Four PPPPerspectives on Computational Creativity

From what perspective should creativity of a system be considered? Are we interested in the creativity of the system’s out- put? The creativity of the system itself? Or of its creative processes? Creativity as measured by internal features or by external feedback? Traditionally within computational creativity the focus had been on the creativity of the system’s Products or of its Processes, though this focus has widened recently regarding the role of the audience or the field surrounding the creative system. In the wider creativity research community a broader take is prevalent: the creative Person is considered as well as the environment or Press within which the creative entity operates in. Here we have the Four Ps of creativity: Person, Product, Process and Press. This paper presents the Four Ps, explaining each of the Four Ps in the context of creativity research and how it relates to computational creativity. To illustrate how useful the Four Ps can be in taking a fuller perspective on creativity, the concepts of novelty and value explored from each of the Four P perspectives, uncovering aspects that may otherwise be overlooked. This paper argues that the broader view of creativity afforded by the Four Ps is vital in guiding us towards more encompassing and comprehensive computational investigations of creativity

Who Is a Creative Person? Conceptualisation of creativity by people with autism spectrum disorder.

Arkadiusz Gut, Małgorzata Moszyńska, Natalia Reszuta, Who Is a Creative Person? Conceptualisation of creativity by people with autism spectrum disorder. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 373–387. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI:https://doi.org/10.14746/ikps.2019.27.17 A growing body of literature has focused on individuals with autism spectrum disorder who are entering adulthood. Thus, one of the main topics is social interactions and the issue of their functioning in professional contexts. Researchers focus their attention on those individuals’ folk theories that are also crucial in the lives of the normative sample. One of the key folk theories that guide our professional lives is a folk image of the creative person. The folk theory is nothing more than tacit knowledge held by a group of people. It is a system of beliefs and an inner standard of assessment that serves us to explain, for example, why we believe that someone is creative or when we assess the effects of their work. The aim of this paper is to present chosen findings from our study of the folk theory of creativity and creative person using a sample of persons with an autism spectrum disorder. We used a reversed version of Klaus Urban’s and Hans Jellen’s Test for Creative Thinking – Drawing Production (TCT-DP) where respondents selected previously prepared drawings, instead of making them. Their task was to select the most and least creative drawings and rank all the drawings according totheir level of creativity. We also measured respondents’ levels of creative efficiency and creative identity.Arkadiusz Gut, Małgorzata Moszyńska, Natalia Reszuta, Who Is a Creative Person? Conceptualisation of creativity by people with autism spectrum disorder. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 373–387. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI:https://doi.org/10.14746/ikps.2019.27.17 A growing body of literature has focused on individuals with autism spectrum disorder who are entering adulthood. Thus, one of the main topics is social interactions and the issue of their functioning in professional contexts. Researchers focus their attention on those individuals’ folk theories that are also crucial in the lives of the normative sample. One of the key folk theories that guide our professional lives is a folk image of the creative person. The folk theory is nothing more than tacit knowledge held by a group of people. It is a system of beliefs and an inner standard of assessment that serves us to explain, for example, why we believe that someone is creative or when we assess the effects of their work. The aim of this paper is to present chosen findings from our study of the folk theory of creativity and creative person using a sample of persons with an autism spectrum disorder. We used a reversed version of Klaus Urban’s and Hans Jellen’s Test for Creative Thinking – Drawing Production (TCT-DP) where respondents selected previously prepared drawings, instead of making them. Their task was to select the most and least creative drawings and rank all the drawings according totheir level of creativity. We also measured respondents’ levels of creative efficiency and creative identity

Crowdboard: Augmenting in-person idea generation with real-time crowds

Online crowds can help infuse creativity into the design process, but traditional strategies for leveraging them, such as large-scale ideation platforms, require time and organizational effort in order to obtain results. We propose a new method for crowd-based ideation that simplifies the process by having smaller crowds join in-person ideators during synchronous creative sessions. Our system Crowdboard allows online crowds to provide real-time creative input during early-stage design activities, such as brainstorming or concept mapping. The system enables in-person ideators to develop ideas on a physical or digital whiteboard which is augmented with real-time creative input from online participants who see and hear a live broadcast of the meeting. We validate Crowdboard via two user studies in which dyads of in-person ideators brainstormed with the help of crowd ideators. Our studies suggest that Crowdboard can effectively enhance ongoing brainstorming sessions, but also revealed key challenges for how to better facilitate interactions among in-person and crowd ideator

