. The application of engendering creative ideas is inextricably tied to lifewide creativity to describe the application of creative ideas to the breadth of interdisciplinary ideas contexts in everyday life.
The affordances of multimedia portable devices can fundamentally change the ways in which children read and write, perceive and experience stories and foster and conceive creativity. While some educators and scholars enthusiastically claim that children’s creativity can be motivated and enhanced through digital interactions, others struggle to find ways to incorporate digital resources into their regular classroom instruction. The latter is mostly due to an unprecedentedly dynamic and uncensored market for children’s digital resources, such as tablet and smartphone apps, with no official guidance for what constitutes an effective resource and quality interaction.
The EU-funded iTalk2Learn project has shown that game-like exploratory learning environments (such as this project’s FractionsLab) can be especially effective in enabling students to construct for themselves personal understandings of mathematical concepts. However, two other key findings have emerged from this and previous research.
In C2Learn we work on the crossroads of creativity, learning, and digital games. Our technologies, methodologies and practices aim to foster creativity and creative thinking in formal and informal learning settings.