Journal articles: 'Creative technologies'

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Hatton, Richard. "Review: Creative Technologies—Futures, Creative Technologies—Images." Electronics Education 1995, no. 3 (1995): 36. http://dx.doi.org/10.1049/ee.1995.0087.

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KAČERAUSKAS, Tomas. "TECHNOLOGIES IN CREATIVE ECONOMY AND CREATIVE SOCIETY." Technological and Economic Development of Economy 21, no. 6 (May 29, 2015): 855–68. http://dx.doi.org/10.3846/20294913.2015.1036325.

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The article deals with issues of technologies in the environment of creative economy and creative society, mostly focusing on the following topics: 1) invasion of technologies, which is accompanied by technical illiteracy or simplification of intellection presupposed by a certain technique (e.g. computers); 2) new technologies emerge in the environment dominated by consumption in order to boost consumption; 3) political, media and communication technologies are intertwined to the extent that allows us to speak about the technologized society; 4) technologies are inseparable from creative activities: on the one hand, development of technologies needs creativity, on the other hand, every branch of creative industries needs certain technologies; 5) technologic development is conditioned by their syncretism, i.e. their ability to serve the art (technē) of life and creative intentions; 6) in the creative society, happiness does not depend on constantly upgraded (i.e. consumed) technologies but is rather possible in spite of them; 7) unlimitedness is the greatest limitation of global technologies: unconnected with any existential region, they billow in the wind of ever newer technologies.

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Kačerauskas, Tomas. "CREATIVE ECONOMY AND TECHNOLOGIES: SOCIAL, LEGAL AND COMMUNICATIVE ISSUES / KŪRYBOS EKONOMIKA IR TECHNOLOGIJOS: SOCIALINIAI, TEISINIAI IR KOMUNIKACINIAI ASPEKTAI." Journal of Business Economics and Management 13, no. 1 (February 21, 2012): 71–80. http://dx.doi.org/10.3846/16111699.2011.620151.

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The article deals with the philosophical questions of creative economy. Appealing to J. Howkins, R. Florida and other theorists of creative economy, the author analyses such aspects of creative economy as the need for enterprise, obsession by consuming, fusion of labour and leisure, integrality of the activities, striving for individual autonomy and privacy. The response to economical changes and social challenges could be creativeness that emerges in certain social and economical environment. The author pays attention to legal aspects of creative economy and analyses the role of technologies in the creative society. The author also focuses on the contradictory aspect of the copyright and patent right in creative economy. By expressing the creators’ right to just reward copyright restricts creative communication while patent right expresses aspirations to privatize social property, including nature. The relations between technologies and creative economy refer to social changes, too. Firstly, economic relations could be treated as social technologies. Secondly, technologies (especially e-technologies) are the base of creative industries that ensure economical growth. Thirdly, technologies are indispensable to the consuming that both demands new products and generates the very economy. Santrauka Straipsnyje nagrinėjami kūrybos ekonomikos filosofiniai klausimai. Apeliuodamas į J. Howkinsą, R. Floridą ir kitus kūrybos ekonomikos teoretikus, autorius nagrinėja tokius kūrybos ekonomikos aspektus, kaip verslumo reikmė, vartojimo manija, darbo ir laisvalaikio susiliejimas, veiklų integralumas, individualios autonomijos ir privatumo siekis. Atsakas į ekonominius ir socialinius pokyčius galėtų būti kūrybingumas, kuris kyla tam tikroje socialinėje (ekonominėje) aplinkoje. Autorius atkreipia dėmesį į teisinius kūrybos ekonomikos aspektus ir analizuoja technologijų vaidmenį kūrybinėje visuomenėje. Pabrėžiamas autorių ir patentų teisės prieštaringumas kūrybos ekonomikoje. Išreikšdama kūrėjo teisę į teisingą atlygį, autorių teisė apriboja kūrybos komunikaciją, o patentų teisė išreiškia siekius privatizuoti visuomeninį turtą įskaitant gamtą. Technologijų ir kūrybos ekonomikos santykiai taip pat išreiškia visuomeninius pokyčius. Pirma, ekonominiai santykiai gali būti traktuojami kaip socialinės technologijos. Antra, technologijos (ypač e. technologijos) yra kūrybinių industrijų, užtikrinančių ekonominį augimą, pamatas. Trečia, technologijos neatsiejamos nuo vartojimo, kuris reikalauja naujų produktų ir generuoja pačią ekonomiką.

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Pryshchenko, Svitlana Valeriivna. "CREATIVE TECHNOLOGIES IN ADVERTISING DESIGN." Creativity Studies 12, no. 1 (May 24, 2019): 146–65. http://dx.doi.org/10.3846/cs.2019.8403.

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The purpose of this article was analyses the existing methodological approaches to art, culture, design, advertising for the further effective designing of advertising products, increasing its positive value orientations and aesthetic level. The research area is the visualization of advertising ideas taking into account of regional specificity and ethno-cultural identification. Scientific study of cultural-aesthetic component in advertising design has the aim to systematize visual means of information and make a complex definition of their functional specifics in contemporary society, which is much wider than thirty years ago. The advertising graphics presented as visual art, visual culture and visual communication. On examples, we considered the creative advertising technologies: metaphors, hyperbole, associations, allegories and metonymies using colour-graphic imaginative means. Orientation of products to regional consumer groups, significant change of market policy presupposed cardinal change in tasks and character of advertising: socio-psychological, cultural and art-aesthetical indices become actual. Definition of imagery as specific tool of creativity on the point of view different aesthetic ideals is a key to understanding the process of art projecting. So, our comprehensive research summarizes stylistics of advertising graphics in the context of cross-cultural communications from posters to new advertisings forms – digital media

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Connor, A. M., and R. Sosa. "The A-Z of Creative Technologies." EAI Endorsed Transactions on Creative Technologies 5, no. 15 (April 10, 2018): 154460. http://dx.doi.org/10.4108/eai.10-4-2018.154460.

