Linsey, J.S., et al.: An experimental study of group idea generation techniques: understanding the roles of idea representation and viewing methods. In: Visualizing Change–Graphics on the Horizon ASEE Engineering Design Graphics Division 65th Mid-Year Conference October (2010) Lane, D., Seery, N., Gordon, S.: Promoting creative discovery and mental synthesis through freehand sketching. Van der Lugt, R.: How sketching can affect the idea generation process in design group meetings. Van der Lugt, R.: Brainsketching and how it differs from brainstorming. Guzdial, M., Rick, J., Kehoe, C.: Beyond adoption to invention: Teacher-created collaborative activities in higher education. In: 2006 10th International Conference on Computer Supported Cooperative Work in Design CSCWD 2006, IEEE (2006) Zurita, G., Baloian, N., Baytelman, F.: A face-to-face system for supporting mobile collaborative design using sketches and pen-based gestures. Zurita, G., Baloian, N., Baytelman, F.: A collaborative face-to-face design support system based on sketching and gesturing. Schön, D.A.: The Reflective Practitioner: How Professionals Think in Action, vol. Harvard University Press, Cambridge (1996) Hennessy, S.: The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue. Wegerif, R., et al.: Exploring creative thinking in graphically mediated synchronous dialogues. In: Wagner, I., Tellioğlu, H., Balka, E., Simone, C., Ciolf, L. Vyas, D., et al.: Collaborative practices that support creativity in design. In: Proceedings of the Eighth Conference on Participatory Design: Artful Integration: Interweaving Media, Materials and Practices, ACM (2004)Īmabile, T.: Creativity in Context. 67(1), 16–21 (2009)įischer, G.: Social creativity: turning barriers into opportunities for collaborative design. Rotherham, A.J., Willingham, D.: 21st century. Harvard Business Review Search: Creativity (2015). Curriculum content is appropriate to general expectations for the degree program type and learning goals (2013) ĪACSB.: Teaching Design for Creativity and Innovation (2015). 89(3), 133–141 (2014)įekula, M.J.: Managerial creativity, critical thinking, and emotional intelligence: convergence in course design. Schlee, R.P., Harich, K.R.: Teaching creativity to business students: how well are we doing? J. Griffin, P., McGaw, B., Care, E.: Assessment and Teaching of 21st Century Skills. A first experiment shows that the perception students get from the activity and the ability of the tool for supporting these factors is positive. In this work we present a learning activity which makes use of a technologic tool for supporting it, which promotes collaboration, creativity and critical thinking. On the other hand, there are many works about learning activities which make use of technology to train collaboration and problem solving skills.
In the literature we found many works about learning activities designed for training creativity which have been used in Business Schools.
In order to develop these skills learners have to perform learning activities where they need to apply them. Communication, collaboration, creativity, critical thinking and problem solving are mentioned by some authors as the most important for professionals of the 21 st century to be successful. There is consensus among curriculum developers of Business Schools around the world that along with technical knowledge students should be trained to also acquire soft skills.
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