How academic teachers perceive and facilitate creativity

Research output: Contribution to journalJournal articleResearchpeer-review

2 Citations (Scopus)

Abstract

We will present a case study result from a cross-disciplinary education called Medialogy, which is taught in the Technical and Science Faculty at Aalborg University. The aim of Medialogy is to facilitate creativity within technical solutions. The intention of this paper is to answer the following: how do the Medialogy teachers perceive creativity and how do they facilitate it? Many of the answers point to the pedagogical approach used in problem-based learning, which are perceived as an important element for the creative process. In this paper we will also argue the importance of including the social context (both at a macro and at a micro level) in the definition and use of creativity in engineering education.
Original languageEnglish
JournalEuropean Journal of Engineering Education
Volume38
Issue number5
Pages (from-to)556-566
Number of pages10
ISSN0304-3797
DOIs
Publication statusPublished - 2013

Fingerprint

Engineering education
Macros
creativity
Education
teacher
micro level
education
engineering
science
learning
Problem-Based Learning

Keywords

  • creativity
  • problem-based learning
  • project work
  • engineering education

Cite this

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How academic teachers perceive and facilitate creativity. / Bjørner, Thomas; Kofoed, Lise B.

In: European Journal of Engineering Education, Vol. 38, No. 5, 2013, p. 556-566.

Research output: Contribution to journalJournal articleResearchpeer-review

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AU - Bjørner, Thomas

AU - Kofoed, Lise B.

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AB - We will present a case study result from a cross-disciplinary education called Medialogy, which is taught in the Technical and Science Faculty at Aalborg University. The aim of Medialogy is to facilitate creativity within technical solutions. The intention of this paper is to answer the following: how do the Medialogy teachers perceive creativity and how do they facilitate it? Many of the answers point to the pedagogical approach used in problem-based learning, which are perceived as an important element for the creative process. In this paper we will also argue the importance of including the social context (both at a macro and at a micro level) in the definition and use of creativity in engineering education.

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KW - Problem based learning

KW - project work

KW - Engineering education

KW - creativity

KW - problem-based learning

KW - project work

KW - engineering education

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DO - 10.1080/03043797.2013.824411

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