Sunday, October 27, 2019

Techniques to Develop Creativity

Techniques to Develop Creativity Abstract. Creativity is the ability which has the human being to create something out of other ideas that are new and interesting but unfortunately in the actual education system not are implemented, so the present article explain about some things that have to change in the education system to increase the creativity in the students, the creativity can be learned, practiced, and developed by the use of proven techniques that it will speak more later. The implementation of creativity in the education in very importan because the schools must be a pillar bases to enrich and encourage creativity in each one of the students, in other words the improvement of creativity in education has great importance for the development of the students and a nation, because it can improve the formation of scientists, engineers, and specialists. The human creativity represents an enigma to the research community: It is all but impossible to describe the process in unequivocal terms, yet there is a strong desire to promote in the education the develop of creativity. The quality of education is one of the most commonly used expressions currently in the field of education, as a point of reference that justifies any process of change or improvement of the plan. In this area the development of creativity would be the backbone of a new educational system that is more efficient than other systems, because creative thinking in a disciplined manner can play a real role in innovation. Creativity and innovation are normally complementary activities(European Commission, 1998). The improvement of creativity in education has great importance for the development of the students and the nation, because it can improve the formation of scientists, engineers, and specialists. It can be learned, practiced, and developed by the use of proven tec hniques, so it is necessary to adopt a education system used in other countries that it is more effective. For example, Finland system in the education, implementation of appropriate tools to develop of the creativity and techniques and methods for develop the creativity. All these points are necessary to give solution to reduction of the creativity in the education, so it can be considered as a basis for building a strong education structure and the increase index them creativity in schools, universities and other institutions. There exists a big variability of creative techniques to use as individuals and groups. However the techniques that are more appropriate to generate creativity are used in groups. But, why are group techniques more efficient than the individual techniques? The European Commission gave the answer creativity is an attribute of the individual, though generally it can only be developed efficiently when it is tackled within a group of team.(European Commission, 1998). Some of techniques more used for develop the creativity are: analytic techniques and intuitive techniques (Sefertzi. 2000). Analytical techniques follow a linear pattern of thought or sequence of steps very good organize, in other words this type of organization in the question help that student stimulate different ways of organization known information and help approach problems from new angles (Miller 1987). Intuitive techniques are less structured techniques, so the intuitive techniques have not a organization or steps th at student have that follow because the student or other person that use the intuitive technique, only he has that look the phenomena of his study and the he has formalote intuitively hypothesis, theory and other suppositions to can give a explanation about the phenomena. Now, but to apply these methods and tapeworms requires the use of instruments that would facilitate a better understanding and stimulate the brain. According to Andriele De Prà ¡ Carvalho, Eloiza Avila de Matos, Dà ¡lcio Roberto dos Reis, Luà ­s Felippi Serpe and Sandro Carvalho there are also 67 creative techniques to stimulate the development of creativity in students. Following is the description of some of the tools for creativity. Analogy technique: According to Tsuilien Shena and Jiin Chyuan Laib the analog technique can help people to understand unknown events or houses from known elements (Shen Lai. 2014), in other words acts as a connection between the image that makes your brain to understand the phenomenon you do not know. Bullet Proof Technique: This technique consists of searching or determining in a specific area where the ideas and objectives raised have a high risk of failure, therefore the main idea of the technique is to find solutions to the problem that may appear in those cases. Inconsistency Analysis Technique : The technique consists in find contradictions to a certain situation, then you have to find the possible solutions, but the solutions titnen that being innovator. According to Andriele De Prà ¡ Carvalho, Eloiza Avila de Matos, Dà ¡lcio Roberto dos Reis, Luà ­s Felippi Serpe and Sandro Carvalho for the use of the technique of inconsistencies recommends the ones of: A list of inherent contradictions of these problems that you could solve in a daily basis. Add to the list the new contradictions you may find and try to identify the interaction among them. If you could find a way to remove or reduce multiple contradictions at once, then you will have a higher probability to identify an executable solution (Carvalho., Matos., Reis., Serpe Carvalho. 2012) New View Technique: The technique has the purpose of obtaining a suggestion or reaction from one or more persons about a specific topic, that is to say, the conclusions, recommendations and suggestions that the person or each person receives, the mind opens to new Therefore, this technique gives students new ways of thinking. Mental Mapping Technique: Paul Farrand, Fearzana Hussain and Enid Hennessy in their article say that Mind maps provide an effective study technique when applying written material Farrand.,Hussain., Hennessy. 