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Lunin, Lois F., Kathi Martin, and Samantha K. Hastings. "Design: Information technologies and creative practices." Journal of the American Society for Information Science and Technology 60, no. 9 (September 2009): 1874–76. http://dx.doi.org/10.1002/asi.21177.

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Ushvitsky, Lev, Alexander Stepanov, and Margarita Savina. "ONLINE LEARNING TECHNOLOGIES: CREATIVE-AUTHORIZED METHOD." Вестник Северо-Кавказского федерального университета, no. 3 (2020): 202–8. http://dx.doi.org/10.37493/2307-907x.2020.3.25.

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Bekmanova, J. A. "Innovative Technologies Of Musical Education In Kindergarten." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 360–64. http://dx.doi.org/10.37547/tajssei/volume03issue03-54.

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The practice of preschool education is constantly in search of ways of comprehensive development of children, since at an early age they need not only skillful guidance of their education and upbringing, but also psychological support, creating a favorable emotional background for their socialization and self-realization. The techniques of art pedagogy and art therapy, provided they are used appropriately, have rich opportunities for comfortable adaptation and active, interested, creative activity of children.

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Lozina, O. I., V. N. Rogozhnikova, and L. A. Tutov. "Model of a Creative Man in Modern Economy: Experience of Creation." Scientific Research of Faculty of Economics. Electronic Journal 12, no. 4 (December 31, 2020): 7–20. http://dx.doi.org/10.38050/2078-3809-2020-12-4-7-20.

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This article is an experience of creating a model of a creative man in the economy. Economics is a creative activity, because the essence of Economics is the constant creation of new things: new technologies, products, services, institutions, and the economic reality itself. Creativity is also one of the most important characteristics of the age of uncertainty – creative work is opposed to mechanical work that robots can perform, and needs special protection in the world of algorithms and opportunistic behavior; creativity is impossible without freedom, which depends on a variety of individual and institutional factors; creativity is expressed in the creation of new technologies that radically change the world and people. Thus, creativity is a factor of unpredictability, novelty in human behavior, so for a modern economy focused on the analysis of this behavior, the problem of creativity is particularly acute.The purpose of the work is to create a model of a creative person in the economy. The paper uses comparative analysis, systematic and interdisciplinary approaches, and a historical approach.

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Gaveika, Artūrs. "PERSONALITY DEVELOPMENT, EDUCATION AND COMPETENCE AS BASIC ELEMENTS OF CREATIVITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 48. http://dx.doi.org/10.17770/sie2016vol4.1546.

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The task of modern technologies is not only to reproduce the obtained information, but also to motivate students to new knowledge, competence and creativity in a wider spectrum of a professional sphere. In this article the connection between education, development and competence in creation of a creative individual has been researched. The author comes to the main conclusion that the creative individual is based on the education and personal development throughout their lives through educational competence of teachers, creating individual and professional competences of a modern person as a base for creative personality.

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Skaržauskienė, Aelita, and Monika Mačiulienė. "Mapping International Civic Technologies Platforms." Informatics 7, no. 4 (October 21, 2020): 46. http://dx.doi.org/10.3390/informatics7040046.

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The new communication paradigm supported by Information and Communication Technology (ICT) puts end-users at the center of innovation processes, thereby shifting the emphasis from technology to people. Citizen centric approaches such as New Public Governance and Open Government in the public management research suggest that government alone cannot be responsible for creating public value. Traditional approaches to public engagement and governmental reforms remain relevant, however our research is more interested in the ability of a networked society to resolve social problems for itself, i.e., without government intervention. In seeking to gain insights into bottom up co-creation processes, this paper aims to collect and generalize information on the international civic technology platforms by focusing on three dimensions: identification of the objectives (content), classification of main stakeholder groups (actors), and definition of co-creative methods (processes). In view of a paucity of research on Civic Technologies, the content analysis will extend the understanding of this growing field and allow us to identify the patterns in their development.

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Vishnevskaya, Natal'ya, and A. Afonina. "Design Thinking and Creative Technologies in Project Management: Multi-Stage Approach." Scientific Research and Development. Russian Journal of Project Management 10, no. 2 (August 13, 2021): 31–45. http://dx.doi.org/10.12737/2587-6279-2021-10-2-31-45.

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The present article is devoted to the issues of applying design thinking and other creative technologies destined at the development of innovational solutions of the existing tasks and restrictions in project management processes. The authors are developing a conceptual framework by defining the focus of application of creative technologies in the project management practice as well as are proposing a custom approach to the application of the relevant instruments based on the project type and its lifecycle phases. The findings are made on the basis of fundamentals of project management, strategic management and design thinking methodology, as well as the authors’ own applied studies and experience in project and program management. The proposed approach allows broadening theoretical learnings on the project lifecycle stages from the perspective of creating and developing business innovations, as well as on the project manager role and skills, which in turn helps to resolve complex issues and controversies connected to the application of the existing project management methods in the organizational development and innovation product creation processes.

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Armiano, Ioana. "Creative Interfaces." International Journal of Creative Interfaces and Computer Graphics 2, no. 1 (January 2011): 42–67. http://dx.doi.org/10.4018/jcicg.2011010104.

