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dc.contributor.authorStrazdas, Rolandas
dc.contributor.authorČernevičiūtė, Jūratė
dc.date.accessioned2023-09-18T20:07:59Z
dc.date.available2023-09-18T20:07:59Z
dc.date.issued2014
dc.identifier.issn2340-1117
dc.identifier.other(BIS)VGT02-000028819
dc.identifier.urihttps://etalpykla.vilniustech.lt/handle/123456789/146860
dc.description.abstractMany studies examined the personal, social, motivational, and cognitive factors related to individual creativity. Genius was seen as residing in the individual (Guilford, 1967). The process of new product development often requires diverse knowledge and skills. The organisations are becoming increasingly ‘‘team’’ based and employees are spending more time working as a member of a group. Working in teams and collective creativity skills are becoming more important than job-related knowledge. (Goncalo, J. et al. 2009), (Amabile & Kramer, 2011). One of the key objectives pursued by higher education institutions is to develop team creativity skills necessary for the innovation development. This is well in line with the creative characteristics of a new type of entrepreneur - the concept currently dominant in political and educational discourses around the globe (21st Century Skills, Education&Competitiveness, 2008). Up to now the predominant focus of the higher education institutions has been on individual creativity skills development. Traditional educational methods such as lectures, seminars, etc. are not efficient enough for collective creativity skills development. Problem Based Learning (PBL) approach suits more for the collective creativity skills development, however, this method has its own shortcomings as this method was not targeted for creativity skills development (Haghparast et al., 2007). Based on the PBL method the Collective Creativity Training Model (CCTM) was developed, which was targeted for the collective creativity skills development. The CCTM model consists of four stages: creative task formulation; group composition/preparation; task execution; evaluation and feedback (Strazdas et al., 2013). In order to increase the efficiency of the collective creativity skills development the CCTM model was improved by introducing blended learning approach (Staker & Horn, 2012).eng
dc.format.extentp. 1333-1341
dc.format.mediumtekstas / txt
dc.language.isoeng
dc.relation.isreferencedbyConference Proceedings Citation Index - Science (Web of Science)
dc.relation.isreferencedbyIATED digital library
dc.source.urihttp://library.iated.org/view/STRAZDAS2014BLE
dc.subjectVE03 - Inovacijų vadyba / Innovation management
dc.titleBlended learning model for collective creativity skills development
dc.typeStraipsnis konferencijos darbų leidinyje Web of Science DB / Paper in conference publication in Web of Science DB
dcterms.references0
dc.type.pubtypeP1a - Straipsnis konferencijos darbų leidinyje Web of Science DB / Article in conference proceedings Web of Science DB
dc.contributor.institutionVilniaus Gedimino technikos universitetas
dc.contributor.facultyKūrybinių industrijų fakultetas / Faculty of Creative Industries
dc.subject.researchfieldS 003 - Vadyba / Management
dc.subject.researchfieldS 008 - Komunikacija ir informacija / Communication and information
dc.subject.ltspecializationsL103 - Įtrauki ir kūrybinga visuomenė / Inclusive and creative society
dc.subject.ltThe authors of the article have developed a web based platform for the collective creativity process management. The developed web based platform enables students’ teams to structure and to manage the collective creativity process more efficiency. This platform also enables a teacher to monitor the students’ collective creativity process in real time and to give a feedback and assistance to them. The web based platform for the collective creativity process management and relationship with CCTM model is described in the article
dc.subject.enCollective creativity
dc.subject.enBlended learning
dc.subject.enCreativity skills
dc.subject.enLearning model
dcterms.sourcetitleEDULEARN 14: 6th International conference on education and new learning technologies, Barcelona, Spain, 7-9 July, 2014 : conference proceedings [CD] / International Association of Technology, Education and Development (IATED)
dc.publisher.nameIATED
dc.publisher.cityValencia
dc.identifier.doi000366837201058
dc.identifier.elaba4087308


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