Malaysia 2009
- 1. Creativity in Higher Education: helping students achieve their true creative potential David J. Adams UK Centre for Bioscience and Faculty of Biological Sciences, University of Leeds
- 2. Students and creativity Solve problems creatively Work creatively with existing ideas Generate ideas
- 4. Creative frameworks The Create Process (http://www.diegm.uniud.it/create/) Predisposition: work environment, culture External mapping Internal mapping Idea generation Evaluation
- 8. Creative uses for CDs
- 9. Creative frameworks Diverge 1 Objective Finding Diverge Converge Converge Converge Converge Diverge Diverge 6 Acceptance Finding Osborn-Parnes Creative Problem Solving (CPS) 2 Fact Finding 3 Problem Finding 4 Idea Finding 5 Solution Finding Steps Stages 1 - 3 Identifying and Clarifying the Challenge 4 - 5 Generating and Evaluating Ideas 6 Implementing solutions
- 10. Whole brain thinking DIVERGENT or RIGHT BRAIN or K A L E I D O S C O P E THINKING Intuition Imagination Questioning Re-arranging New perspectives CONVERGENT or LEFT BRAIN THINKING Logical Rational Selection Evaluation +
- 12. Creativity in the Biosciences Website
- 13. Creativity in the Biosciences website Cutting edge research (short films) Promotion of creativity in individuals Group chat and Fridge 馨温乙稼艶岳壊 Structured group sessions
- 14. Promoting creativity in individuals Analogies Brainstorming and mind-mapping Challenging assumptions Clich 辿 s and proverbs Curiosity Google-storming Idea dump Importance of a fresh eye Personal analogy Synonyms SCAMPER
- 15. Curiosity/inspiration from the unusual: Kevlar Chance favours only the prepared mind Louis Pasteur
- 16. Challenging assumptions Dyson iMac Polymerase Chain Reaction
- 18. Challenging assumptions THINKING OUTSIDE THE BOX
- 19. Analogy Hubble telescope Showerhead
- 20. Analogy: bio-inspiration Leaves/crisps Lotus leaf/self-cleaning paint Cocklebur/Velcro Woodpecker/crash helmet
- 21. Brainstorming and mindmapping Freemind: http://freemind.sourceforge.net
- 22. S.C.A.M.P.E.R. (a checklist of questions) S ubstitute WHAT ELSE COULD WE DO/USE INSTEAD? C ombine BLEND METHODS/MATERIALS/IDEAS? A dapt COPY EXISTING APPROACH IN NEW CONTEXT? M odify CHANGE MEANING, SIZE, FREQUENCY etc.? P ut to other uses RE-PURPOSE MATERIALS? E liminate DIVIDE, SEPARATE, SUBTRACT, DELETE? R earrange/ R everse DO THE OPPOSITE, WORK BACKWARDS?
- 23. S.C.A.M.P.E.R. (a checklist of questions) S ubstitute P ut to other uses C ombine E liminate A dapt R earrange / R everse M odify
- 24. Entrepreneurship in H.E. conference and S.C.A.M.P.E.R. S ubstitute entrepreneurs in schools C ombine with research-led teaching A dapt whats happening in other countries? M odify entrepreneurship in HE and industry P ut to other uses advertise new initiatives E liminate focus on e.g. bioscience R earrange/ R everse seek students views
- 26. Group chat and Fridge 馨温乙稼艶岳壊
- 27. Submitting ideas/ Fridge 馨温乙稼艶岳壊
- 28. Promoting creativity in groups Group brainstorming Lotus blossom Six Thinking Hats
- 29. Promoting creativity in groups Brainstorming: Post-its
- 30. Devise novel approaches for solubilization and stabilization of proteins Promoting creativity in groups Brainstorming: Grid
- 31. Promoting creativity in groups Six Thinking Hats
- 32. Promoting creativity in groups: Lotus Blossom
- 33. Acknowledgements Many thanks to: Paul Grimshaw Steve Paxton
- 34. Creativity and Research-led Teaching website THE SITE IS AVAILABLE TO USERS OUTSIDE LEEDS: http://www.fbs.leeds.ac.uk/creativity/