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CRE ATIVE
PROBLEM SOLVING
METHODOLOGY
GUIDE
Published on
November 2017
Authors:
FA-Magdeburg | Magdeburg, Germany
Euro-net | Potenza, Italy
Omnia | Espoo, Finland
Partas | Dublin, Ireland
University of Utrecht | Utrecht, Netherlands
SBH Südost | Halle, Germany
GoDesk | Potenza, Italy
Intellectual Output 3
GUIDE Creative Problem Solving
Methodology
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The European Commission support for the production of this publication does not constitute an
endorsement of the contents which reects the views only of the authors, and the Commission
cannot be held responsi ble for any use which may be made of the information contained therein.
Contents
Preface 6
Introduction 8
Chapter 1.CPS.IntroductiontoCPSandResearchalloverEurope 10
1.1 Introduction to Chapter 1: Approach and Methodology used by
each project partner 12
1.2 European Commission and the creativity 13
1.3 Creativity learning needs in the world 14
1.4 A structured way to measure creativity in the problem solving:
OECD PISA 2012 Results 15
1.5 Problem-Based Learning as new Learning Paradigm 17
1.6 Contexts and cases in project partners’ countries 19
Chapter 2.CPSMethodologyforVET–IntroductionandApproach 26
2.1 What is Creative Problem Solving (CPS)? 28
2.2 Blocks to Creativity 30
2.3 Why is CREATIVE PROBLEM SOLVING important in VET and in
Education? 31
Chapter 3.DivergentAndConvergentThinking 34
3.1 Creative Thinking 36
3.2 Creative Thinkers 36
3.3 Creativity and innovation 37
3.4 Creating the conditions for Creativity 37
3.5 Divergent and Convergent thinking 38
Chapter 4.CPSimplementation:CreativemethodsandmodelsforVET
with practical solution and tips 40
4.1 Think Outside The Box (approach) 43
4.2 Lateral Thinking and the Six Thinking Hats (methodology + tool) 45
4.3 Collaborative Problem Solving (methodology) 49
4.4 Mind Mapping (tool) 52
4.5 Brainstorming (tool) 55
4.6 Constraints (tool) 58
Bibliography 62
Credits 66
Preface
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 7
Professional workers face more complex jobs and responsibilities
to be performed the last three decades. In the industrial era, jobs
had to t in xed conditions, especially when machines needed to
be operated. Vocational education and training nowadays needs
to bridge the learners’ knowledge, skills and thinking repertoire
between leaving regular education and at the start of their job
care er.
Regular education focuses mainly on the transfer of stable
curricular goals, while job demands become more and more
complex problem solving, soft skills and strategic thinking. That’s
why the IV4J Project spends special attention to the more and
more dynamic nature of VET skills and attitudes; can they be
trained? Or is it just a case of encouraging apprenticeships to
become more open to unforeseen situations, leave the comfort
zones and become willing to change oneself?
This Intellectual Output 3 offers the conceptual framework to
interlink Create Problem Solving Methodologies, Controlling
Thinking Styles (Di- and Convergent) and nally Problem-based
Learning Paradigms.
Crucial criterion is that the revealed conceptual framework
becomes tangible and straightforward so that its impact can
easily be grasped and implemented in various VET situations all
over Europe. It is hoped that this I.O.3 output can be combined
with the output of I.O.4 on the potential of the WEB 2.0 for VET. So
far the expectation is that its combined message will be agile and
vigorous in its working out. At least this IV4J Project has given
optimal effor ts to disentangle the two strands and nally blend its
operational prescriptions.
Please feel welcome to all of you, to rethink our IO3/4 message
and let us know how you see its potential consequences for real
practice VET
The IV4J Project project team
Piet Kommers
Introduction
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 9
This is a guide, supported by multimedia materials and practical
vision, describing the Creative Problem Solving Methodology,
explaining in details how to implement it in VET, introducing tips
and providing a suggested quality management system.
The idea on the basis of this Intellectual Output is to apply the CPS
methodology to innovate VET with an approach that is exploitable
in large and different contexts.
The selected approach is:
• Research all over Europe coming from the Good Practice
research and further in-depth analysed and discussed during
project meeting
• Full methodology description including relevant bibliography
and links
• Pedagogical approach to be used in order to be more
effective in VET
• Practical training schemes and tips for an effective
implementation
Chapter 1 is introducing the approach to the Creative Problem
Solving all along Europe supported also by some success cases.
Chapter2 is describing the basic of the methodology with specic
attention to denitions, the blocks to the creativity and explaining
in details why CPS is important for Vocational Education and
Training.
Chapter 3 is introducing the explanation of divergent and
convergent thinking patterns.
Chapter4 is analysing and describing in details a large series of
tools and approach es to the Creative problem Solvi ng Methodology.
The content is enriched by a focus on full descriptions, practical
details (ref. how to), exercises ready to be used in VET and also
practical tips to increase the effective use of selected approaches,
methodologies and tools.
Chapter 1. CPS.
Introduction to
CPS and Research
all over Europe
Creative Problem Solving Methodology GuideIV4 J
12
1.1 Introduction to Chapter 1:
Approach and Methodology
used by each project partner
Research in own countries and and/or in other European countries.
Research is about:
Policies regarding Creative Problem Solving in
education – research in own Nation and if not
available extension of the research to the rest
of Europe
Eventually a case study to support the policies
presented – the case studies are described and
collected only to support the description of the
policies by highlighting the added value in terms
of disruption in VET system and in order to
increase the employability of the learners.
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 13
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PortalenImages/4131/EU2020_med_tittelfelt_copy.jpg
1.2 European Commission
and the creativity
European Commission since
2009 has detected, in the stra-
tegic framework for European
cooperation in education and
training (known as ‘ET 2020’1),
four strategic objectives.
The fourth objective listed
is about the enhancement
of creativity and innovation,
including entrepreneurship,
at all levels of education and
training.
That’s the description of the objective as declared in the document ET2020:
“As well as engendering personal fulfilment, creativity constitutes a prime
source of innovation, which in turn is acknowledged as one of the key drivers
of sustainable economic development. Creativity and innovation are crucial to
enterprise development and to Europe’s ability to compete internationally. A
first challenge is to promote the acquisition by all citizens of transversal key
competences such as digital competence, learning to learn, a sense of initiative
and entrepreneurship, and cultural awareness. A second challenge is to ensure
a fully functioning knowledge triangle of education-research-innovation.
Partnership between the world of enterprise and different levels and sectors of
education, training and research can help to ensure a better focus on the skills
and competences required in the labour market and on fostering innovation
and entrepreneurship in all forms of learning. Broader learning communities,
involving representatives of civil society and other stakeholders, should be
promoted with a view to creating a climate conducive to creativity and better
reconciling professional and social needs, as well as individual well-being.”
The ET2020 framework initiatives are driving all the funding coming from the EU in the eld of
education and training, including Erasmus+: the EU’s programme to support education, training,
youth and sport in Europe.2 Its budget of €14.7 billion will provide opportunities for over 4 million
Europeans to study, train, gain experience, and volunteer abroad.
1 Council conclusions of 12 May 2009 on a strategic framework for European cooperation in
education and training (‘ET 2020’) - details available at http://ec.europa.eu/education/policy/strategic-framework_en
2 more info at http://ec.europa.eu/programmes/erasmus-plus/
Creative Problem Solving Methodology GuideIV4 J
14
1.3 Creativity learning
needs in the world
Nevertheless, there is an evident lack of practical examples of the use of the creativity in the learning
process, especially in the Vocational Education and Training, where it is evident the aim to prepare
the learners for future job as required by the market.
