This paper is based on the outcomes of writing, refining and teaching online courses in creative and design thinking to staff in several countries who work for Arup; and, over a seven year period to undergraduate and postgraduate university students. It uses an original Four Cs model in presenting the context, concept, content and constraints of teaching creativity tools effectively and successfully in online environments. The paper also presents Combined Divergence, a model and methodology of creative thinking. Our mindsets and methodologies of work and study can inhibit or enhance our creative abilities, and this was one focus of the three Tools for Creative Thinking, Creative Thinking Processes, and Creative Thinking Case Studies online courses. The empirical research analysed and discussed in this paper uses statistics which prove that courses of longer duration with more time for incubation of new curriculum content and ideas are viewed as more successful by participants.
ICDC2012 Glasgow
ICDC2012 Glasgow