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Recent developments in process interaction solutions are helping companies and educational institutions to reduce training costs, enhance visualization, and increase communication. Service personnel can make more informed decisions by allowing a broad range of employees to access data instantly. New 3D interactive technologies incorporated into training applications and learning environments together with the introduction of the one projector 3D solution is rapidly changing the landscape for education. Over the last 10 years, virtual reality applications have been applied in various industries; medical, aircraft computer modeling, training simulations for offshore drilling platforms, product configuration, and 3D visualization solutions for education and R&D. This paper examines emergent visualization technologies, their influence on market growth and on new perceptions of learning and teaching. It describes the interrelationship between technology development, technology providers, product launches, R&D, and the motivation to learn and teach new skills. The paper incorporates social, technological, and global markets growth drives, describing the pull and drag synergy between these forces.

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Budagyan, Regina R., and Marina L. Zaytseva. "Digital Technologies in the Modern Music Space." Observatory of Culture 17, no. 4 (September 8, 2020): 368–78. http://dx.doi.org/10.25281/2072-3156-2020-17-4-368-378.

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At the turn of the 20th—21st centuries, musical culture transformation processes have been actively actualized, which is manifested in the use of digital and visual technologies by musicians, direc tors, producers, visual designers. The stages of transformation of modern musical culture have become relevant precisely for the reason that at the turn of the 20th—21st centuries, mass communication media have begun a process of transition to new digital technologies of implementation and delivery of audiovisual information to modern listeners. Modern specialists, by their activity’s results and its great popularity, prove the relationship bet ween the artistic idea of the work they create and the technical and technological means of its implementation. Thus, in the musical culture of the turn of the 20th—21st centuries, virtual anime characters and Vocaloid performers, whose functioning is actively connected with the use of digital technologies, are particularly relevant and popular. In particular, the creative activities of British musician D. Gahan, Vocaloid anime performers — H. Miku, Kaito, K/DA group, are based on the use of such digitization elements as projection on a translucent screen, expansion of one, often two screens, creation of two- and three-dimensional projection, etc. Animation technologies used in the process of creating modern video clips contribute to the implementation of a wide range of creative and experimental opportunities for directors, in particular, such a technique for creating and broadcasting concert performances as virtual reality has been actualized. Digital technologies also provide opportunities to significantly expand the scope of the range and timbre arsenal of virtual performers, and satisfy a variety of aesthetic tastes of the public.

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Petty, Sheila, and Luigi Benedicenti. "Interpretive Strategies for Screen-Based Creative Technologies." International Journal of Information System Modeling and Design 7, no. 1 (January 2016): 32–48. http://dx.doi.org/10.4018/ijismd.2016010103.

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This paper brings together the disciplines of media and creative technologies studies and software systems engineering; it focuses on the challenge of finding methodologies to measure, test and decode meaning in digital cultural objects. Just as rough set theory is a mathematical tool to deal with vagueness and uncertainty in artificial intelligence, and approximation accuracy and knowledge granularity are approaches to uncertainty research, the authors argue that découpage analytique is a possible method for decoding screen-based information. They draw on a variety of examples: interactive online digital art projects; an interactive, immersive screen-based art installation; re-mediated digital art installation; expanded cinema; a videogame; and a medical interface example, in order to determine if it is possible to map interpretive strategies that include a blending of old and new criteria, but ultimately promoting an equal partnership between artist and audience, and thus, a community of co-creators. Additionally, the authors present experimental evidence on the difference introduced by the screen size to further qualify the effectiveness of découpage analytique in relation to the amount of screen real estate afforded.

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Charlton, Patricia, George Magoulas, and Diana Laurillard. "Enabling creative learning design through semantic technologies." Technology, Pedagogy and Education 21, no. 2 (July 2012): 231–53. http://dx.doi.org/10.1080/1475939x.2012.698165.

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Shavinina, Larisa V. "High Intellectual and Creative Educational Multimedia Technologies." CyberPsychology & Behavior 3, no. 2 (April 2000): 191–98. http://dx.doi.org/10.1089/109493100316049.

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Yanenko, Yaroslav V. "МУЛЬТИМЕДІЙНИЙ ТВОРЧИЙ ПРОЕКТ ЯК ФОРМА САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ ТА ЧИННИК ЇХ ПРОФЕСІЙНОЇ СОЦІАЛІЗАЦІЇ." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 174. http://dx.doi.org/10.33407/itlt.v69i1.2435.

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The article deals with the definition of features of multimedia creative projects as a form of students’ independent work and a factor of their professional socialization. The result of the study was the identification of the differences between the creative project and creative work. These differences are the timing of implementation; the number and complexity of tasks; the planned result; the competencies that are formed by students in the process of implementing a creative project; the multimedia technologies used in the project, etc. The article offers a list of stages that are typical for a multimedia creative project, in particular, planning; choice of multimedia technologies and tools; project implementation; presentation of project components in classroom sessions or consultations; protection of the project. The article highlightes the interrelation of multimedia creative projects with lessons in the classroom, as well as defines the features of the use of multimedia technologies in creative projects. Particular attention is paid to the toolkit (computer programs and Internet resources), which students can use when doing creative projects. The list of recommended Internet resources is given, which are useful for students and teachers when creating multimedia creative projects. The author has identified the indicators of students’ professional socialization in the performance of multimedia creative projects, in particular, getting students modern knowledge about programs and technologies that can be used to create multimedia creative projects; the acquisition by students of the skills of using Internet resources in order to create multimedia creative projects; the formation of professional student portfolios that can be used in the process of job search; demonstration of skills of work with modern computer technologies.