In 2010, IBM launched a sur vey of more than 1,500 Chief Executive Ocers from 60 countries and 33
industries worldwide, chief executives and, following the results, the creativity was selected as most
crucial factor for future success.3
Guilford since 1950 declared that Weste rn educational systems have proble ms providing opportun ities
to act creatively. The problem is that the educational system is that the students are tested for their
ability to give the correct answer to established questions (convergent thinking) and rarely pushed to
use a divergent thinking approach.4
Following Lene Tanggard (a psychologist from Aalborg University), the vocational education, thanks
to its combination of theory and practice, might be the right environment for the development of the
students’ creativity – it was also proposed a model for the implementation of creativity in VET.5
The only country in Europe where it is available an evidence of creativity teaching is the United
Kingdom6. In effect, there was an intensive activity connected with the will of the UK Government
to implement the creativity in school system educational programmes. The largest approach
converged in the Creative Partnerships programme Creativity, that dened a school as effective in
the stimulation of creativity following some elements:
• Give value and celebrate creativity; the process as well as the outcome
• Develop creative pedagogies by encouraging professional collaboration, within and
beyond the school
• Provide opportunities for pupils to experience a stimulating physical environment and to
engage with creative people
• Manage time effectively, providing opportunities for pupils to explore, concentrate for
extended periods of time, reect, discuss and review.
Other examples and case are available in Europe, mainly in Northern countries such as Finland,
Norway, Netherlands and Germany even if more focused on the creativity of arts.
In North America, some evidence is available at academic level and only in Australia there is a large
evidence of the implementation of the creativity in all levels of education and training.
3 News reported online: https://www-03.ibm.com/press/us/en/pressrelease/31670.wss
4 Guilford, J.P. (1950). Creativit y. American Psychologist, 5, 44 4-4 54
5 Skilled no. 1 - Das Magazin des Eidgenössischen Hochschulinstituts für Berufsbildung - http://www.ehb.swiss/skilled
6 Skills for the creative industries - UNESDOC – Unesco – Report of the UNESCO-UNEVOC
virtual conference 29 September to 10 October 2014 - http://www.unevoc.unesco.org/up/2014eForum_Creative_Industries_Report.pdf
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which re ects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 15
1.4 A structured way to measure
creativity in the problem solving:
OECD PISA 2012 Results7
OECD is the Organisation for Economic
Co-operation and Development (OECD): the
mission of the Organisation for Economic
Co-operation and Development (OECD) is to
promote policies that will improve the economic
and social well-being of people around the
world (www.oecd.org).
OECD is running a programme named PISA: The Programme for International Student Assessment
(PISA) is a triennial international survey which aims to evaluate education systems worldwide by
testing the skills and knowledge of 15-year-old students.
In2012,PISAprogrammewasfocusedonawaytomeasureCreativeProblem SolvingStudents’
skillsintacklingreal-lifeproblems. The test was about student performance in creative problem
solving, which measured students’ capacity to respond to non-routine situations in order to achieve
their potential as constructive and re ective citizens. It provided the rationale for assessing problem-
solving skills and describes performance within and across the 44 countries and economies that
took part in the assessment.
The results of the European countries, as mean score, within the project
countries, are the following:
• Germany: above the average with 509 points – ranking 17th position
• Ireland: a little under above the average with a mean score of 498 points – ranking 22nd
position
• Finland: it performs at top scores, over the average with a mean score of 523 points – ranking
10th position (the 1st in Europe).
• Italy: above the average with a mean score of 510 points – ranking 15th position
• Netherlands: above the average with a mean score of 511 points – ranking 14th position
Other European countries above the average score:
• UK: 517 points – ranking 11th position
• Estonia: 515 points – ranking 12th position
7 OECD (2014), PISA 2012 Results: Creative Problem S olving: Students’ Skills in Tackling Real-Life Proble ms(Volume V), PI
SA, OECD Publishing. - ht tp://dx.doi.org/10.1787/9789264208070-en
copy 30.06.17 from http://www.oecd.org/media/oec-
dorg/oecdsatellitetempl/img/logooecd_en.png
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Creative Problem Solving Methodology GuideIV4 J
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• France: 511 points – ranking 13th position
• CzechRepublic: 509 points – ranking 16th position
• Germany: 509 points – ranking 17th position
• Belgium: 508 points – ranking 19th position
• Austria: 506 points – ranking 20th position
• Norway: 503 points – ranking 21st position
Other European countries under the average score:
• Denmark: 497 points – ranking 23rd position
• Portugal: 494 points – ranking 24th position
• Sweden: 491 points – ranking 25th position
• SlovakRepublic: 483 points – ranking 27th position
• Poland: 481 points – ranking 28th position
• Spain: 477 points – ranking 29th position
• Slovenia: 476 points – ranking 30th position
• Serbia: 473 points – ranking 31st position
• Croatia: 466 points – ranking 32nd position
• Hungary: 459 points – ranking 33rd position
• Cyprus: 445 points – ranking 37th position
• Montenegro: 407 points – ranking 41st position
• Bulgaria: 402 points – ranking 43rd position
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 17
1.5 Problem-Based Learning as
new Learning Paradigm
It is important to observe that the learning environment is changing continuously under the continuous
pressure of the change in the society and ICT disruptive invasion in the older educational systems.
Education and Training design approach underwent three rather drastic shifts the last four decades.
Regaining ownership
Traditionally, learning has been approached as a transfer process from those who have the skills
and know-how to those who have not yet. In this still-dominant paradigm, the teacher/trainer has the
role of “provider” and “arranger”, while the learner’s role is mainly the one of “recipient” and novice
who “needs to demonstrate” that (s)he meets the agreed criteria. As the majority of professional
learning faces “job performance”, this learning as “transfer process” is still the most dominant one;
OECD 2010.8 Assessment in this paradigm is the attempt to monitor and measure learning progress
“objectively” and “reliably”. Two trends forced the educational and training practice to shift:
• the demand for more autonomous workers (one’s ability to cope with diverse and unforeseen
situations)9
• the growing evidence from learning theories that accommodation and stepwise renement
not necessarily leads to far transfer: the learner’s capacity to apply acquired skills and
understanding in completely new circumstances.10
An alternative to education as transfer process is the learner as central person; the learner reclaims
ownership of the learning process and takes responsibility over the what, how and when to learn.
Subsequently for advance VET it is the apprentice who builds up credentials in his/her portfolio
(i.e. gathered products and reections by the apprentice to provide evidence about his or her
learning process and performance over time) and actively recruits reviewers who suggest lines for
improvement. The mentor coaches the learner in coping with the received comments.
8 OECD, 2010. Learning for jobs. Synthesis report of the OECD reviews of vocational education and training
Organisation for Economic Co-operation and Development (OECD) (2010) http://dx.doi.org/10.1787/9789264087460-en
9 Campaign: Healthy Workplaces 2014-2015 Healthy Workplaces Manage Stress. https://hw2014.osha.europa.eu/en/news/
does-more-job-autonomy-mean-less-stress-at-work
10 Helsdingen et al. The Effec ts of Practice Schedule and Critical Thinking Prompts on Learning and Transfer of a Complex
Judgment Task, Journal of Educational Psychology 103 (2011) 383–398.
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Creative Problem Solving Methodology GuideIV4 J
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Metacognition for Creative/Critical Thinking
New learning tools are computer-based tools developed and adapted to support the learning process.
The tools to be considered are the ones that are able to facilitate the cognitive processing by the
learners. Gradually we start to acknowledge that each learner is unique in terms of prior experiences
at that very moment. At the early beginning of ‘constructionist’ learning, the notion of ‘cognitive
learning tools’11 was compelling as it opened the door to make the learner actively involved in the
delicate process of ‘growing to understand’.
Metacognitive methods like schematizing the contours between ‘knowing’ and ‘ignorance’ became
quite popular and stimulated instructional designers to capitalize on learners’ capacity to study
rather than learn; the term ‘active learning’ was coined. Processes like ‘reconciling prior and new
knowledge’, ‘guided discovery’ and ‘critical/creative thinking’ entered both regular- and vocational
education.
The wider variety of learning activities that promote a more meaningful, exible (far transfer) and
longer term learning process are often summarized as “elaboration” and offer new challenges for
blended web-based environments where simulations and problem-based learning are in the center.
The concept behind is that, rather than develop technological ways to transmit knowledge it is
required to trach learners how to think and improve the thinking process.
