IDEA GENERATION Creative or Divergent Thinking Processes
Idea Generation 
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We all need to make a contribution to changing our world.
The nature and meaning of creativity, including the many impediments that block creative thought, is followed by a comprehensive range of methodologies that can be practiced to enhance a creative output.
Aims
Decrease inhibitions
Encourage creative thinking behaviours
Thinking behind the thinking Awareness of formal and informal learning environments
Knowledge of the creative thinking process Generate practical ideas Build ideas through collaboration
A Play Manifesto  
http://www.youtube.com/watch?v=6SZFY47aIog Entrepreneur Steve Keil explains how important play is for humans and highlights the negative effects of seriousness and lack of play, both in human development in general, and in Bulgarian society.
Intelligence What is it about creatives?
Everyday Creativity. Yes now.
The concept of everyday creativity was defined, assessed, and validated in 1988 by Ruth Richards, Dennis Kinney, and colleagues at Harvard Medical School. The first step to increasing your creativity quotient is believing you can. Children (95% - 5%)
Everyone is creative. Who me? 
"Every day, we use language to speak sentences that have never been spoken before. We express thoughts that have never been expressed. All of this is so deeply ingrained that we don't notice how creative it is," says cognitive scientist Art Markman, co-editor of the book Tools for Innovation.
Creativity in you Where are you at?
Intelligence Sternberg's definition of includes: "Intelligent behaviour involves adapting to your environment, changing your environment, or selecting a better environment." Componential intelligence (often called analytical)
Experiential intelligence (often called creative)
Traditional notion of intelligence Abstract thinking & logical reasoning Verbal & mathematical skills Creativity Divergent thinking (generating new ideas) Ability to deal with novel situations
Contextual intelligence (often called practical intelligence)
Street smarts Ability to apply knowledge to the real world Ability to shape one's environment; choose an environment
Levels of Creativity
Adopted from: Irving A. Taylor, (1959) "The nature of creative process." (In P. Smith, ed., Creativity: An examination of the creative process (A report on the 3rd communications conference of the Art Directors Club of New York. NY, New York: Hasting House) 54-61.
Primitive and intuitive expression: This first level of creativity incorporates the primitive and intuitive expression found in children and in adults who have not been trained in art. There is an innocent quality to primitive art, but also directness and sensitivity. The naive artist creates for the joy of expression. Academic and technical level: The second level of creativity is the academic and technical level. At this level the artist learns skills and techniques, developing a proficiency that allows creative expression in myriad ways. The academic artist adds power to expression through the mastery of craft. Inventive level: Many artists experiment with their craft, exploring different ways of using familiar tools and mediums. This heralds the level of invention. Breaking rules is the order of the day, challenging the boundaries of academic tradition, becoming increasingly adventurous and experimental. Inventors use academic tradition and skills as a stepping-stone into new frontiers. Innovative level: At the level of innovation the artist, writer, musician, inventor, thinker is more original. Materials and methods that are out of the ordinary are introduced. Now the creator breaks the boundaries. The academic or inspirational foundation remains as a substructure of unconscious thought guiding these creative efforts. Genius level: The fifth level of creativity is characterized as genius. There are individuals whose ideas and accomplishments in art and science defy explanation. Genius is arguably the one level that is unexplainable and perhaps unattainable for most of us, something that an individual is born with.
Creatives
Easily bored = motivate themselves and work hard Don’t need rewards Willing to take risks and have courage Don’t like rules, like to play Make lots of mistakes but are motivated to continue Will collaborate but challenge assumptions Are generous, independent and love to experiment Can be sensitive and intuitive, always open Can see thru (chaos/clutter) and find hidden meanings / truth
Creative Traits 
Creative people love to diverge from the norm, to look at things from multiple positions, and to challenge anything that exists.  Because
of this they are seen at times to be off-key, deviant, atypical, irregular, or uncharacteristic.
Fostering Creativity Creativity flourishes in places of safety and acceptance, and is born in an atmosphere of generosity, support, and nurturance
Fostering Creativity
Acceptance:
Often creativity flourishes in places of safety and acceptance, and is born in an atmosphere of generosity, support, and nurturance. Violating someone else's creativity is an assault on the very essence of another's inner being. Creativity grows among friends and celebrations, and withers among enemies and confrontations. Creative ideas are often fragile -- like children creative ideas and people deserve protection. Creating is a distinctly human trait. Exploring and fulfilling one's creative spirit is a sacred trust -- a potential given not just to selected individuals, but to all humans. Feedback on creative ideas and products should be supportive, and should build on strengths, never concentrate solely on weaknesses.
Fostering Creativity cont/
Creative successes are often preceded by failures -- for explorations, musings, daydreams, flights of fancy, trial and error are the natural companions of creativity. Often born from internal or external chaos, dissonance, strife, or disequilibrium, creative production can be a way of creating order, dealing with anger or grief, or solving problems as individuals seek to regain balance. Being creative can be exhilarating, even addictive, and the creative spirit can be wonderfully contagious. If one wishes to observe, appreciate and encourage creativity in oneself and others, one must learn to be quiet and still, to listen, and to watch, and see with the heart as well as the eyes.
Social Learning
Social Learning
Social Learning is learning with and from others. It
happens at conferences, cafes or online — with or without social media tools. Social learning can’t be forced. It must be organic.
Connected Learning
"Connected learning is about progress and it's about something everyone in education agrees is urgent and important -- the unprecedented opportunity we're seeing to rethink an approach to education where all young people can realize their learning potential and their right to thrive.“ http://bit.ly/CLrelease http://dmlhub.net/sites/default/files/ConnectedLearnin g_report.pdf
Online Social Connected Learning
Social Media has the ability to scale things in ways never imagined in the past.
Social Learning, using the technology of Social Media. Requires a perception shift; a shift that encourages ongoing knowledge transfer and connects people in ways that make learning a joy. The results are “we are coming into your world to play”.
Learning styles and preferences vary for each of us and in different situations.