Discovering the meaning of creativity in instructional design. A co-creation and concept mapping approach.
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| Title: | Discovering the meaning of creativity in instructional design. A co-creation and concept mapping approach. |
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| Authors: | Cuesta-Hincapie, Carolina1 (AUTHOR) cuesta20@illinois.edu |
| Source: | International Journal of Technology & Design Education. Mar2026, Vol. 36 Issue 1, p435-464. 30p. |
| Subject Terms: | *Instructional systems design, *Concept mapping, *Design education, *Creative thinking, *Creative ability, Self-efficacy, Participatory design, Thematic analysis |
| Abstract: | This study explores instructional designers' understanding and definition of creativity, outlining what creativity means to them and how they conceptualize creativity in instructional design. An online co-creation workshop was developed to facilitate collaborative meaning-making about what creativity means for instructional designers. A thematic analysis and a concept mapping approach were used to analyze and visualize data produced by participants. No single definition resulted from the activities; rather, multiple themes arose throughout, adding to what is known about instructional designers' competencies related to creativity and adding a new dimension to the research about creativity in the instructional design field. Findings evidence the need for instructional designers to acknowledge the creative process better rather than focus exclusively or primarily on processes and products. Additionally, it highlights the intricated relationship between creativity and instructional design and the importance of adding creativity into instructional design education, developing creative self-efficacy in instructional designers, and exploring the role of creative thinking in the work of instructional designers. Implications for instructional designers, employees, and leaders, as well as instructional design education, are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study explores instructional designers' understanding and definition of creativity, outlining what creativity means to them and how they conceptualize creativity in instructional design. An online co-creation workshop was developed to facilitate collaborative meaning-making about what creativity means for instructional designers. A thematic analysis and a concept mapping approach were used to analyze and visualize data produced by participants. No single definition resulted from the activities; rather, multiple themes arose throughout, adding to what is known about instructional designers' competencies related to creativity and adding a new dimension to the research about creativity in the instructional design field. Findings evidence the need for instructional designers to acknowledge the creative process better rather than focus exclusively or primarily on processes and products. Additionally, it highlights the intricated relationship between creativity and instructional design and the importance of adding creativity into instructional design education, developing creative self-efficacy in instructional designers, and exploring the role of creative thinking in the work of instructional designers. Implications for instructional designers, employees, and leaders, as well as instructional design education, are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09577572 |
| DOI: | 10.1007/s10798-025-09996-9 |