Learning in the Context of Meaningful Competences
Based upon the economic urgency of vocational training, both the regular- and the corporate contexts
have a high demand for continuous innovation and increased technological infrastructures. VET is
the main supplier for the job market and is typically seen as underpinning foundation of the economy
and societal backbone. The Netherlands counts more than half a million students in the VET sector,
and about 90% of them are currently undertaking courses for 2.6 B.Euro yearly (about 12% of the
overall national budget for education at large). There is a continuous trend towards recognizing
that VET needs to be seen as “growing young peoples’ competencies” rather than just acquiring
knowledge and skills; Problem solving and competencies to make authentic contributions to labor
settings are affecting the VET agenda increasingly important.
Problem Solving in the Context of PBL (Problem-Based Learning)
Problem solving, critical thinking, curiosity and the learners’ need to actively search for creative
solutions became almost the default format for learning. Problem solving and creativity has a
slightly different basis; its essence is that learners are better off once they feel ownership and thus
add relevance to one’s actual life. Scandinavian countries with Denmark in particular (Aalborg and
Roskilde) and The Netherlands (Maastricht) are the main initiators. The goal is PBL (Problem-Based
Learning) is not only to become a better problem solver. The real asset is to build life-long learning on
the trust that its goal is not to acquire just recognition or a certicate: is to make a difference in real
life. The PBL method capitalizes on learners’ willingness to invest in fundamental questions: What
is important in life? What do I want to offer to others and society? What is worth to learn? If and how
do I want to change myself?
11 Kommers, P., Jonassen, D. & Mayes J.T. (Eds) (1992) Cognitive Tools for Learning, Heidelberg, FRG: Springer-Verlag.
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 19
PBL as Ingredient for Blended Learning
Both face-to-face, collaborative and web-based learning demonstrate that ‘variety’ and ‘t for
purpose’ are values in itself. It is a good moment to include PBL as one of the ingredients for effective
VET. Once vocational education targets a broader learning- and developmental process, PBL can be
catalytic for didactic innovation; it stimulates VET designers and teachers to take a wider range of
instructional practices into consideration.
PBL is mainly a didactical measure to re-install the learner as owner of his/her own learning process.
1.6 Contexts and cases in project
partners’ countries
GERMANY
In Germany, the education policy debate and changes in light of PISA 2000 were intense (e.g. Ertl,
2006). Confronted with lower-than-expected results in student performance, PISA triggered a
sustained public debate about education policy and reform that came to be known as ‘PISA shock’.
Th e PI SA -i ns p i re d deb a t e ov e r pu bl i c e du ca t i on ha s res u l t e d in a r an g e of si gn i c a nt re fo r m m ea s u re s ,
including generating national standards and establishing further support for disadvantaged students,
especially those from immigrant backgrounds (Ertl, 2006).
Germany, for example, initiated signicant education policy reforms in response to lower-than-
expected results (Bieber, 2010; Niemann, 2010).
PISA results are used as an external trigger for large-scale public debate on education and relatively
rapid policy dialogue and policy change (e.g. Germany and Denmark).
The nature of the changes to policy or practice in Germany:
• Revision of curriculum standards, often to include and emphasise PISA-like competencies
• PISA was judged to have played a signicant role in highlighting the need to initiate further
national/federal assessments in order to strengthen the evaluation and monitoring of student
learning outcomes
• PISA was used to monitor the performance of the 16 federal Lander in 2000, 2003 and 2006.
Since the initial of a national assessment in 2009, PISA has no longer been used for this level
of monitoring.”
Creative Problem Solving Methodology GuideIV4J
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The validation study in PISA/Germany demonstrated the feasibility of both paper-pencil- and
computer- based instruments for p roblem solving assessment i n transfer domains. These instru ments
address competencies which are clearly distinct from literacy domains. As expected, the following
propositions have been supported:
1. There is no way to de ne a general, unique “problem solving competence”. Rather, problem
solving assessment produces a pro le of competencies, varying in terms of context and
setting (complexity).
2. Problem solving indicators, especially those based upon paper-and-pencil-tasks, are strongly
correlated with reasoning, which in fact is the core of problem solving.
3. Strategy indicators derived from students’ behaviour in simulated environments do provide
speci c additional information. The national enhancement in PISA/Germany will include
cross-curricular problem solving also for the main study in year 2000. It has been decided to
use a written test (project tasks), a co-operative problem situation, and – for a sub-sample
of about 800 students - two computer based tests (space game and ecological simulation).
Based on this work and similar work done in other assessment projects, it seems reasonable
to set up an international framework which integrates both domain-speci c and cross-curric-
ular problem solving. On the international level, new challenges will arise, such as the ques-
tion of culture-fair testing. However, theoretical concepts as well as assessment techniques
are ready for new developments.
IRELAND
Having reviewed Ireland’s education and skills
policies and strategies there is no formal
statement regarding creative problem solving
and VET. There are a number of oblique
references to ‘problem solving skills’ but
nothing very speci c, or speci c to VET. That
being said there are some initiatives.
Adapt - Problem-Solving Initiative
‘The ADAPT Centre for Digital Content
Technology presents the Problem-Solving
Initiative (www.problemsolving.ie). This two-year (2016-2017) nationwide initiative is funded
by Science Foundation Ireland and is designed to help raise the Irish public’s awareness of and
appreciation for the importance and applicability of problem-solving skills across science, the
economy and society, promote STEM career pathways for those who enjoy solving problems,
encourage people of all ages to hone their lateral-thinking skills and, create enthusiasm within
the Irish public for problem solving by engaging people directly with exciting puzzles and mind-
bending challenges’12.
The main activities of the initiative are ‘An extensive public awareness campaign to highlight and
provide examples of the economic and social bene t of a strong problem-solving workforce, and
exemplify careers requiring problem-solving skills…A family-friendly Problem-Solving Festival
that invites public to “test their minds” with fun problem-solving activities in Dublin Castle on 5th
12 http://problemsolving.ie/about-us/
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wp-content/uploads/2016/07/PSI-Logo.png? t=300%2C178
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 21
August 2017…Mind-bending puzzles made available to the public and shared via social media.
A copy of their Problem Solving Initiative yer can be seen at http://problemsolving.ie/wp-content/
uploads/2016/08/PSI-Trifold-AW.pdf’.
ADAPT Centre is a combined programme of all the universities in Dublin and is funded by the
Government and thus represents an ocial programme promoting creative problem solving
techniques.
Other CPS activities
There are a number of privately-run programmes in Ireland relating to the improving CPS skills. The
Irish Management Institute (IMI) runs a two-day professional programme on ‘Innovative problem
Solving’13. A number of other consultancy/training programmes address problem solving. However,
these are professional programmes aimed at managers and are expensive programmes which are
not available for the majority of citizens interested in VET.
FINLAND
Creative problem solving is one of the life- long learning skills and it is integrated as a learning
method in the vocational qualications in the Finnish VET system. It relates closely both to the
vocational subjects and to the general subjects like languages and maths. All life-long learning skills
aim to support students to become independe nt and condent citizens and par ticipants in the global
and national labour market.
Creative problem solving aims also at developing individuals’ activity, entrepreneurial thinking,
motivation and persistence. It has been noticed, e.g. given by PISA, that the motivation is one of
the main factors when solving problems. The relation between the signicance of the results and
motivation was remarkable.14
According to the PISA results, the differences between regions and different schools in Finland are
not signicant. The differences between girls and boys as well as between migrants and Finnish
students are a challenge that has been perceived on a national level.15
Positive and creative problem solving skills are also key factors when developing a more tolerant and
human atmosphere in Finland. This tolerance for the humanity and for foreign cultures is one of the
aims in all school curricula in Finland.16
13 http://www.imi.ie/short-programmes/business-and-functional/innovative-problem-solving/
14 PISA 2012 - ongelmanratkaisu - Opetus- ja kulttuuriministeriö - http://minedu.fi/documents/1410845/4085481/
PISA+12+ongelmanratkaisu.pdf/e3648d19-152b-46bb-952d-50f855221e91
15 PISA 2012 ENSITULOKSIA tutkijoiden esitys - http://minedu.fi/documents/1410845/4085481/PISA12+esitys.pdf/
e48c95dd-e327-4a4f-9537-6c1c8e7535ba
16 RAKENTAVAA VUOROVAIKUTUSTA http://www.oph.fi/download/182479_rakentavaa_vuorovaikutusta.pdf
Creative Problem Solving Methodology GuideIV4J
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Case: OMNIA
The City of Espoo enhances creative problem
solving in a most interesting way: The Urban Mill
located at the Aalto University Campus in Espoo
Innovation Garden. Urban Mill is a place for
innovations, innovators, students, professors
and entrepreneurs. It is an environment that is
intentionally designed for the use of different
actors to solve problems related to urban life. New, innovative solutions are created, piloted and put
in practice by teams and by individuals in Urban Mill. From there the innovations can be spread into
the daily life of citizens or companies17.
