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1. Developing and Evaluating the Effectiveness of a Pilot Online Course for Creativity Development

Author

Mariia I. Dovha, Pavlo D. Antonenko, Yevhenii B. Shapovalov, Daniil S. Lytovchenko, and Maksym S. Halchenko

Abstract

In this study, we designed and evaluated the effectiveness of a new course aimed at developing creativity as the cornerstone of technology and design education. This 14-hour synchronous online course was offered to secondary school students in the online format by the Open Educational Laboratory by the National Center of the Junior Academy of Sciences of Ukraine. Forty-three students completed the course consisting of online class sessions, presentations, recommended books, articles and videos, and homework for independent study. Pre- and post- divergent thinking tasks were used to assess how the course influenced design and creativity outcomes. Additionally, we evaluated the relationship between course effectiveness and participants' behavioral engagement level as well as domain of participant's and interest. The findings revealed that divergent thinking may in fact be fostered within an online course aimed at exploring possible sources for ideas, yet without a direct focus on divergent thinking tasks as such. After training, participants were able to generate significantly more varying and creative ideas than before training. However, positive changes in originality and usefulness of participants' ideas were not observed. During the planning of further trainings, it is worth supporting participants' articulation and reflection on the usefulness of their ideas. A positive relationship was identified between student activity during class sessions and development of their creativity. An important implication from this study is that encouraging students during the course and provision of regular feedback from the instructor make a measurable difference in creativity outcomes.

Published
2024
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2. ВІЗУАЛЬНІ МЕТАФОРИ В ЦИФРОВОМУ ОСВІТНЬОМУ ПРОСТОРІ

Author

Maksym S. Halchenko, Yevhen R. Borinshtein, Nataliia V. Ivanova, and Halyna V. Ilina

Subjects
Cognitive science, Visual perception, Metaphor, Computer science, Logical reasoning, media_common.quotation_subject, 05 social sciences, 050301 education, Conceptual metaphor, 050109 social psychology, Visualization, Expression (architecture), Perception, 0501 psychology and cognitive sciences, 0503 education, media_common, Visual culture
Abstract

The article highlights the productivity of the visual metaphor in the context of the use of information and communication technologies, the implementation of which changes the format of the educational process. An analysis of visual metaphors in the paradigm of the philosophy of education, which are used to describe various models of worldview, cognition and reflection on the meaning of concepts and knowledge that become the subject of study is performed. Visualization is defined as the creation of images for the transmission and expression of symbols, which provides a more complete understanding of the text, data, information, complementing the scientific explanation or logical reasoning. Given that metaphors are used in everyday perception as a means of visualization to "see" abstract concepts, the concept of "conceptual metaphor" is analyzed, which in cognitive-linguistic research associates thinking with vision and explains complex phenomena that determine the course of thought. The idea of engaging visual metaphors in the process of applying information and communication technologies and learning tools, which by means of computer graphic presentation help deeper understanding of the text, educational material, and its application is postulated. It is proved that visual metaphors are a means of raising the level of the concept, direct thought in a certain direction, and with the use of information and communication technologies, at the same time more fully inform, present, create opportunities for reflection on the meanings of specific knowledge. It is noted that visual metaphors arise both in images and in language, appealing to sight, vision, light, visual perception, and visual experience. A number of key visual metaphors are analyzed – “visual contemplation”, “blindness”, “mirrors”, “light” and their application in the practice of learning in the humanities. The authors see promising further research on the use of information and communication technologies for the formation of all components of visual culture.

Published
2021

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