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Creativity in the training and practice of instructional designers: the Design/Creativity Loops model

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Abstract

This article presents a discussion of research and theoretical perspectives on creativity and instructional design, offering a conceptual model of the connection between these two constructs that was originally proposed in the dissertation work of the first author (Clinton, Creativity and design: A study of the learning experience of instructional design and development graduate students, Unpublished doctoral dissertation, University of Georgia, Athens, 2007) and that we call the Design/Creativity Loops (DCL) model. Central to the model is a representation of the iterative, looping problem-solving cycle that can include established stages of creative thinking. As an instructional designer is routinely confronted with the next task or design problem in a project, these tasks or problems spawn iterative mental excursions that are opportunities for creative thinking. This article also explores ways that the design and development process can benefit from an emphasis on creativity and offers suggested directions for future research.

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  1. University of Georgia, 1022 Quiet Waters Lane, Lawrenceville, GA, 30045, USA

    Gregory Clinton

  2. University of Minnesota, Minneapolis, MN, USA

    Brad Hokanson

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Clinton, G., Hokanson, B. Creativity in the training and practice of instructional designers: the Design/Creativity Loops model. Education Tech Research Dev 60, 111–130 (2012). https://doi.org/10.1007/s11423-011-9216-3

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