Creative problem solving is also an integral part of vocational training in Omnia. Mixed groups of
students from different vocational elds and from different levels (e.g. VET students, polytechnic
students and university students) solve problems given from entrepreneurs, teachers or
municipalities in teams. Entrepreneurial thinking and acting is part of the teamwork. Problems and
solutions related to real life situations motivate and encourage the students to come out of the
box and think in a creative way. These multi-sectoral and blended teams are an excellent example
not only of creative problem solving, but also of the professional teamwork that is the keyword f
working life today18.
ITALY
Italian Minister of Education is trying to introduce an integrated programme named “Atelier Creativi”
(Creative workshops/laboratory). The aim is to valorise the laboratory didactics as places where to
meet knowledge and makers. The local laboratories are transformed in places centred on innovation
and creativity. The budget assigned to this action, in the 2016 - 1st call was € 28.000.000.
Atelier design should be focused on19:
• TALENTS: mix of creativity and crafting
– leave space to creativity, practical
problem-solving, con dence with hand-
works
• LANGUAGES: humanistic but also
numeracy – discover the language of
children in order to know the surrounding
reality
• COMPETENCES: autonomy and
relationship (depending on the age the
learners and ever in a collaborative design
process)
17 further info at https://urbanmill.org/english/
18 https://wiki.metropolia.fi/display/teiniminnoesp/In+English
19 “Atelier creativi e laboratori per le competenze chiave” - ww w.istruzione.it/allegati/2016/Allegato _1.pdf
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which may be made of the information contained therein. 23
• METHODOLOGIES: process and products - take care about didactical process but also about
concrete nal outcome useful for the motivation and the self-evaluation
• KNOWLEDGE: interdisciplinary approach – curricula design – cross-collaboration in the
laboratories and digital citizenship competences
• DISCOVERINGANDRESEARCH: observation, research, experimentation, invention – in
immersive and virtual environment
• TOOLSANDINSTRUMENTS: crafts and technology
• MATERIALS: curricula and materials
NETHERLANDS
Particularly in the last few decades, Dutch primary and secondary
education has been shifting towards ways of teaching and
learning that go beyond mere reproduction of facts. Thanks to
the fact that schools in the Netherlands are characterised by
great autonomy, the Pupils are increasingly encouraged to think
about and reach a meaningful understanding of the world they
live in (e.g., Vermunt, 1992; Bransford & Brown, 2000; Iran-Nejad,
McKeachie & Berliner, 1990; Vermetten, Vermunt, & Lodewijks,
1999).20
The most obvious source of good practice in PBL in The
Netherlands can be found in the medical training by the University
of Maastricht as it targets future general practitioners to become
keen on diagnosing patients’ underlying pathology rather than
just matching medication to symptoms.
The essential web site that brings both the theoretical
underpinning and realistic impressions is described at: https://
www.maastrichtuniversity.nl/education/why-um/problem-
based-learning
20 Radboud Teachers Academy - Radboud University, Nijmegen - Research Programme 2016 – 2021: “Cultivating Creativity In
Education Interactions Between Teaching And Learning”
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thumb/5/5b/Logo_UniMaastricht.
svg/2000px-Logo_UniMaastricht.svg.png
Creative Problem Solving Methodology GuideIV4J
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EUROPE
Several Erasmus+ projects were dealing with
the creativity.
A project that is relevant and it is also recognised
as Success Story and Good Practice Example
by the EC is: HANDS-ON ICT: LEARN, PRACTICE,
TEACH CREATIVITY AND ICT21. The website of
the project is: http://www.handsonict.eu/
The project funded under LLP and it aims to facilitate the inclusion of ICT tools in education via 2
main outcomes:
• a MOOC for teachers training in creativity techniques with the support of ICT tools following a
learning design studio approach
• a toolkit for face-to-face workshops.The course has a 5-week MOOC format putting the
educators in the position of a learning designer and encouraging a hands-on approach
that ensures that they get the necessary practice to use these tools and techniques in their
classrooms afterward.
The HANDSON MOOC is particularly well suited for the Continuous Professional Development (CPD)
of educators from the three sectors Vocational Education and Training (VET), Higher Education (HE)
and Schools, and represents an opportunity of becoming part of a large network of teachers who
have shown to be knowledgeable peers.
The HANDSON toolkit is a short version of the MOOC to facilitate the usage of the HANDSON
outcomes and it is targeted to short, face-to-face teacher training activities. Both products – the
MOOC and the toolkit – provide hands-on and intense experiences during which educators design
an ICT-based learning activity.
21 A summary and short description is published on Erasmus+ Project Results Platform by EC at: http://ec.europa.eu/pro-
grammes/erasmus-plus/projects/eplus-project-details-page/?nodeRef=workspace://SpacesStore/172af29e-66c0-4ba6 -9034-
fa84b93dd379
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e European Commission support for the production of this publication does not constitute an endorsement of the
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which may be made of the information contained therein. 25
Chapter 2. CPS
Methodology for
VET – Introduction
and Approach
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2.1 What is Creative Problem
Solving (CPS)?
Noller22 in 1979 tried to give a denition to Creative Problem solving starting from the three words it
is composed by:
CREATIVE
CREATIVE is about having an element of newness that is relevant to anyone that wants to create a
solution. It implies to bring into a situation something that was not there before, that has elements
of newness.
About CREATIVITY: it refers to the introduction of something in a context that has value. It is
important not to confuse creativity and ART, even though ART is usually new and has value. In
this specic project, creativity is about new ideas and not about the creativity of art that involves
aesthetic, excellence and skills/attitudes that cannot be learned.
PROBLEM
Noller dened a PROBLEM as any situation that presents a challenge, offers an opportunity, or is
a concern to the solver. In effect, the Cambridge Dictionary denes PROBLEM as a situation that
causes diculties.
AboutPROBLEM: Peter Honey, a psychologist, denes a problem as the difference between what
you’ve got and what you want.
22 Noller, R.B., Scratching the surface of creative problem solving: A bird’s eye view of CPS, Buffalo, NY: DOK, 1979
e European Commission support for the production of this publication does not constitute an endorsement of the
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which may be made of the information contained therein. 29
SOLVING
SOLVING is immediately connected with PROBLEM. It is devising ways to answer, to meet, or to
satisfy a situation by changing self or situation.
AboutSOLVING: in stressful situations, it’s natural to just go with the rst good solution emerging
from an analogical reasoning. It is in fact natural to look for an answer/action to stop or remove the
problem.
A denition
In effect, the Creative Problem Solving is a lot more than 3 words put together and in reality, it could
be dened as follows:
It is a methodology based on a multidisciplinary approach dealing with the
role of creativity, innovation and problem solving in various situations of
daily life
PISA and Problem-Solving competences
A good starting point to understand the meaning of CPS is coming from the methodology developed
by OECD23 for the implementation of the Programme for International Student Assessment (PISA) –
cited also in chapter 1 of this guide.
PISA 2012 denes problem-solving competence as:
“…an individual’s capacity to engage in cognitive processing to understand
and resolve problem situations where a method of solution is not immediately
obvious. It includes the willingness to engage with such situations in order to
achieve one’s potential as a constructive and reflective citizen.”
ref. http://www.oecd.org/pisa/keyndings/pisa-2012-results-volume-v.htm
From this denition, it is possible to identify some key elements:
First, an individual’scapacit ytoengageincognitiveprocessingtounderstandandresolveproblem
situations: Problem solving begins with recognising that a problem exists and establishing an
understanding of the nature of the situation. It requires the individual or group to identify the specic
problem(s) to be solved, plan and carry out a solution, as well as monitor and evaluate progress
throughout the activity. The verbs “engage, understand and resolve” underline that, in addition
to the explicit responses to problems, the assessment measures individuals’ progress towards
23 OECD is the Organisation for Economic Cooperation and Development that promotes policies that will improve the eco-
nomic and social well-being of people around the world
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solving a problem, including the strategies they employ. Where appropriate, these strategies are
tracked through behavioural data captured by a computer.
