Abstract:

In recent years, there has been an increasing focus on fostering students' cocreativity as a core objective in global education. Interactive technologies are acknowledged for their potential to enhance students' cocreativity by providing innovative opportunities for cocreative exploration and expression. However, educational research highlights two primary challenges in promoting cocreation in regular classrooms. Firstly, there is a need to develop pedagogical approaches that effectively address the constraints imposed by curricula, time limitations, and physical space, which often hinder creativity in educational settings. Secondly, it is necessary to design evidence-based systems for supporting group creativity that can positively impact on students' development of cocreative processes that leads the cogeneration of novel products and solutions.

In this paper, I will present the theoretical, pedagogical and design principles that guided the design of a new group creativity support system: the Viacocrea technology. This presentation will be illustrated with real examples in regular secondary education classes with the aim to promote students’ cocreative processes.

Regarding theoretical background, Viacocrea adopts a sociocultural theory which holds that learning and creativity take place in a socially situated activity. This perspective emphasizes the significance of interaction, communication, and the mediation of cultural symbols and artifacts (Glăveanu, 2010). With respect to pedagogical principles, Viacocrea views creativity as an ongoing process involving thought and action (Sawyer, 2021). This process is characterized by a problem-finding approach, which involves a deliberate, intentional, and conscious exploration, yet embraces ambiguity and improvisation. To foster the development of cocreative processes, Viacocrea embeds four key pedagogical principles:
a) a problem-based approach which places an emphasis on real-world challenges;
b) a student-centred methodology that encourages hands-on exploration;
c) the creation of a community of practice wherein all group members actively participate and engage in finding innovative solutions to problems;
d) the provision of a scaffolded environment that orchestrates students’ interactions and cocreation.

Viacocrea is designed upon six foundational principles:
a) capturing students’ interest to begin a cocreative process. Viacocrea begins posing a compelling challenge that needs a novel solution. This leads students to wonder and to pose questions that need further exploration, inquiry, and hands-on interactivity.
b) Providing a multi-user space that allows the interconnection of all participants and facilitates the cocreation of multimodal representations of information.
c) Structuring the cocreative process in six inquiry, iterative and ambiguous phases.
d) Enriching the cocreative process with a variety of visual techniques designed to stimulate divergent thinking, encourage exploration, and ultimately converge towards effective solutions
e) Scaffolding the cocreative process with educative resources.
f) Enhancing a cocreative dialogue and mindset by making visible and unpacking a cocreative dialogue.

Furthermore, this paper will demonstrate the application of Viacocrea within secondary education settings, showcasing how both teachers and students have effectively utilized Viacocrea in regular classes and for learning cocreatively specific disciplinary contents.

Keywords:

Cocreativity, creativity development, creativity support system, technology.