HEURISTIC METHODS FOR SOLVING THE CREATIVE PROBLEMS

Abstract. The development of non-standard thinking helps in solving creative problems. People who think formally can not come up with anything new, thereby destroying creativity. The creative task is an excellent way of revealing the personal abilities of each person. The development of creative thinking allows people to realize their creative potential, their individuality. Heuristic methods in solving problems allow us to express creative thoughts and to activate the creative possibilities of man. Creative thinking is very closely related to the imagination, which is important in any profession. Features of creative thinking consist in the fact that it contributes to the non-standard solution of certain tasks. An unconventional thinking person is able to offer bright ideas in any field of activity, that is, creative activity generates something new, different in originality, originality, and uniqueness. The system of heuristic methods of solving problems is based on logic, sound mind and experience, and the result of all this is new significant information. When solving creative problems, various heuristic methods are used. This is a method of brainstorming, a method of heuristic questions, a method of multidimensional matrices, a method of free association, a method ofinversion, a method of empathy, a method of synectics. The work reveals the essence of each heuristic method, as well as the merits and demerits of each of them. We consider various forms of employment in heuristic ways of teaching, such as the olympiad, heuristic exercises, business games, interactive forms.Keywords: creative task, heuristic methods, methods, non-standard questions, forms

Deberes educativos, de desarrollo y educativos en la taxonomía de los objetivos de formación

Every person has ability of creative thinking. However, not every person can be called a creative person. Creative people are those who are smart and possess the ability to grasp realities and reactions to these realities. At the same time, people who achieve extraordinary inventions or realize creative acts can also be referred to as creative people. The creative way of thinking is the type of thinking resulting from inventing new things or improving other actions. The creative way of thinking is used to generate a large number of ideas. The main characteristic of the creative way of thinking as an intellectual system is the ability to analyze any problem, establish systematic relations, reveal contrasts, find out ideal solutions for these contrasts, and forecast possible versions for the development. The research carried out once more proved that the creative way of thinking is important for life. From this reason, the society that wants to achieve great successes and implement creative potential must try to make students improve their creative ways of thinking.Toda persona tiene capacidad de pensamiento creativo. Sin embargo, no todas las personas pueden llamarse personas creativas. Las personas creativas son aquellas que son inteligentes y poseen la capacidad de comprender las realidades y las reacciones a estas realidades.Al mismo tiempo, las personas que logran inventos extraordinarios o realizan actos creativos también pueden denominarse personas creativas. La forma creativa de pensar es el tipo de pensamiento resultante de inventar cosas nuevas o mejorar otras acciones.La forma creativa de pensar se utiliza para generar una gran cantidad de ideas. La característica principal de la forma creativa de pensar como sistema intelectual es la capacidad de analizar cualquier problema, establecer relaciones sistemáticas, revelarcontrastes, encontrar soluciones ideales para estos contrastes y pronosticar posibles versiones para el desarrollo. La investigación llevada a cabo una vez más demostró que la forma creativa de pensar es importante para la vida. Por esta razón, la sociedad que quiere lograr grandes éxitos e implementar el potencial creativo debe tratar de hacer que los estudiantes mejoren sus formas creativas de pensar

Deberes educativos, de desarrollo y educativos en la taxonomía de los objetivos de formación

Every person has ability of creative thinking. However, not every person can be called a creative person. Creative people are those who are smart and possess the ability to grasp realities and reactions to these realities. At the same time, people who achieve extraordinary inventions or realize creative acts can also be referred to as creative people. The creative way of thinking is the type of thinking resulting from inventing new things or improving other actions. The creative way of thinking is used to generate a large number of ideas. The main characteristic of the creative way of thinking as an intellectual system is the ability to analyze any problem, establish systematic relations, reveal contrasts, find out ideal solutions for these contrasts, and forecast possible versions for the development. The research carried out once more proved that the creative way of thinking is important for life. From this reason, the society that wants to achieve great successes and implement creative potential must try to make students improve their creative ways of thinking.Toda persona tiene capacidad de pensamiento creativo. Sin embargo, no todas las personas pueden llamarse personas creativas. Las personas creativas son aquellas que son inteligentes y poseen la capacidad de comprender las realidades y las reacciones a estas realidades.Al mismo tiempo, las personas que logran inventos extraordinarios o realizan actos creativos también pueden denominarse personas creativas. La forma creativa de pensar es el tipo de pensamiento resultante de inventar cosas nuevas o mejorar otras acciones.La forma creativa de pensar se utiliza para generar una gran cantidad de ideas. La característica principal de la forma creativa de pensar como sistema intelectual es la capacidad de analizar cualquier problema, establecer relaciones sistemáticas, revelarcontrastes, encontrar soluciones ideales para estos contrastes y pronosticar posibles versiones para el desarrollo. La investigación llevada a cabo una vez más demostró que la forma creativa de pensar es importante para la vida. Por esta razón, la sociedad que quiere lograr grandes éxitos e implementar el potencial creativo debe tratar de hacer que los estudiantes mejoren sus formas creativas de pensar