Second, where a method of solution is not immediately obvious. This part of the denition
corresponds to the denition of the “problem” as a situation in which the goal cannot be achieved by
merely applying previously learned procedures (Mayer, 1990).
Third, … it includes the willingness to engage with such situations. Thi s la s t sentence of th e de nition
underlines that the use of knowledge and skills to solve a problem depends on motivational and
affective factors as well (Mayer, 1998; Funke, 2010). It follows that students’ willingness to engage
with novel situations is an integral part of problem-solving competence. Motivational and affective
factors are a distinct focus of the background questionnaire, which uses students’ answers to
measure their perseverance (whether they agree or not with the statement “When confronted with a
problem, I give up easily”, and other similar statements) and openness to problem solving (“I like to
solve complex problems”).
2.2 Blocks to Creativity
Again, it is essential to understand that the creativity we are talking about in this guide is the
“creativity of ideas”. The creativity of ideas is continuously under attack because there are some
kinds of blocks.
There are 2 kinds of blocks to creativity:
• Individual
• Environmental/Organisational
About the individuals blocks24, it is important to analyse the following
ones:
• Mindsets
• Perceptual blocks
• Cultural blocks
• Emotional blocks
Mindsets
A mindset is a condition where an individual is over-sensitized to some part of the information
available at the expense of other parts. It is about being locked into a familiar way of looking at
the world that could drive in the failing to see other options. The effect is making assumptions and
approach a problem from a limiting premise.
It is very useful in most of the situations, to avoid dangers and act properly after a process of learning
from experience but it could limit the possibilities to nd alternatives. Sometimes we have to step
into the unknown in order to discover further and maybe more valuable opportunities.
24 Tony Proctor, Creative Problem Solving for Managers: Developing Skills for Decision Making and Innovation, Routledge;
3rd edition, 2010
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which may be made of the information contained therein. 31
Perceptual blocks
The perceptual blocks are about the way our brain is perceiving the outside world.
It is possible to stimulate the focus and de-focus activity in order to perceive the reality as it is in a
whole vision.
Cultural blocks
The culture and the society where anyone lives is inuencing and blocking the creativity e.g. values
in a society restricting the ways to behave.
It is possible to start by changing a little the ordinary habits (e.g. the pathway to come back home,
the place where to sit at dinner) in order to be ready for creativity whenever it needs.
Emotional blocks
It is about an intimate block that could become evident with a feeling to get trapped by own thinking.
Creativity usually is intense and sometimes it’s not a comfortable pursuit. Faced with the unknown,
it is normal to be scared of the what it is possible to discover or reveal.
Sometimes it is necessary to face the worst and come through the other side. There are a lot of
things and activities that could help — such as routine, commitment, and meditation.
2.3 Why is CREATIVE PROBLEM
SOLVING important in VET
and in Education?
In Vocational Education and Training it is essential to understand that the focus is about the
willingness to increase employability opportunities.
Usually, when a person is approaching to VET, he/she is dealing with a demand of skills not explored
and reached up during the formal learning pathway.
As described in the 1st chapter, there is not a structured way to teach some skills, dened as soft
skills, in the formal learning environment.
About SOFT SKILLS25: Wikipedia is describing Softskills as a combination
of people skills, social skills, communication skills, character traits, attitudes,
career attributes, social intelligence and emotional intelligence quotients
among others that enable people to effectively navigate their environment, work
well with others, perform well, and achieve their goals with complementing
hard skills.
25 https://en.wikipedia.org/wiki/Soft_skills
Creative Problem Solving Methodology GuideIV4 J
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The Collins English Dictionary defines the term “soft skills” as “desirable
qualities for certain forms of employment that do not depend on acquired
knowledge: they include common sense, the ability to deal with people, and a
positive flexible attitude.”.
In 2010, IBM launched a survey involving more than 1,500 Chief Executive Ocers from 60 countries
and 33 industries worldwide, chief executives26. It emerged clearly they believe that - more than rigor,
management discipline, integrity or even vision - successfully navigating an increasing complex
world will require creativity. CEOs are confronted with massive shifts – new government regulations,
changes in global economic power centers, accelerated industry transformation, growing volumes
of data, rapidly evolving customer preferences – that, according to the study, can be overcome by
instilling “creativity” throughout an organization.
Also European Commission is declaring the creativity, together with the innovation, as essential in
one of the four strategic objectives detected in the strategic framework for European cooperation in
education and training (known as ‘ET 2020’ ).
Themainchallengeisthatthereisnotauniquewaytoteachcreativity.
Nevertheless,thegoodnewsisthatthecreativityoftheideas,asintendedinthisguide,issomething
that can be taught learned and practiced in large contexts such as the one we are analysing now:
vocationalenvironment.
IV4J, the partnership that has created this guide, believes that CPS is useful in VET mainly in:
• Designing the vocational environment and programmes
• Supporting the learning of some practical skills
• Orbit-shifting the educational environment in the implementation and delivery of a training
course
26 IBM 2010 Global CEO S tudy: Creativi ty Selected as Most Crucial Factor for Future Success - ht tps://ww w-0 3.ibm.com/
press/us/en/pressrelease/31670.wss
e European Commission support for the production of this publication does not constitute an endorsement of the
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which may be made of the information contained therein. 33
Chapter 3. Divergent
And Convergent
Thinking
Creative Problem Solving Methodology GuideIV4 J
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3.1 Creative
Thinking
In order to start to discover the Creative Problem
Solving methodology it is essential to analyse
the creative thinking and how it works.
Everything we use has been invented by
someone such as alarm clocks, internet, radios,
pens, buttons, movie theatres etc. All those
inventions resulted when someone were faced
with a problem or saw an opportunity and
created a way to bring their innovation to the
world27.
The creative thinking is about the ability to break the patterns and traditional way of thinking to be
able to start thinking in a creative way.
3.2 Creative Thinkers
Following, some characteristics of creative thinkers could include28:
1. They are communicators.
2. They are open-minded to criticism, ready for new solutions and ideas, and not afraid of eval-
uating alternative ideas. They will to learn from both successes and mistakes, being able to
grow and develop.
3. They are risk-takers, resilient and they aren’t afraid of taking a chance. They know that leav-
ing a comfort zone is sometimes necessary to succeed, even if it means facing the unknown.
4. They are knowledgeable, because only by understanding of things and situations, you could
develop a background story. Knowledge allows to see the full picture about the sector they
work in. They are experts in what they do, and the concept of lifelong learning is what they
base their expertise on.
5. They are exible to changes and think outside the usual patterns and they aren’t afraid of
changing their method of work, and they are good at working with others.
27 Tina Seelig, inGenius – a crash course on creativity, HaperC ollins Publishers, 2012
28 http://inkbotdesign.com/creative -thinking/
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which may be made of the information contained therein. 37
3.3 Creativity and innovation
What is the difference between creativity and innovation?29
There is confusion about the difference between creativity, innovation and invention:
Creativity is the capability or act of conceiving something original or unusual
Innovation is the implementation of something new.
Invention is the creation of something that has never been made before and is recognized as the
product of some unique insight.
3.4 Creating the conditions for Creativity
An interesting approach is the one used by Steven Johnson, in his book “Where Good Ideas Come
From: The Natural History of Innovation”30 31
He investigated about seven key patterns behind genuine innovation that recur whenever a creativity
is emerging.
The Seven Patterns of Innovation identied by Johnson are:
1. TheAdjacentPossible: each innovation is able to open up new ideas to be explored. New
ideas are built out of existing ideas – an example is Gutenberg developing his printing press
borrowing ideas from a wine press.
2. LiquidNetworks – the development of ideas is coming from a large number of ideas to be
connected to ideas you already have in your brain. This was seen during the owering of the
Renaissance and in Silicon Valley. Individuals get smarter if they are in ideas rich environ-
ments. Most brilliant ideas have messy beginnings and the best environments are where
people can meet and share ideas.
