Choosing Technologies to Facilitate Experiential, Creative, and Collaborative Online Learning

How can online instructors who are interested in engaging students in brainstorming activities, design thinking exercises, or other forms of creative collaboration do so, given the recognized limitations of standard learning management systems (LMS's), like Moodle, Blackboard, and D2L? Multiple free, online software options exist, but choosing between them can prove daunting. This presentation will compare the relative strengths and weaknesses of three virtual collaboration technologies--Linoit, Padlet, and Mural--with which the workshop facilitator has had success

Creative Problem Solving (CPS) in Practice: A Case Study

Creative Problem Solving (CPS) is a structured process for navigating complex, open-ended problems and achieving creative results (Puccio, Murdock, & Mance, 2011). Although CPS has been the subject of significant scholarly attention (e.g. Parnes, 1987; Puccio et al., 2006; Isaksen & Treffinger, 2004; Puccio & Cabra, 2010), there is a paucity of research exploring the multiple outcomes that might emerge from a CPS. There is also a dearth of research that considers the context in which a CPS session occurs. This study addresses these gaps. This study is guided by the question, “What happens when employees operating within an organizational setting engage in CPS?” It draws its theoretical foundation from workplace learning theory and practice theory. Methodologically, it uses a single, interpretive case. Generating data through onsite observation, interviews, and document analysis, the researcher considered what happened before, during, and after a vice president in a global, publicly traded aviation company facilitated a CPS session for other members of the company’s executive team. The study found that the facilitator faced multiple struggles in introducing CPS; that participants adapted and innovated the process; that participants assessed the success of the CPS session based on criteria other than whether it achieved creative outcomes; and that contextual factors influenced what was deemed a successful solution. This study suggests that those responsible for guiding employees in introducing and facilitating CPS should consider the following: • Practitioner resources should further emphasize the political skills needed to introduce and facilitate CPS. • Proponents of CPS should highlight its multiple potential benefits—as opposed to focusing on the achievement of creative results. • Proponents should consider linking CPS to the process of strategic planning, since the two practices are compatible. • CPS-focused scholars should develop a version of CPS that might be more easily integrated into existing organizational practices. This study contributes to academic knowledge by pioneering a new methodological approach to studying CPS, advancing the empirical application of practice theory, and providing empirical substantiation for theoretical scholarly discussions around the strengths and limitations of community of practice (CoP) theories