Exploring creativity support systems for the NE"X"T generation

This paper explores the implementation of a creativity support system for tertiary students studying games design and development at Deakin University, Victoria, Australia. The students at the centre of this study are the &lsquo;next&rsquo; generation of learners and are often called the net generation because of their pre-imposed affinity for all things &lsquo;online&rsquo;. The creativity support system for the games students is designed within a &lsquo;whole&rsquo; systems context. Focusing on only one tool to augment a person&rsquo;s creativity does not take into consideration social factors that are pertinent on a person ability to grow their creative behaviours. This study will present a set of factors that each creativity support system should employ to facilitate creative abilities within people, with particular focus on how social activities help to enhance creativity.<br /

Does Knowledge Reuse Make a Creative Person More Creative?

Conference Theme: I.T. and Value CreationIn a business world that everything changes fast, continuous innovation become a key strategy for survival. Knowledge management, which deals with the effective transfer and reuse of knowledge and best practices within a firm, has been theorized as one of the facilitators of organizational innovation. Yet, no organizational innovation can be achieved without the creative performance of their individual employees. This paper examines the effect of the most common type of organizational knowledge management system, that is, an intranet-based knowledge repository, on the level of creative performance of an individual. A controlled experiment was conducted on more than a hundred individuals to investigate the quantitative and qualitative levels of creativity outcomes on an open-ended business task. Their levels of baseline creativity skills were also measured in order to inspect its interaction with knowledge reuse. The results suggest that knowledge reuse resulting from this repository type of knowledge management system actually inhibits the creative performance of individuals, especially on the qualitative dimension. Furthermore, this inhibiting effect is significantly stronger on an individual with higher baseline creativity skills, making a creative person performs less creatively than an otherwise unimaginative person.link_to_subscribed_fulltex

Person-centred Leadership: a relational approach to leadership derived through action research

Aims & Objectives: How does person-centred leadership manifest in clinical nursing. Background: Person-centred practice fosters healthful relationships and is gaining increasing attention in nursing and healthcare, but nothing is known about the influence of a person centred approach to leadership practice. Most leadership models used in nursing were originally developed outside of nursing. Design: A three year participatory action research study where participant leaders planned, researched and learned from their practice development. Methods: After an orientation phase, four action spirals focused on: critical and creative reflective inquiries into leadership practice change; leading the implementation and evaluation of a new nursing system; facilitating storytelling sessions with staff and annually reflecting on personal leadership change. Multiple data gathering methods offered insight into leadership development from several perspectives. Results: Critical and creative thematic data analysis revealed a set of attributes, relational processes and contextual factors that influenced the being and becoming of a person-centred leader. Comparing the findings with nursing leadership literature supports a conceptual framework for person-centred leadership. Conclusions: Person-centred leadership is a complex, dynamic, relational and contextualised practice that aims to enable associates and leaders achieve self-actualisation, empowerment and wellbeing.sch_nurpub5316pu

ВПЛИВ ОСВІТИ НА ФОРМУВАННЯ КРЕАТИВНОГО ЛЮДСЬКОГО КАПІТАЛУ

The article describes the influence of education on the formation of creative human capital. It is justified that education has a significant impact on the formation, reproduction and development of creative human capital. The paper also analyzes the state of the educational level of citizens and innovative development in Ukraine compared to other countries of the world. The work states that it is necessary to reform the modern educational system in order to provide the appropriate level of training of professionals, in which knowledge, skills and abilities will meet the requirements of the creative economy. As recommendations the article presents the main directions of the modern system of education that will be able to provide effective formation of creative human capital, in particular: creation of conditions for development of creative, independent and socially responsible person who is professionally competent; integration of educational and cultural components, a combination of training, education and research work; development of a creative environment that stimulates pupils and students to form an active life position in order to implement their personal and creative potential.The article describes the influence of education on the formation of creative human capital. It is justified that education has a significant impact on the formation, reproduction and development of creative human capital. The paper also analyzes the state of the educational level of citizens and innovative development in Ukraine compared to other countries of the world. The work states that it is necessary to reform the modern educational system in order to provide the appropriate level of training of professionals, in which knowledge, skills and abilities will meet the requirements of the creative economy. As recommendations the article presents the main directions of the modern system of education that will be able to provide effective formation of creative human capital, in particular: creation of conditions for development of creative, independent and socially responsible person who is professionally competent; integration of educational and cultural components, a combination of training, education and research work; development of a creative environment that stimulates pupils and students to form an active life position in order to implement their personal and creative potential