3. TheSlowHunch- most ideas start with vague hunches and the ideas sometimes take years
to be realised – at this point the conclusion may come in a ash- the eureka or light bulb
moment. Contrary to popular thought, the ideas take time to be developed – Darwin nally
understanding the theory of evolution is a point in case. The modern work environments un-
der continuous pressure are destructive to the development of such kind of thinking and they
are not giving the right time to pick up on hunches.
4. Serendipity –the power of accidental connections. Serendipity is made up of happy acci-
dents that completes hunch or opens up a new adjacent possible. Such ideas ll in gaps in
the puzzle. The challenge is to develop ideas that foster these serendipitous connections.
Serendipitous moments often happen at the oddest moment –while out on a walk or read-
29 http://www.destination-innovation.com/what-is-the-difference-between-creativity-and-innovation/
30 http://leading-learning.blogspot.it/2012/07/creating-conditions-for-creativity.html
31 Steven Johnson, Where good ideas come from – The seven patterns of innovation, Penguin 2011
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ing a book. Organisations such as Google are experimenting developing ideas to develop
such serendipity to give good ideas opportunities to connect.
5. Error – great successes are developed through errors. Flemming discovered penicillin by
accident but he was up to taking advantage of it – to learn through error. ‘Error often creates
a path that leads you out of comfortable assumptions’. ‘Being right keeps you in place. Being
wrong forces you to explore’.
6. Exaptation- borrowing and connecting. Once again Gutenberg modifying wine presses
comes to mind. Gutenberg was not interested in wine – he was interested in words but he
borrowed an idea from another older technology. The history of innovation abounds with
exaptation including the World Wide Web – a sort of mental cross fertilisation. Chance fa-
vours the connected mind.
7. Platforms- environments that allow innovation. A coral reef provides a platform, or habitat,
for a diversity of life to evolve. Platforms open doors to the adjacent possible.
3.5 Divergent and Convergent thinking
Joy Paul Guilford, an American
psychologist, in 1967 developed
an interesting approach in the
description of the creative thinking.
He invented the terms convergent
thinking and divergent thinking.
Divergent thinking is a thought
process or method used to generate
creative ideas by exploring many
possible solutions.
It is often used in conjunction with its cognitive colleague, Convergentthinking, which follows a
particular set of logical steps to arrive at one solution, which in some cases is a ‘correct’ solution.
By contrast, divergent thinking typically occurs in a spontaneous, free-owing, ‘non-linear’ manner,
such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are
explored in a short amount of time, and unexpected connections are drawn. After the process of
divergent thinking has been completed, ideas and information are organized and structured using
convergent thinking.32
One of the principal elements of Divergent Thinking is the ability to generate novel ideas in a short
period of time. Divergent thinking also means being able to think outside the box, making associations
that seem less possible to others. Divergent thinking also implies originality and the ability to come
up with additional details regarding a potential solution.
It is important to understand that, in effect, both divergent and convergent thinking contribute to the
gaining of creative insight.
32 https://en.wikipedia.org/wiki/Divergent_thinking
https://gratisography.com/
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which may be made of the information contained therein. 39
Chapter 4. CPS
implementation:
Creative methods
and models for
VET with practical
solution and tips
Creative Problem Solving Methodology GuideIV4 J
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In this chapter are going to be presented several tools and approaches:
1. Think Outside The Box (approach)
2. Lateral Thinking and the Six Thinking Hats (methodology + tool)
3. Collaborative Problem Solving (methodology)
4. Mind Mapping (tool)
5. Brainstorming (tool)
6. Constraints (tool)
The layout used is the following:
a) 1 page as OVERVIEWreplying to the following questions:
a. What is?
b. Why is it useful in VET?
c. What are the multidisciplinary details?
d. Links
b) DESCRIPTION pages: it consists in further in-depth analysis of the approach and of the
tool, enriched by the effective implementation aspects such as the support in designing the VET for
job. There is also space for the description and links to some cases – this could help to foster the
effective implementation for the stakeholders interested in.
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4.1 Think Outside The Box (approach)
OVERVIEW:
1. What it is?
Thinking outside the box is about a thinking process, which comprehends the implementation of
an unusual approach to the logical and ordinary thinking structure. It’s a procedure which aims to
escape from relational reasoning and thinking33.
2. Why is it useful in VET?
Because the formal educational system is
pushing the students to think in a more rational
way (e.g. 1 problem = 1 solution) but the reality
in the world is completely different and a lot
more dicult.
3. What are the multidisciplinary
details?
Psychology, Creative thinking, Sociology,
Behavioural Sciences
4. Links
https://en.wikipedia.org/wiki/Thinking_
outside_the_box
https://www.youtube.com/watch?v=bEusrD8g-
dM
https://www.aplusclick.org/ThinkOutsideTheBox.htm
DESCRIPTION
Think Outside The Box means to think beyond usual ways of thinking.
The term “box” represents the constraints of our traditional or standard way of thinking.
So, in reality, to think outside the box is about thinking in novel ways, to be provocative in developing a
concept or to see a problem and view it and design a solution in a different way than we usually do it.
33 “Relational thinking and relational reasoning: harnessing the power of pat terning”. Nature. Patricia A Alexander. 2016.
Retrieved 27 January 2017.
designed by Newelement - Freepik.com
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The main reason we think inside the box is because the brain forms patterns and every time we are
faced with an issue the brain taps into those patterns to come up with a solution.
This is a capability that has to be worked at – we’re all used to our respective boxes. However, by
continually searching for ideas, different ways of addressing the problem we’re faced with, we can
get outside the box.
Through thinking outside the box “failure” does not exist, what exists are learning experiences.
Indeed some leading US companies promote slogans such as fail and fail cheaply.
HOW TO
An interesting description of the approach is described in a Wiki: “How to Think ‘Outside the Box’”34.
So you’ve been asked to think outside of the box for work, or you really want a creative idea for your
new novel? Not to worry! Thinking outside the box, like any skill, is one that can be developed through
practice.
To get started developing your creative thinking skills, it is essential to Change your space.
It’s important to get away from all the typical routines in order to foster creativity. The idea of changing
it up is a common one amongst successful and creative thinkers. This means that you either create
a specic ritual around creativity, or that you simply nd a way to take a break.
• Takeashower. There is something weirdly conducive about showering, as anyone who’s had
that amazing idea while stuck in the shower (only to forget it when you nally locate a pen and
paper). If you’re stuck on an idea, hop in the shower, with a pen and some paper handy and see
what comes up.
• Goforawalk. Like showering, something about walking fosters creativity. Whether it’s taking
a walk as a prelude to getting started with your creative project, or as part of the project itself,
taking a walk will help get those creative juices owing. Steve Jobs used to hold walking
meetings to brainstorm ideas. Tchaikovsky took several walks around his village before
working on his latest creation.
• Create psychological distance between your normal routine and the time for creativity. Writer
Toni Morrison always watched the sun come up in the morning before she would begin writing.
She felt that this enabled her to access her creativity.
IMPLEMENTATION IN VET – TIPS AND EXERCISE
TIPS
• “Think Outside The Box” should be used since the designing of a VET course by giving an
important space in the schedule to the “creative thinking”.
• It could be useful to understand the creative patterns, explain what “Think Outside The Box”
really means and help the students to understand that the creativity is something that could be
learned and trained daily.
34 https://www.wikihow.com/Think-%27Outside-of-the-Box%27
e European Commission support for the production of this publication does not constitute an endorsement of the
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which may be made of the information contained therein. 45
• There are several ways to introduce the Thinking Outside the Box: it could be introduced by
pushing to turn something upside-down both physically and metaphorically. This change
in the orientation of things could hide the more obvious solutions and make alternative
possibilities emerge. For example, you might ask what a problem would look like if the least
important outcome were the most important, and how a student would then try to solve it.
• Let student to understand the power of daydreaming that could help to make connections,
form patterns and recall information. In 2012, researchers found that letting the mind wander
can lead to better creative problem solving. This concept coul be used as effective way to
introduce the approach in VET classes.