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Farman, Jason. "Creative Misuse as Resistance: Surveillance, Mobile Technologies, and Locative Games." Surveillance & Society 12, no. 3 (June 17, 2014): 377–88. http://dx.doi.org/10.24908/ss.v12i3.4981.

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By focusing on loctive, mobile games that utilize GPS tracking in playful ways—from games such as geocaching and GPS::Tron to artistic GPS projects like Paula Levine’s San Francisco<>Baghdad and Jeremy Wood’s GPS drawings—this paper points to two key issues for the intersection of surveillance and games. First, I argue that games can creatively misuse surveillance technologies as a form of resistance. Second, such creative misuse creates a particular embodied relationship to surveillance, what I term the “sensory-inscribed body.” Ultimately, the sensory-inscribed body, through creative misuse of locative tracking technologies, demonstrates that surveillance space is not statically inscribed with meaning; instead, the meanings emerge through practice. Playful engagement reinscribes the possible meanings, positioning the embodied player not simply as an object of surveillance but instead as a creative misuser who brings together heterogeneous elements to reconfigure spatial relationships between people and surveillance technologies.

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Poznin, Vitaly Fyodorovich. "Impact of Technology on Screen Aesthetics." Journal of Flm Arts and Film Studies 6, no. 2 (June 15, 2014): 38–51. http://dx.doi.org/10.17816/vgik6238-51.

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Technique and technologies, used to create a screen work, considerably impact on aesthetics of film, TV and multimedia programs. Interplay of creative ideas and technique of their screen realization is a complex and ambiguous process. New technologies make substantial changes in the creating process of an audiovisual work, radically change interpretation of the artistic space and attract an audience by new technical aesthetics. Currently technological ideas are ahead of creative ones.

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DELL'ERA, CLAUDIO, PAOLO LANDONI, and ROBERTO VERGANTI. "FROM CREATIVE INDIVIDUALS TO CREATIVE CAPITAL: VALUE CREATION AND APPROPRIATION STRATEGIES OF CREATIVE KNOWLEDGE-INTENSIVE BUSINESS SERVICES." International Journal of Innovation Management 19, no. 02 (April 2015): 1550016. http://dx.doi.org/10.1142/s1363919615500164.

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In the increasingly knowledge-based economy, the role of the service sector, and in particular, of Knowledge Intensive Business Services (KIBS), is widely acknowledged. KIBS are considered 'bridges of innovation'. Furthermore, in addition to this pivotal role in supporting the competitiveness and development of other firms, KIBS sectors are, per se, increasingly relevant in terms of economic dimensions and employment. Creative KIBS span architecture, advertising, multimedia and internet applications, branding, design agencies, etc and leverage creative processes and creative individuals. The importance of these firms is directly related to the increasingly acknowledged role of creativity and innovation for competitiveness. In fact, while some KIBS have grown to significant sizes in the creative sector (e.g., IDEO and Continuum Innovation), normally, these firms fail to grow and consist of only the founding professionals and a limited number of close collaborators. As argued by Florida and Goodnight (2005), the company's most important asset is its creative capital and this is not just a collection of individuals' ideas, but a product of interaction. This paper relies on a sample of eight Italian creative KIBS to analyse the value creation and appropriation strategies adopted by companies that were able to transform their creative capabilities from an individual asset to a company one (creative capital). On the basis of a theoretical framework that is derived from the literature and based on three pillars (Unique Assets Development, Unique Assets, and Unique Assets Value Appropriation), we identify several peculiar assets and strategies that are adopted by creative KIBS. Furthermore, we highlight the importance of Unique Asset Embodiment strategies, i.e., the importance of strategies for formalizing and codifying the unique assets in specific technologies, archives, processes, and even products. We show that these strategies allow (i) to extract more value from the already adopted value appropriation strategies and (ii) to adopt specific strategies of value appropriation.

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Rastrygina, Alla, and Sergii Domin. "DIGITAL TECHNOLOGIES AS A FACTOR OF THE NEW ARTISTIC EDUCATIONAL PARADIGM IMPLEMENTATION." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 189–96. http://dx.doi.org/10.24195/2218-8584-2018-9-189-196.

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The ways of sorting out differences existing in professional artistic education due to the reconstruction of its content on the basis of the introduction of the latest artistic paradigm of education of the XXI century are considered in the article. The expediency of creating specific environment: the media space of artistic and creative activity, where the future teacher-musician acquires digital competence as a factor for the effective implementation of the latest artistic paradigm in modern higher education institutions, mastering the professionally directed digital competences, in the process of the development of innovative creative potential by means of digital art, is outlined. Keywords: modern paradigm of education, artistic educational space, digital technologies, innovative and creative potential, digital art, digital competence.

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Pryanichnikov, V. E., B. Katalinic, A. A. Kirilchenko, R. V. Khelemendik, S. V. Kuvshinov, D. Vician, and A. Uglesic. "New Creative Educational Technologies for Inter-university Network." Procedia Engineering 100 (2015): 259–68. http://dx.doi.org/10.1016/j.proeng.2015.01.366.

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Krueger, Ted, Diana Maria Gallicchio Domingues, and Louise Poissant. "Creative technologies and innovation: health and well-being." Digital Creativity 27, no. 4 (October 2016): 267–70. http://dx.doi.org/10.1080/14626268.2016.1261903.

