Are We Teaching Novice Instructional Designers to Be Creative? A Qualitative Case Study

• In Event: Giftedness, Creativity, and Talent Development Poster Session 1

Abstract

Creativity is both a sociological and technological drive for society. Creative thinking is highly sought in the labor market as one of the most crucial 21st-century skills. Developing creative thinking in future professionals is necessary to address societal and technological challenges, generate prosperity, foster economic development, and promote social inclusion. This case study investigates to what extent the core courses (n=8) in an online instructional design Master’s program encourage the development of creativity and creative thinking skills. Document analysis of course syllabi, learning outcomes, and instructional materials was conducted to determine whether indicators derived from creativity literature are present. Perceptions and understandings about creativity among the lead instructors (n=7) are analyzed. Implications for instructional design education will be discussed.

Authors

• Carolina Cuesta, Purdue University

• Zui Cheng, Shenzhen University

• Marisa Elana Exter, Purdue University