• Another possible qway to implement in VET this approach could be connected with the
consideration oft he worst-case scenario as it forces to go over the fear that could block the
creativity.
EXERCISE
It is possible to include some funny and engaging exercises the students
could be asked to do such as:
YouareassignedbyyourVETclassasamotivatorintheactivationoftheparticipation.
How can you attract the attention of your peers?
Beprovocativeandtrytondoutalternativewaystodetecttheattentionintheclass.
4.2 Lateral Thinking and the Six
Thinking Hats (methodology + tool)
OVERVIEW:
a. What it is?
Lateralthinking was coined in 1967 by Edward de Bono, a Maltese physician, psychologist, author,
inventor and consultant psychologist. It is concerned with solving problems through an indirect and
creative approach, using reasoning that is not immediately obvious and involving ideas that may not
be obtainable by using only traditional step-by- step logic.35
Edward de Bono invented a technique useful to train and develop the lateral thinking: “The Six
ThinkingHats”. It is a tool for group discussion and individual thinking involving six colored hats.
The approach is based on the assumption that when people think about complex issues, they are
overcrowded with emotions, logic, data, hopefulness, and creativity.
b. Why is it useful in VET?
The Six Thinking Hats is a well-known method used in pedagogy to understand the student’s behavior.
It is an engaging and funny way to introduce the creative thinking.
35 https://en.wikipedia.org/wiki/Lateral_thinking#cite_note-1
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c. What are the multidisciplinary details?
Psychology, Lateral thinking, Educational Sciences
d. Links
https://www.edwdebono.com/lateral-thinking
http://www.debonothinkingsystems.com/tools/lateral.htm
DESCRIPTION
LateralThinking
Compared to the “Think Outside The Box” is similar but in this case it is a deliberate provocation in
order to
move from one known idea to creating new ideas.
Lateral thinking36 is more concerned with the “movement value” of statements and ideas. A person
uses lateral thinking to Edward de Bono denes four types of thinking tools:
• idea-generating tools intended to break current thinking patterns—routine patterns, the
status quo
• focus tools intended to broaden where to search for new ideas
• harvest tools intended to ensure more value is received from idea generating output
• treatment tools that promote consideration of real-world constraints, resources, and support
36 Edward de Bono, Lateral Thinking: A Textbook of Creativity, Penguin 2009
image: pixabay.com - https://pixabay.com/en/human-hand-company-paper-solutions-3131802/
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 47
Six thinking Hats
The premise of the method is that the human brain thinks in a number of distinct ways which can
be deliberately challenged, and hence planned for use in a structured way allowing one to develop
tactics for thinking about particular issues. De Bono identies six distinct directions in which the
brain can be challenged. In each of these directions the brain will identify and bring into conscious
thought certain aspects of issues being considered (e.g. gut instinct, pessimistic judgement, neutral
facts). None of these directions is a completely natural way of thinking, but rather how some of us
already represent the results of our thinking.37
Since the hats do not represent natural modes of thinking, each hat must be used for a limited time
only.[citation needed] Also, some will feel that using the hats is unnatural, uncomfortable or even
counterproductive and against their better judgement.
A compelling example presented is sensitivity to “mismatch” stimuli. This is presented as a valuable
survival instinct, because, in the natural world: the thing that is out of the ordinary may well be
dangerous. This mode is identied as the root of negative judgement and critical thinking.
Six distinct directions are identied and assigned a color. The six directions are:
37 https://en.wikipedia.org/wiki/Six_Thinking_Hats
ManagingBLUE
what is the subject? what are
we thinking about? what is
the goal? Can look at the big
picture.
InformationWHITE
considering purely what
information is available, what
are the facts?
EmotionsRED
intuitive or instinctive gut
reactions or statements of
emotional feeling (but not any
justication)
DiscernmentBLACK
logic applied to identifying
reasons to be cautious and
conservative. Practical,
realistic.
OptimisticresponseYELLOW
logic applied to identifying
benets, seeking harmony.
Sees the brighter, sunny side
of situations.
CreativityGREEN
statements of provocation
and investigation, seeing
where a thought goes. Thinks
creatively, outside the box.
https://www.vecteezy.com/vector-
art/121910-bonnet-and-hat-vector-icons
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HOW TO
Let’s try to think about yourself, which two hats do you feel most comfortable using?
During your daily life, let’s try to use only 1 hat at once and think about how your behaviour is changing.
It is engaging to understand how to watch the reality trying to walk in different shoes as usual and
discover different perspective of a situation or of a problem.
IMPLEMENTATION IN VET – TIPS AND EXERCISE
TIPS
• Pragmatists and theorists work best when they are offered a systematic thinking, so it is
essential to understand that the challenge in this case is rst in the teachers (often pragmatic
and theorist) and then in the students – so let the teachers to understand and experience the
lateral thinking in advance and give the right time to assimilate the methodology and then
introduce it in the classes
• While using the Six thinking Hats in the class, remember ever to start and end with the blue hat
(the managing one) in order to be more effective in the use of the tool
• Remember that there is no right sequence in the use of the Thinking Hats
• In the VET class is not necessary, if deemed not necessary, to use all the 6 Thinking Hats
• Let’s start by describing the Six Thinking hats and build up a more condent feeling by asking
to the students which two hats do you feel most comfortable using?
EXERCISE
A possible exercise is to let the students to use all the thinking hats by detailing:
‐a possible context
‐providing a question/ a problem to be faced
‐describe the possible actions but only by wearing a single hat at once
Attention: Since the hats do not represent natural modes of thinking, each hat must be used for a
limited time only.
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 49
4.3 Collaborative Problem
Solving (methodology)
OVERVIEW:
a. What is?
The capacity of an individual to effectively engage in a process whereby two or more agents attempt
to solve a problem by sharing the understanding and effort required to come to a solution and pooling
their knowledge, skills and efforts to reach that solution38(OECD, 2015)
b. Why is it useful in VET?
• Collaborative problem-solving is listed by OECD as one of the critical and necessary skill
across educational settings and in the workforce
• Since Collaborative problem-solving is rarely taught in schools there is space for it in VET
because if it could reinforce knowledge and improve attainment.
c. What are the multidisciplinary details?
Psychology, Pedagogy, Sociology
d. Links
www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20
Solving%20Framework%20.pdf
http://www.nesta.org.uk/publications/solved-making-case-collaborative-problem-solving
https://nces.ed.gov/nationsreportcard/pdf/researchcenter/collaborative_problem_solving.pdf
38 OECD (2015) ‘Draft Collaborative Problem Solving Framework.’ Paris: OECD.
https://pixabay.com/en/team-motivation-teamwork-together-386673/
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DESCRIPTION
Collaborative problem-solving is an area of growing interest for those looking at the changing nature
of both the workplace and national labour markets, as demonstrated by the OECD’s inclusion of it in
their 2015 international education PISA survey (results released in 2016 and later in 2017).
Collaborative problem solving (CPS) is composed of two main elements: the collaborative, sharing,
or social aspects coupled with the knowledge or cognitive aspects. Thus, the primary distinction
between individual problem solving and collaborative problem solving is the social component39.
In collaborative problem solving there is a group goal that needs to be achieved, the solution
requires problem solving, team members contribute to the solution, and there is some foundation for
evaluating whether the group goal has been achieved. Moreover, the activities of the team members
are interdependent, with various roles, so that a single person cannot solve the group goal alone.
The collaborative activities therefore require communication, coordination, and cooperation.