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van Lent, Michael. "University of Southern California's Institute for Creative Technologies." Computers in Entertainment 2, no. 1 (January 2004): 7. http://dx.doi.org/10.1145/973801.973813.

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Nair, Anil, and David Ahlstrom. "Delayed creative destruction and the coexistence of technologies." Journal of Engineering and Technology Management 20, no. 4 (December 2003): 345–65. http://dx.doi.org/10.1016/j.jengtecman.2003.08.003.

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Novakova, Hana, and Peter ŠTarchoň. "Creative Industries: Challenges and Opportunities in XR Technologies." SHS Web of Conferences 115 (2021): 03011. http://dx.doi.org/10.1051/shsconf/202111503011.

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The paper aims to point out current challenges and opportunities in extended reality (XR) technologies that cover augmented, mixed and virtual reality (AR, MR, VR) within the frame of creative and related industries and current technological progress particularly based on the results of primary research. While the XR technologies struggle with limitations of the proper research on one side, multiple research projects including this one, have shown significant acceptance and potential of the XR technologies, especially in the ongoing digital era accelerated by the COVID-19 situation. The research presented in this paper was held with the small groups of artists in France who had opportunity to test the augmented reality mobile application on artworks from various artists. This and other cited research projects show that the acceptance rate of the XR technologies by the informed audience strongly predominates over its penetration in such population which can be interpreted as significant market opportunity. This milieu has strong impact on the democratization of the XR industry in the recent years with substantial investments by business sector. Meanwhile these technologies have become powerful enough to raise serious concern of their impact on ethical issues, social distancing and other related topics.

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Shomirzayev, Makhmatmurod Khuramovich. "Combined In Technology Courses Use Of Technologies." American Journal of Social Science and Education Innovations 03, no. 05 (May 31, 2021): 389–96. http://dx.doi.org/10.37547/tajssei/volume03issue05-70.

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The article highlights the essence of the formation of creative abilities in students through the use of integrated technologies in the organization of practical lessons in school technology education.

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Papadopoulou, Agnes. "Art Teaching and Creative Technologies: Interactive Graphic Novels Foster Thinking and Artistic Creation." International Journal of Learning, Teaching and Educational Research 17, no. 6 (July 31, 2018): 153–66. http://dx.doi.org/10.26803/ijlter.17.6.10.

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Ramatillaevna, Abdurizaeva Salima. "Technologies for the student personality as a factor of creating a creative environment." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 5 (2021): 746–49. http://dx.doi.org/10.5958/2249-7137.2021.01459.2.

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Балина and T. Balina. "Artistic and Creative Activity As the Basis of Artistic and Creative Technology of Spiritual Education." Socio-Humanitarian Research and Technology 5, no. 1 (February 17, 2016): 78–81. http://dx.doi.org/10.12737/18428.

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The article touches upon the problem of spiritual upbringing of the younger generation on the basis of art, and using art and creative technologies as a means of education. The concept of "creative activity" in the context of the concepts "creativity" and "creative activity" is considered. The specificity of art-creative technologies in social work as a means of influence and interaction with students, as a way of organizing and functioning of the content of educational activities is determined. The author shows the pedagogical nature of art-creative technologies in the system of interrelated actions of the teacher and the pupil. The nature of artcreative technologies in the field of art education is given. The concept of "pedagogical technology", contributing to the initiation and direction of cognitive activity, and encourage artistic and creative expression nurture is considered. The article gives the analysis of possibilities of artistic and creative technology as a pedagogical means of spiritual education.

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El-Jarn, Hatana, and Glen Southern. "Can co-creation in extended reality technologies facilitate the design process?" Journal of Work-Applied Management 12, no. 2 (July 3, 2020): 191–205. http://dx.doi.org/10.1108/jwam-04-2020-0022.

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PurposeThe purpose of this paper is to explore the benefits of co-creation/co-design using extended reality (XR) technologies during the initial stages of the design process. A review of the emerging co-creation tools within XR will be examined along with whether they offer the potential to improve the design process; this will also highlight the gaps on where further research is required.Design/methodology/approachThe paper draws on professional and academic experiences of the authors in creative practices within the realm of XR technology, co-creation and co-design. In addition, a review of the current literature on emerging technologies and work-based learning will offer further insight on the themes covered.FindingsTo design, collaborate, iterate and amend with colleagues and peers in a virtual space gives a wide range of obvious benefits. Creative practitioners both in education and employment are working more collaboratively with the advancement of technology. However, there is a need to find a space where collaboration can also offer the opportunity for co-creation that improves the initial stages of the design process. This technology also offers solutions on the constraints of distance and ameliorates creative expression.Research limitations/implicationsThere is an opportunity to test the ideas expressed in this paper empirically; this can be done through testing co-creation tools with professionals, work-based learners and students.Originality/valueThe paper will add to the existing literature on emerging technologies as a unique environment to improve co-create/co-design the visuals created during the fuzzy front end of the design process and offer a potential framework for future empirical work.

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COLANDER, DAVID. "Creative economics for a creative world: a comment." Journal of Institutional Economics 11, no. 1 (July 28, 2014): 33–38. http://dx.doi.org/10.1017/s1744137414000319.

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Abstract:Critics of mainstream economics often argue that the mainstream does not recognize that the economy is dynamic, creative and evolving, and they base their criticism of it for its failure to recognize that. This paper argues that the mainstream does recognize that the economy is evolving, and changes its methods as new analytic technologies and computational methods develop. The paper suggests that a narrower critique of the mainstream is appropriate: It attempts to be too scientific, following a scientific rather than an engineering methodology. Thinking of applied economic policy as engineering, not science opens up new avenues of research, and will allow it be better deal with our complex world.

