85006 - Creative Thinking and innovation

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Decent work and economic growth Industry, innovation and infrastructure Partnerships for the goals

Academic Year 2018/2019

Learning outcomes

Creativity and innovation are essential to an organization’s capacity to manage the challenges raised by a rapidly changing environment. Creative thinking involves creating something novel or original. Innovation is commonly interpreted as introducing change into relative stable systems. Organizations also refer to design thinking as a way to capitalize on creativity to solve complex problems. Students of this course will learn about techniques to improve originality of their thinking as well as tools used by organizations to foster innovation. At the end of this course, students will be able to a) understand theoretical conceptualizations of creativity as well as organizational practices that facilitate innovation b) develop case studies analysis skills.

Course contents

1) The necessity for creativity and its definition

2) Creativity in the history of art and science.

3) Theoretical foundations of creative thinking. Cognitive modelling.

4) The DIMAI model. Strategies and processes for specific thinking stages.

5) Application of creative thinking to study cases.

Readings/Bibliography

Lecture notes.

Video lecture: https://www.youtube.com/watch?v=bEusrD8g-dM

Corazza G.E. (2016). Potential originality and effectiveness: The dynamic definition of creativity, Creativity Research Journal.

Corazza G.E. (2017). Organic creativity for well-being in the post-information society. Europe's Journal Of Psychology, 13, 599-605.

Corazza, G. E. (2018). The Dynamic Universal Creativity Process. In R. Beghetto, & G. E. Corazza (Eds.), Dynamic Perspectives on Creativity: New Directions for Theory, Research, and Practice in Education. Springer.(forthcoming)

Corazza, G. E. (2018). Life in the Cyber-Physical Society: the Need for Organic Creativity. In I. Lebuda & V.P. Glaveanu (Eds.), The Palgrave Handbook of Social Creativity Research. Palgrave Macmillan (forthcoming)

Agnoli, S., Runco, M. A., Kirsch, C., & Corazza, G. E. (2018). The role of motivation in the prediction of creative achievement inside and outside of school environment. Thinking Skills and Creativity, 28, 167-176.

Agnoli, S., Franchin, L., Rubaltelli, E., & Corazza, G. E. (2018). The emotionally intelligent use of attention and affective arousal under creative frustration and creative success. Personality and Individual Differences.

Agnoli, S., Zanon, M., Mastria, S., Avenanti, A., & Corazza, G. E. (2018). Enhancing creative cognition with a rapid right-parietal neurofeedback procedure. Neuropsychologia.

Agnoli, S., Vannucci, M., Pelagatti, C. & Corazza, G.E. (2018). Exploring the Link Between Mind Wandering, Mindfulness, and Creativity: A Multidimensional Approach. Creativity Research Journal, 30(1), 41-53.

von Thienen, J., Meinel, C, & Corazza G.E. (2017). A short theory of failure [http://ecdtr.hpi-web.de/report/2017/001/] . Electronic Colloquium on Design Thinking Research, 17, 1-5.

Agnoli S., Corazza G.E., & Runco M. (2016). Estimating Creativity with a Multiple-Measurement Approach Within Scientific and Artistic Domains, Creativity Research Journal, 28(2), 171-176.

Agnoli S., Franchin L., Rubaltelli E., & Corazza G.E. (2015). An Eye-Tracking Analysis of Irrelevance Processing as Moderator of Openness and Creative Performance, Creativity Research Journal, 27, 125-132.

Corazza G.E., Agnoli S., & Martello S. (2014). Counterpoint as a principle of creativity: Extracting divergent modifiers from 'The Art of Fugue' by Johann Sebastian Bach, Musica Docta, 4, 93-105.

Corazza G.E., & Agnoli S. (2015). On the impact of ICT over the creative process in humans, MCCSIS Conference 2015 Proceedings, Las Palmas De Gran Canaria.

Agnoli S., & Corazza G.E. (2015). TRIZ as seen through the DIMAI creative thinking model, Procedia Engineering, 131, 807-815, Paris.

Corazza G.E., & Agnoli S., Eds. (2015). Multidisciplinary Contributions to the Science of Creative Thinking [http://www.springer.com/us/book/9789812876171] . Singapore: Springer.

Corazza G.E., Agnoli S., & Martello S. (2016). A Creativity and Innovation Course for Engineers. In C. Zhou (Ed.), Handbook of Research on Creative Problem-Solving Skill development in Higher Education. Hershey, GA: IGI Global.

Corazza G.E., & Agnoli S. (2015). On the Path Towards the Science of Creative Thinking. In G.E. Corazza and S. Agnoli (Eds.), Multidisciplinary Contributions to the Science of Creative Thinking(pp. 3-19). Singapore: Springer.

Corazza G.E., Agnoli S., & Martello S. (2015). Introducing Irrelevant Information in the Creative Process: the DIMAI model for Fashion Design. In Cultures, Fashion, and Society Notebooks 2015. Pearson - Bruno Mondadori. DOI: 10.17464/9788867741236

Corazza G.E. (2016). La scienza del pensiero creativo come acceleratore per l'innovazione industriale. In Culture del progetto e Industrie Culturali e Creative.


Teaching methods

Frontal lectures and individual/group hands-on sessions.

Assessment methods

Given that assessment is distributed throughout the course, attendance of at least 70% of classes is mandatory.

Assessment includes design exercises adopting the DIMAI model for creative thinking.

The final presentation of the generated ideas is also the final exam for those students who attended at least 70% of classes.

An oral colloquium is used as an integration for those students who did not satisfy the minimum requisites of attendance.


Links to further information

http://mic.fgm.it

Office hours

See the website of Giovanni Emanuele Corazza