We are very pleased with the publication (June, 2020) of this chapter, in the book Pedagogies of Digital Learning in Higher Education, edited by Linda Daniela and published by Routledge. It explores how we combine human creativity and machine based, highly personalized learning processes, to optimize not only students’ experiences, but those of adult and non-traditional learners at all stages of life.
While we cannot provide a direct link to the chapter, we can share the abstract here:
Many people believe that creativity is a ‘gift’ – something that is the result of our genetic heritage, a certain crazy, imaginative originality that comes only to certain people in the form of inspiration. But evidence shows that everyone has some kind of creativity, and everyone can learn to stimulate it and use it for personal development and social contribution to the common good. Evolutionist psycho-pedagogy usually stressed the diachronic acquisition of abstract thinking processes, following a constructivist approach (Piaget, 1926). In this schema, creativity is considered to be an intellectual product that could be connected to logic, deduction, and critical thinking. Since Howard Gardner (1983) spread the theory of multiple intelligences, creativity has become a cross-disciplinary skill that allows people to diversify their learning strategies and to approach problems from multiple perspectives. Under this kaleidoscopic construct, human creativity is valued as an extra resource for teaching, learning, and acting in society, and is seen as a tool to help society meet the criteria of the United Nations Sustainable Development Goals (SDGs) for 2030.