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Root-Bernstein, Robert, and Michele Root-Bernstein. "Mental Tools for Thinking About DNA Technologies in New Ways." Archives of Pathology & Laboratory Medicine 126, no. 3 (March 1, 2002): 263–65. http://dx.doi.org/10.5858/2002-126-0263-mtftad.

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Abstract Objective.—To investigate the nature of creative thinking in biomedical science with specific applications to molecular pathologies and DNA technologies. Data Sources.—Accounts of breakthroughs and inventions contained in autobiographies, biographies, interviews, and archival sources. Study Selection.—Discoveries that have altered, or may yet alter, basic textbook accounts of biomedical sciences for which appropriate data sources exist. Data Extraction.—Approximately 1000 data sources were analyzed, both within appropriate sciences and in other creative fields, such as the arts. Data Synthesis.—The current analysis is based on a framework described in our previous book, Sparks of Genius, which outlines a general approach to understanding creative thinking. Conclusions.—Creative thinking in all disciplines depends on a common mental “toolkit” that consists of 13 fundamental tools: observing, imaging, abstracting, pattern recognition, pattern forming, analogizing, body thinking, empathizing, dimensional thinking, modeling, playing, transforming, and synthesizing. Scientists recognize and solve problems by observing data that break the patterns established by theories; exploring a system by creating an abstract model with which they can play; and transforming data into feelings, sounds, and other forms that create surprising analogies to already-understood principles. The result of such personal thinking is knowledge combined with sensation and emotion—feeling and understanding synthesized into complete awareness. We illustrate some of these modes of thinking with reference to recent breakthroughs in DNA-related areas and suggest ways in which the use of “tools for thinking” can increase the probability of making further discoveries in the biomedical sciences.

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Yanenko, Yaroslav. "MULTIMEDIA CREATIVE PROJECT AS AN INNOVATIVE EDUCATIONAL TECHNOLOGY." Educological discourse, no. 4 (2020): 182–94. http://dx.doi.org/10.28925/2312-5829.2020.4.12.

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The article is devoted to the definition of the features of multimedia creative projects as innovative educational technology. As a result of the study, the main components of modern multimedia creative projects, in particular, graphic layouts, were identified; materials for social networks; site projects; text materials intended for distribution in modern media, etc. The article clarifies the possibilities of introducing multimedia creative projects into the process of blended learning for students. Multimedia creative projects is one of the ways to solve the problem of efficient use of time allotted in the disciplines for independent work of students and its effective combination with lectures and practical exercises. Multimedia creative projects can act as additional tools for modular and semester control. Public protection of multimedia creative projects is an effective way to test students' knowledge and skills. Specialists of the local media market and heads of media departments of Sumy State University take part in open defense by students of multimedia creative projects. This allows students to effectively present themselves to potential employers. The article notes the relationship of multimedia creative projects with classroom activities and features of the use of multimedia technologies in creative projects. Multimedia creative projects complement lectures and practical exercises in the sense of building professional competencies for future specialists and allow students to focus on specific topics or questions of the course. The article clarifies the role of multimedia creative projects in the training of future specialists, in particular, this is the application by students of theoretical knowledge in practice, it is the acquisition by them of new practical skills in the chosen field, this impact on the formation of professional student portfolios that can be used in the search for future work. When creating creative projects, students use various multimedia technologies. These technologies allow future professionals to develop messages designed for distribution in modern media.

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Wang, Jian Wei. "An Intelligent Human-Computer Collaborative Method for Creative Design." Applied Mechanics and Materials 644-650 (September 2014): 3235–40. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.3235.

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Two intelligent models for creative thinking, which are conceptual restructuring and space exploration, are studied based on artificial intelligent and cognitive psychology. The characteristics of the models and their applications are analyzed. A human-computer collaborative creative model is presented, which combines the nonlogical creation typified by conceptual restructuring, and logic creation typified by space exploration on the basis of visualization. The human-computer collaborative model for product creative design is also proposed, and the key technologies for realizing the human-computer collaboration for creative design are provided. A prototype system of car body design is developed to testify the effectiveness of the proposed method.

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Molchanova, N. V. "APPLICATION OF GAME TECHNOLOGIES IN SOCIOCULTURAL ACTIVITY IN DEVELOPMENT OF CREATIVE ABILITIES OF CHILDREN." Pedagogical IMAGE 14, no. 3 (2020): 459–71. http://dx.doi.org/10.32343/2409-5052-2020-14-3-459-471.

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Introduction. The paper examines the features of using game technologies for organizing the work of a specialist in sociocultural activities. The subject of research is the features of the application of game technologies in sociocultural activities for the development of creative abilities in children. Materials and methods: The study employs the method of observation; analysis and generalization of scientific and research sources; study of the experience in sociocultural activities in the creative development of children; survey method; experimental work; project methods; and statistical methods of data processing. The research aims to identify the specific features and main trends in the use of game technologies for sociocultural activities in the development of children’s creative abilities. The objectives of the study are to define the aims of game activities; to develop a program for optimizing the use of game technologies in sociocultural institutions; to examine the effectiveness of games in a particular sociocultural institution in the city of Volgograd. Results: The research has identified the specific features of the development of children’s creative abilities; and indicated the effectiveness of game technologies for sociocultural activities in the development of children’s creative abilities. Conclusion: The scientific novelty of the research lies in the development of modern game technologies and their adoption in the cultural and leisure institutions, and in the identification of the effect these technologies produce on the creative development of children. Keywords: sociocultural activity, game, game technologies, creative abilities, culture, art, development, technology.