2002), because when a student makes a mental map, he / she interconnects actions and concepts of a topic in general, therefore these interconeccion of concepts provide the student with a clearer way to understand in content of the subject. Notebook Technique: This type of technique is the most used among the students, because the student has the ability to write his everyday ideas, events, class subjects and other, a very important point is the way he notes his ideas, in other words the ideas annotated in the book, subjects in subjects among others are very easy to understand for the student because they are his own words that are written. Reflection Groups Technique: According to the article, the technique consists of the collaboration of a group of students who collaborate with each other with a common goal, therefore the ideas expressed by each one of the group members will not be the same, so the group have to reach a unanimous decision. The decisions in the main challenge facing the group. All of the above examples are designed to help people develop skills to engage in creative ways of looking at problems and framing solutions using these tools, and to maintain those skills even without using the tools. But there are also other types of tools based technologies. The technology today is also at our service to develop our creative capacity with a large number of mobile applications, also sotfware developed for computers and other electronics devices. According to Joyce J. Elam and Melissa Mead, the support system for creativity emerged around the 1970 (Elam Mead 1990), the initiative was promising to provide computer-based tools that would enable those responsible for decision making have the great possibility of developing improved solutions with more creativity in the face of the problems to be solved. Also in an article by Mingyang Gu and Xin Tong argument that the development of software for creativity has to have two fundamental aspects: discipline and creative, because software construction can be a great problem and in the case but if the Developed does not have the clear ideas of what he wants to build, everything is very similar to a hell. Many scientist research have orientation about the development of creativity as an process apply in the education. Some studies about creative abilities show that can be developed by the implementation of tools that estimate the brain, because in a research say the brain is a muscle that need exercise for attain a better performance (Taylor. 1972). Creativity can specifically be developed supporting tools, for example a computer can be a tool for creativity, because they contain models of software created with the purpose of stimulating the brains students, computer software idea processors, information systems, etc., for example MindMeister is a free software that you can find in internet, according to Rahimi, Van den Berg and Even, they think that MindMeister is very useful tool for students and also for teachers. Compared to paper, in MindMeister you can add much digital stuff to your mind map including im- ages, URLs, and links. (Rahimi., Van den Berg. Veen. 2012), also MindMeis ter is considered the best application in the market to develop mind maps online. With its award winning online version and its free mobile apps, its users can make mind maps at school, at home, at the office and wherever they are. Mind mapping with MindMeister is such an easy and intuitive process that anyone from a first grader to the CEO of a company can use this application to improve their productivity and put their creative ideas into action. MindMeister offers a variety of amazing features that allow users to collaborate and brainstorm online, plan projects, develop business strategies, create fantastic presentations and use the enormous potential that mindmaps offer for education. To this end, MindMeister offers huge discounts to students and teachers, and even offers free accounts with up to 10 mind maps that provide all the necessary features for creating mental maps: simple but with huge reach. The tools are that it develops a purpose which is help students to create, pro mote and generate creativity, creativity tools, stimulate the imagination. Everyone is creative, so each must find his environment to develop that creative side, that we all have but for able a best result of creativity. As the result of a radical change in the education system, methods a techniques and implementation of tools, produce that the creativity in the students can be more effective. In actual moment exist a decadent in the creativity of the student but in the future with the implementation of all that wrote in the essay can be posible the develop of creativity. REFERENCES European Commission (1998), Innovation Management Techniques in Operation, European Commission, Luxembourg. Higgins, J.M. (1996), Innovate or evaporate: creative techniques for strategists, Long Range Planning, Vol. 29, No. 3, pp. 370-380. Sefertzi, E.. (2000). Creativity . noviembre 17,2016, de EC funded project Sitio web: Miller, W. (1986), The Creative Edge, Addison-Wesley, Reading, MA. Amabile, T. M., Conti, R., Coon, H., Lazenby, J., Herron, M. (1996). Assessing the work environment for creativity. Academy of management journal, 39(5), 1154-1184. Carvalho, A. D. P., de Matos, E. A., dos Reis, D. R., Serpe, L. F., Carvalho, S. (2012). Tools for Creativity. US-China Education Review, 2(11), 936-946. Shen, T., Lai, J. C. (2014). Formation of Creative Thinking by Analogical Performance in Creative Works. Farrand, P., Hussain, F., Hennessy, E. (2002). The efficacy of themind mapstudy technique. Medical education, 36(5), 426-431. Elam, J. J., Mead, M. (1990). Can software influence creativity?. Information Systems Research, 1(1), 1. Gu, M., Tong, X. (2004, April). Towards hypotheses on creativity in software development. In International Conference on Product Focused Software Process Improvement (pp. 47-61). Springer Berlin Heidelberg. Rahimi, E., Van den Berg, J., Veen, W. (2012, December). Designing and implementing PLEs in a secondary school using Web2. 0 tool. In The Personal Learning Envrionment (PLE) Conference, Melbourne, Australia, 12-13 July, 2012. Public Knowledge Project.

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