Creativity course

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Course summary

Author

Mario Miqueles Maureira - Designer. Master in higher education
mario.miqueles@masterincreativity.com

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Student profile

This course is designed for educators, teachers, and individuals who want to understand creativity in a deep, practical, and structured way, in order to develop it in themselves and teach it to others. It is also intended for those who have at some point doubted their own creative capacity or feel that they “are not creative,” but are motivated to learn and explore new ways of thinking.

Through an accessible and progressive approach, the course provides clear theoretical foundations along with concrete tools that make it possible to understand how creativity works, how it can be trained, and how it can be applied in educational, professional, and personal contexts, without requiring prior training in the field.

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Competency to be acquired

Use creativity consciously and methodically to generate innovative ideas and/or possible solutions to problems at any time.

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Study units

• 1. Introduction to creativity
• 2. Creative thinking techniques
• 3. Creative techniques for problem solving
• 4. Tools for idea generation
• 5. Final project

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Modality

Self-learning, asynchronous.

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Estimated duration

20 weeks (120 hours).
The estimated duration is with an approximate dedication of 6 hours per week according to the details suggested in the study program.

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Learning methodology

• 1. Reading bibliography (2 hours per week)
• 2. Developing practical exercises (3 hours per week)
• 3. Self-assessments (1 hour per week)

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Bibliography

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• Almeida, L. S., Prieto, L. P., Ferrando, M., Oliveira, E., & Ferrándiz, C. (2008). Torrance Test of Creative Thinking: The question of its construct validity. Thinking Skills and Creativity, 3(1), 53–58.
• Altshuller, G. (1999). The innovation algorithm: TRIZ, systematic innovation, and technical creativity. Worcester, MA: Technical Innovation Center.
• Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376.
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• Basadur, M., & Gelade, G. A. (2005). The role of knowledge management in the innovation process. Creativity and Innovation Management, 14(1), 45–62.
• Basadur, M., Basadur, T., & Calic, G. (n.d.). Organizational development. In Handbook of Organizational Creativity. Manuscript.
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• Basadur, M., Gelade, G., & Basadur, T. (2014). Creative problem solving process styles, cognitive work demands, and organizational adaptability. Journal of Applied Behavioral Science, 50(1), 80–115.
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• Treffinger, D. J., Isaksen, S. G., & Dorval, K. B. (2000). Creative problem solving: The history, development, and implications for gifted education and talent development. Gifted Child Quarterly, 44(4), 326–329.
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