{"id":49373,"date":"2019-09-10T14:00:00","date_gmt":"2019-09-10T21:00:00","guid":{"rendered":"http:\/\/world.edu\/?p=49373"},"modified":"2019-09-10T14:00:00","modified_gmt":"2019-09-10T21:00:00","slug":"educational-innovation-a-game-to-reveal-student-creativity","status":"publish","type":"post","link":"https:\/\/world.edu\/educational-innovation-a-game-to-reveal-student-creativity\/","title":{"rendered":"Educational innovation: a game to reveal student creativity"},"content":{"rendered":"

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Faced with the growing need for innovation in business and society in general, the socio-economic world rediscovers the virtues of creativity.\u00a0The World Economic Forum, in\u00a0its report<\/a>\u00a0on human capital ranks it among the skills that will be the most sought after in the future.<\/p>\n

Reading these first lines, many of us may doubt, saying: “Yes, but, precisely, I’m not creative!\u00a0“.\u00a0False idea, and unfortunately far too common!\u00a0Each individual has creative skills more or less developed as shown by the work of\u00a0Gerard Puccio<\/a>\u00a0.<\/p>\n

We all have our preferences, but it does not exist, as it sometimes seems to suggest or think, of non-creative individuals.\u00a0Everyone can at one time or another implement know-how or develop skills that are useful for individual and, above all, collective creativity.<\/p>\n

As a university teacher, we strive to get this message across to our undergraduate and master’s students.\u00a0However, we have found that often they do not allow themselves to get out of their usual patterns of thinking.<\/p>\n

In addition, they tend to stop in their research as soon as one or two ideas crystallize.\u00a0But as\u00a0Linus Pauling<\/a>\u00a0, Nobel Prize in Chemistry, puts it: “The best way to have a good idea is to have a lot of ideas!\u00a0“.<\/p>\n

How can we help our students develop this potential and, above all, trust?\u00a0Knowing that creativity is learned by doing: The more a student practices the generation of ideas, the more he will eventually generate quality ideas\u00a0(Baruah and Paulus, 2008)<\/a>\u00a0.<\/p>\n

A creative toolbox<\/h4>\n

For a year, our group of teachers from various academic disciplines (management and support of innovation, designer, information and communication, modern letters, linguistics) tried to identify mechanisms that could lead students to generate a a lot of creative ideas.<\/p>\n

This work led to the construction of a game, in the form of a toolbox.\u00a0Indeed, according to\u00a0H\u00e9l\u00e8ne Michel<\/a>\u00a0, the game represents a potential as an educational tool and gamification allows to open the process of creativity to non-experts.<\/p>\n

Called “The Bus in reverse”, this game leads to adopt several points of view on a given situation, to imagine a large number of solutions to a same question, to go beyond its usual frameworks of thought, and to weave connections between elements with no apparent link.<\/p>\n

Made up of eight types of cards, this 48-card game allows students to transpose information from one domain to another to find matches, and to change lenses and images. reason backwards.<\/p>\n

The diversity of the cards multiplies the modes of thought that are written, visual by concrete or abstract images, conceptual, narrative, argumentated … The game makes it possible to mobilize in a very agile way various combinatorial, exploratory, associative or disruptive intellectual mechanisms …<\/p>\n

Go off the beaten track<\/h4>\n

“The bus upside down” offers a plurality of question modes of question by varying the solicitation of participants, which can be illustrated by the example below.<\/p>\n

The problem to be solved is the following: how to make teenagers aged 12-16 want to visit museums and art exhibitions?<\/p>\n

If the teacher wishes to generate a lot of ideas by means of correspondence, he can start from the type of map “five senses” which is based on the five human senses (smell, taste, touch, hearing and sight)<\/p>\n

Let’s say that the participant draws the “spicy taste” card.<\/p>\n