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Kim, Juseuk. "ICT Uptake and Technology Linkages in Rural Africa." International Journal of Education 9, no. 3 (September 22, 2017): 133. http://dx.doi.org/10.5296/ije.v9i3.11901.

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This report focuses on how quickly and creatively electronic communication is spreading and transforming rural areas in Africa and, particularly, two selected communities in Zambia as case studies. The report also shows ways in which communities are adapting information and communication technologies (ICTs). And this research is interested in studying how quickly electronic communication is spreading and transforming rural areas in Africa and, in particular, the Republic of Zambia. The impact of social networks is being used in dynamic, creative ways to not only spread business opportunities but to energize economies and society. They want to gather community and household information to understand the many ways communities are adapting these technologies. Their methods of adoption and adaptation of technologies do not resemble high-tech societies where governments support massive infrastructure projects. For example, highly creative uses of low-tech cell phones are energizing commerce and spawning new ways of building creative solutions, making African countries some of the fastest growing economies in the world today.

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Semeshkina, T. V., and V. N. Tkachev. "Creative technologies of the initial stages of architectural education." Vestnik MGSU, no. 1 (January 2014): 209–15. http://dx.doi.org/10.22227/1997-0935.2014.1.209-215.

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Tacchi, Jo. "Researching Creative Applications of New Information and Communication Technologies." International Journal of Cultural Studies 7, no. 1 (March 2004): 91–103. http://dx.doi.org/10.1177/1367877904040608.

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Franko, Debra L., Jan Rinehart, Kathleen Kenney, Mary Loeffelholz, Barbara Guthrie, and Paula Caligiuri. "Supporting faculty mentoring through the use of creative technologies." International Journal of Mentoring and Coaching in Education 5, no. 1 (March 7, 2016): 54–64. http://dx.doi.org/10.1108/ijmce-10-2015-0029.

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Purpose – Mentoring of junior faculty members (i.e. professors) in higher education has been documented to be critical to their academic success which most often takes the form of receiving tenure and/or promotion to higher academic ranks at universities in the USA. A “junior faculty member” would be defined as someone who has not yet been tenured or promoted and is usually within the first five years of their academic appointment. However, mentoring relationships can sometimes be difficult to build and momentum for continuous mentoring throughout the pre-tenure period can be a challenge to maintain. One of the concerns identified by mentees is the importance of regular meetings with mentors and the concomitant difficulty of knowing what to address in these meetings so as to make them productive and helpful. Mentors, most often senior faculty members, note that they do not always know the most relevant issues to discuss with junior faculty during mentoring meetings. The paper aims to discuss these issues. Design/methodology/approach – In an effort to address these issues, the authors describe here the development of using creative technology to support a new mentoring system that provides structured prompts and reminders to both mentors and mentees and uses tools to enhance the efficiency and effectiveness of the mentoring relationship. Findings – This paper highlights a pilot program, describing the rationale for and stages in the development of an e-mail-based and mobile-based program to improve the quality of mentoring for junior faculty at one higher education institution. Focus group data provided by stakeholders (e.g. faculty, department chairs, and associate deans) are provided. Originality/value – Professional development and academic success for junior faculty members may be strengthened by greater attention to formal mentoring strategies such as the one described here.

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Tan, Runhua, Wei Liu, Guozhong Cao, and Yuan Shi. "Creative design inspired by biological knowledge: Technologies and methods." Frontiers of Mechanical Engineering 14, no. 1 (May 19, 2018): 1–14. http://dx.doi.org/10.1007/s11465-018-0511-0.

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Gridina, Tatiana. "“A bike is already invented?”: Creative technologies of texts." Ural Philological Herald. Series Language. System. Personality: the Linguistics of Creativity, no. 2 (2019): 49–62. http://dx.doi.org/10.26170/ufv19-02-04.

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Patrickson, Bronwin. "What do blockchain technologies imply for digital creative industries?" Creativity and Innovation Management 30, no. 3 (August 10, 2021): 585–95. http://dx.doi.org/10.1111/caim.12456.

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Pyzhianova, Nataliia, Serhiy Kutsenko, and Petro Voloshyn. "The role of folk dance in formation of the choreographer creative potential." Revista Amazonia Investiga 9, no. 27 (March 21, 2020): 252–59. http://dx.doi.org/10.34069/ai/2020.27.03.27.

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The aim of the article is to substantiate the role of folk dance in the process of formation of the creative potential of a student-choreographer. Methods of generalization and comparative analysis were used in the research process. The article identifies three pedagogical conditions for formation the creative potential of students-choreographers by means of folk dance. It is pointed out that promising planning for professional growth plays an important role in formation the choreographers’ creative potential. The expediency of involving students in creative experiments, which include the creation of their own choreographic sketches in the middle of the hall, as well as training exercises near the machine, is substantiated. It is noted that students' sketch work in folk-dance classes is characterized by the study of choreographic sketches on the basis of dance vocabulary. The essence of separate types of students-choreographers’ independent work is revealed. The authors point out that the development of creative thinking, creative imagination and fantasy requires the application of a set of creative tasks based on improvisation. Attention is drawn to the need for the use of interactive and information technologies. Classes with the introduction of interactive and modern information technologies maximally stimulate student-choreographer’s cognitive independence and creative activity.

