12A Task Focus

This module covers the theory behind the principle of Task Focus which is one of the four principals of The Creative Platform

Please note

IF YOU HAVE NO EXPERIENCE with using The Creative Platform in your work, then you should be aware that this is a fundamentally different way of teaching which will demand much of you as a teacher. The reason being that the Creative Platform belongs to a paradigm that is new to most people - the paradigm of pre-sensing. Look here to learn more about The Creative Platform.

The Research Center of The Creative Platform, Aalborg University, Denmark

 

Slide / Part of course

Description of course

Video of slide

 

Teaching materials for The Creative Platform

 

Developed by the Research Centre for The Creative Platform at Aalborg University

Download power point here (English)

Download power point her (Dansk)

 

This page contains a course based on The Creative Platform.


The white and black slides are worn them your participants / students are watching. 


The red slides containing instructions for the 3D cases you should use to prepare students in the subsequent part-task


The blue slides contain some tasks that students must work with.

In this column you will find videos that show how the concrete course is instructed.

You will also find videos that show how the practicalities looks when a team is taught

 

 

 

The purpose of The Creative Platform is to help the participants in unlimitted application of their knowledge. The do that the platform constitutes an environment where the participants are confident to dare, concentrated to do and motivated to participate in a process. This environment is created using four principals where Task Focus is one of them.

 

This slide is NOT part of the lecture but can be used as an introduction.

Watch video of the four areas of concern then working with the creative platform -  as an introduction to the lecture of Task Focus

Here starts the lecture about Task Focus

Watch video of the lecture about Task Focus

Anderson, H. H. (1959). Creativity in perspective. In H. H. Anderson (Eds.), Creativity and its cultivation, New York, Harper

 

 

Amabile, T. M. (1983). The social psychology of creativity. New York, Springer-Verlag

 

 

McGraw, K. O, & McCullers, J. C. (1979). Evidence of a detrimental effect of extrinsic incentives on breaking a mental set. Journal of Experimental Social Psychology, 15, 285-294

 

Kruglanski,  A. W., Friedman, I., & Zeevi, G. (1971). The effects of intrinsic incentives on some qualitative aspects of performance. Journal of Personality, 39, 606-617

 

Hennesey, B. A. (1989). The effect of extrinsic constraints on children’s creativity while using a computer. Creativity Research Journal, 2, 151-168

 

 

Eisenberger, R., & Rhoades, L. (2001). Incremental effects of reward on creativity, Journal of Personality and Social Psychology, 81, 728-741

 

Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum

 

 

Bartis, S., Szymanski, K., & Harkins, S. G. (1988). Evaluation and performance: A two-edged knife. Personality and Social Psychology Bulletin, 14, 242-251

 

Berglas, S., Amabile, T. M., & Handel, M. (1981). Effects of evaluation on children’s artistic creativity. Unpublished manuscript, Brandeis University, Waltham, MA

 

Amabile, T. M., Goldfarb, P., & Brackfield, S. (1990). Social influences on creativity: Evaluation, coaction, and surveillance. Creativity Research Journal, 3, 6-21

 

 

Friedman, R. S. (2009). Reinvestigating the effects of promised reward on creativity, Creativity Research Journal, 21, 258-264

 

 

Runco, M. A., & Chand, I. (1995). Cognition and creativity. Educational Psychology Review, 7, 243-267

 

Sternberg, R. J. and Lubart, T. I. (1996). Investing in creativity, American Psychologist, 51, 677-688

 

 

Kaplan, C. A. & Simon, H. A. (1990). In search for insight. Cognitive Psychology, 22, 374-419

 

Bowers, K. S., Regehr, G., Balthazard, C., & Parker, K. (1990). Intuition in the context of discovery. Cognitive Psychology, 22, 72-109

 

 

Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). Princeton, NJ, Van Nostrand Reinhold

 

 

Csikszentmihalyi, M. & Csikszentmihalyi, I. S. (Eds.). (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge University Press

 

 

 

 

 

 

This 3D case practices the ability to follow an idea and develop it without planning ahead.

 

In idea development it is vital to be able to say YES and… and What happens next… it makes you able to participate using ALL your knowledge in any situation and together with any people.

Watch video of the 3D case

This video is also included in the lecture video.

 

 

Byrge, C. (2010). Conceptualisation of creativity practices through action research: The case of the creative platform at aalborg university, PhD thesis, Aalborg University

 

 

Byrge, C. (2010). Conceptualisation of creativity practices through action research: The case of the creative platform at aalborg university, PhD thesis, Aalborg University