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Zacharova, NatalIa. "Pedagogical support of the “creative cluster” in bachelors’ online education." E3S Web of Conferences 273 (2021): 12121. http://dx.doi.org/10.1051/e3sconf/202127312121.

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The article highlights the issues of solving educational, methodological and organizational tasks of integrating the disciplines of the art cycle under the auspices of the creative cluster in the distance education of bachelors. The article includes a description of the concept of “creative cluster” in the context of our research, which in the educational sphere takes the form of a cluster of creatively oriented technologies aimed at studying the disciplines of the artistic cycle. The problems of the formation of students’ motivation for artistic-applied, scientific-research and self-educational activities were also studied in the article. This problem is especially relevant in the presence of high speeds of information transfer in an integrated distance learning course. The features of pedagogical support for the generation of creative ideas in the information space during distance learning, the conditions for the implementation of the cluster program block with the use of distance educational technologies, the types of distance learning are considered. The educational and methodological content of the creative cluster module includes educational technologies of painting, drawing and sculpture. The block-modular system integrates the progressive movement of educational content.

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Harditya, A. "Hybridity In New Media: A Pre-Production Guideline." Indonesian Journal of Computing, Engineering and Design (IJoCED) 1, no. 2 (September 30, 2019): 89. http://dx.doi.org/10.35806/ijoced.v1i2.62.

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‘New’ technologies have disrupted the creative process of arts and media production, but no common professional practice seems to have drastically changed. ‘New' is only a trick, a temporary euphoria indicating that creative arts and media are on its way to the utopian future. Currently, creative arts and media practitioners are influenced by the dynamically developing technologies and the big issue is that they accepted every innovational media technology unknowingly, everything is normal, but every changes lead to a new normal. The purpose of this paper is to discover the new creative production process that influenced by new technologies. In the process of discovery, this paper uses a Practice-based Research methodology by Estelle Barrett to acknowledge the capability of these media technologies by utilising creative practices. All findings in this research are discovered by experimenting on contemporary audio visual and interactive technologies. The result of this journal is a guideline for preparing new media production.

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Ryabchenko, Oksana N., Albina R. Sadykova, Svetlana V. Efimushkina, Natalia A. Zaitseva, Izida I. Ishmuradova, and Anatoly S. Kislyakov. "IT club educational technologies for creative individual development in digital age." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1269–78. http://dx.doi.org/10.18844/cjes.v16i3.5847.

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This article is aimed at identifying the influence of IT clubs on the development of students’ creative abilities. As a research method, a questionnaire survey was used to identify the role of modern IT forms of artistic activity in the development of students' creative abilities. The study was conducted on the basis of Russian universities among 265 students. The article describes the development of modern IT forms of artistic activity in the digital age. It is revealed that the main motivations for students to visit IT clubs were: learning new things, continuing their self-improvement, transforming the fantastic and creative into real, in-depth study of previously acquired knowledge and their improvement, obtaining skills that will be useful in the future, gaining experience in creative activities, attending classes together with friends, new communication, useful pastime. The study determines that the goals of teachers coincide with the mission of creative IT clubs: to train creative engineers who could invent and implement new technologies that would have no analogues in the world, to teach and prepare a child for his/her future occupation. Keywords: creativity, learners, motivations for developing abilities, creative space.

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Kapisheva, M. "Formation of creative thinking of schoolchildren in artwork lessons based on information and communication technologies." Pedagogy and Psychology 43, no. 2 (June 30, 2020): 169–79. http://dx.doi.org/10.51889/2020-2.2077-6861.22.

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This article is devoted to the description of the ways of forming creative thinking among students in artwork classes using information and communication technologies. The purpose of the study is the scientific justification and development of a methodology for the formation of creative thinking of schoolchildren in artwork lessons based on information and communication technologies. The methodological basis of the study was basic research and scientific publications on the problem of the formation of creative thinking using information and communication technologies. The author describes in detail the ways of introducing computer technology into the educational process. The question of how to implement information and communication technologies in the course of a lesson in art work is also being considered. The result of introducing a computer into an artwork lesson is the formation of creative thinking and creative abilities, and the students’ interest in the educational process is growing. The article describes in detail the tasks that will help students form creative thinking.

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Klochko, Oksana, Viktor Nagayev, Oksana Kovalenko, and Vasyl Fedorets. "FORMING OF PROFESSIONALLY CREATIVE COMPETENCE OF PROSPECTIVE AGRARIAN MANAGERS BY FACILITIES OF DIGITAL TECHNOLOGIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 460. http://dx.doi.org/10.17770/sie2020vol4.4847.

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The component structure of professionally creative competence is analyzed in the system of professional preparation of the future agrarian managers. Didactics facilities of digital technologies are grounded in the context of forming of professionally-creative competence of the future agrarian managers. A pedagogical model of management of future agrarian managers’ educational-creative activity by facilities of the digital technologies is worked out. In the proposed pedagogical model, the object of management is the educational and creative activity of students in the conditions of SMART technologies, which turns the existing potential of a future specialist into a qualitative result - the formation of the experience of creative activity of the agricultural manager in the system of his professional competence. The technological stages of management of the future agrarian managers’ educational-creative activity by facilities of digital technologies are justified. Efficiency of the agrarian managers’ professional preparation with the use of pedagogical model of management of future agrarian managers’ educational-creative activity by facilities of the digital technologies as compared with the traditional system of teaching is defined. The results of the study determined the directions of further scientific and pedagogical research: the development of computer-oriented methodological systems of STEM-education and SMART-complexes of educational disciplines in digital pedagogy.

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Journal articles on the topic 'Creative technologies'

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