The skills required for collaborative problem solving by OECD are included in the following Matrix:
1) Establishing
and maintaining
shared under-
standing
2) Taking appropri-
ate action to solve
the problem
3) Establishing
and maintaining
team organisation
(A) Exploring and
understanding
A1) Discovering
perspectives and
abilities of team
members
(A2) Discovering the
type of collaborative
interaction to solve
the problem, along
with goals
(A3) Understanding
roles to solve the
problem
B) Representing and
formulating
(B1) Building a shared
representation
and negotiating
the meaning of the
problem (common
ground)
(B2) Identifying and
describing tasks to be
completed
(B3) Describe roles
and team organisation
(communication
protocol/rules of
engagement)
(C) Planning and
executing
(C1) Communicating
with team members
about the actions to
be/being performed
(C2) Enacting plans
(C3) Following rules
of engagement, (e.g.
prompting other team
members to perform
their tasks)
(D) Monitoring and
reecting
(D1) Monitoring and
repairing the shared
understanding
(D2) Monitoring
results of actions and
evaluating success in
solving the problem
(D3) Monitoring,
providing feedback
and adapting the
team organisation
and roles
39 NCES, Collaborative Problem Solving: Considerations for the National Assessment of Educational Progress, 2017
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 51
HOW TO
During the design of the VET course, let’s think about making changes40 in terms of 3 different areas:
• The tasks design:
‐Carefully consider what knowledge is being introduced or applied.
‐Balance interdependence with individual accountability.
‐Structure task to promote right behaviours (e.g. reection time, roles).
• The teaching style:
‐Hint and ask pertinent questions, without giving the answer.
‐Monitor group and be change to willing to change them or handpick members.
‐Balance support and freedom.
‐Be patient: it may take time to embed
• Leadership support
‐Give staff time to design, embed and improve.
‐Familiarise with research, be an advocate externally (e.g. Ofsted, parents).
‐Monitor, evaluate progress and intervene as necessary.
IMPLEMENTATION IN VET – TIPS AND EXERCISE
TIPS
It should be necessary to introduce a careful attention to the physical and social organisation of
the class and of the groups the class is composed by (e.g. taking account of the number, gender
distribution, ethnicity)
• Don’t underestimate the group-working skills that should take time to be developed
• While selecting the tasks to be done in group, it is important to select a challenging task in
order to justify a collaborative work in group
• Take care to the role of the teacher to facilitate and monitor the process by leaving the right
place to the independent group-building dynamic
• While designing the VET course, take into account to balance carefully individual and
collaborative activities
EXERCISE
Let’s start by designing a possible activity to be done in collaborative way by the class. Consider to
divide the class in 2 or more groups if necessary. Give time to each group to present the results (even
as advance steps), collect feedbacks by peers.
Remember students to defer judgment while generating ideas – there are no correct or wrong ideas
– there are only alternatives.
40 Rose Luckin, Ed Baines, Mutlu Cukurova and Wayne Holmes with Michael Mann, Solved! Making the case for collaborative
problem-solving, NESTA 2017
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4.4 Mind Mapping (tool)
OVERVIEW:
a. What it is?
A mind map is a creative and visual tool used to outline information during a note-making process. It
is starting from a central subject and then, like a tree, there are branches connected by lines.
b. Why is it useful in VET?
It is a perfect way to take notes and unleash creativity. The combination of words and images is six
times better for remembering information than words alone.
It could be used to test if a student has learned some topics and the main meaning of the subjects.
c. What are the multidisciplinary details?
Art, Organisation and Management, Phycology
d. Links
https://en.wikipedia.org/wiki/Mind_map
http://www.mindmappingstrategies.com/mind-mapping.aspx
http://learningfundamentals.com.au/resources/
https://pixabay.com/en/woman-thoughts- girl-social-media-1169316/
e European Commission support for the production of this publication does not constitute an endorsement of the
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which may be made of the information contained therein. 53
DESCRIPTION
A mind map41 is a diagram used for visually outlining information using connections and levels to
generate ideas starting from a key word or a key idea.
In effect, a mind map is a diagram used to visually organize information.
A mind map is often created around a single concept, drawn as an image in the centre of a blank
page, to which associated representations of ideas such as images, words and parts of words are
added. Major ideas are connected directly to the central concept, and other ideas branch out from
those.
Mind maps can be drawn by hand, either as “rough notes” during a lecture, meeting or planning
session, for example, or as higher quality pictures when more time is available.
HOW TO
Mind map guidelines
Tony Buzan, a psychologist and writer, suggests the following guidelines for creating mind maps:
1. Start in the centre with an image of the topic, using at least 3 colours.
2. Use images, symbols, codes, and dimensions throughout your mind map.
3. Select key words and print using upper or lower case letters.
4. Each word/image is best alone and sitting on its own line.
5. The lines should be connected, starting from the central image. The lines become thinner as
they radiate out from the center.
6. Make the lines the same length as the word/image they support.
7. Use multiple colours throughout the mind map, for visual stimulation and also for encoding
or grouping.
8. Develop your own personal style of mind mapping.
9. Use emphasis and show associations in your mind map.
10. Keep the mind map clear by using radial hierarchy or outlines to embrace your branches.
TOOLS
Mind-mapping software can be used to organize large amounts of information, combining spatial
organization, dynamic hierarchical structuring and node folding.
Software packages can extend the concept of mind- mapping by allowing individuals to map more
than thoughts and ideas with information on their computers and the Internet, like spreadsheets,
documents, Internet sites and images. It has been suggested that mind-mapping can improve
learning/study eciency up to 15% over conventional note-taking.
41 en.wikipedia.org/wiki/Mind_map
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A simple tool to create a mindmap is Coggle: it is free and simple to use.
Website: https://coggle.it
IMPLEMENTATION IN VET – TIPS AND EXERCISE
TIPS
• It is better to start with a blank paper rather than with online tools
• It is not requested to draw –it is up to the student to decide how to represent his/her own mind
map.
• The results are going to be shown in the class and discussed within peers in order to increase
self-condence and active participation.
• Let’s try to use the mind mapping in the classroom on blank paper and then online thanks to
the tool “coogle” above mentioned
• Take the right time to describe the 10 mindmap guidelines in the class in ordert o increase the
effective use oft he tool
EXERCISE
For example, it is possible to create a mind map about the skills necessary in the job market and
highlight the ones each student has or would like to add to own personal portfolio.
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 55
4.5 Brainstorming (tool)
OVERVIEW:
a. What it is?
It is a tool to generate, in a group, creative conclusions for a specic problem by gathering a list of
ideas coming out spontaneously during a group session by its participants.
b. Why is it useful in VET?
It is useful to learn how to work in group and change attitudes and behaviour.
It is a well-known and diffused tool in business.
c. What are the multidisciplinary details?
Marketing, management, psychology, behavioural sciences.
d. Links
https://www.mindtools.com/brainstm.html
https://www.wrike.com/blog/techniques-effective-brainstorming/
http://tutorials.istudy.psu.edu/brainstorming/
designed by Freepik
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DESCRIPTION
Brainstorming was introduced by the creativity theorist Alex Faickney Osborn in 1953.
Brainstorming is a way to generate ideas within a group setting. It is usually used in the beginning
stages of a project, where the possibilities for the project are not clearly understood or dened. It
provides a quick means for tapping the creativity of a limited number of people for a large number of
ideas. The brainstorming environment fosters an uninhibited, non-judgmental explosion of ideas,
concepts, policies, decisions, and strategies. In brainstorming, all contributions are valid, and the
key to a successful session is to share as many ideas as possible without evaluating them.
Brainstorming sessions can be unstructured - that is, there may not be a moderator or facilitator.
Most sessions, however, are facilitated, structured discussions with guidelines to help the process
move along smoothly and allow a variety of perspectives and ideas to surface.
Watch out because “Brainstorming” is often confused with different things such as meet, discuss,
get together and talk in informal way, or have meetings . It is also essential to understand that there
are different tools than brainstorming to come to a more effective creative problem solving.
Osborn introduced 4 basic rules for “Brainstorming” :
1. CRITICISM is not permitted
2. FREE-WHEELING is welcome – it is necessary to not be afriad to come with weird ideas and
to say anything that comes into one’s mind
3. QUANTITY is required interms of ideas
4. COMBINATIONS and IMPROVEMENTS to emerging ideas should be tried out.
HOW TO
Following, some brainstorming techniques:
• Solicit quality ideas.
‐Rule: Encourage the generation of lots of creative ideas.
• Encourage everyone to participate.
‐Rule: Quantity is wanted - every idea is accepted and recorded. The more ideas, the more
to choose from and the more likely ideas will spark new ideas.
• Encourage freewheeling and expression of different ideas.
‐Rule: “Freewheeling” is welcomed. Freewheeling means the wilder the idea, the better. It is
always easier to tame an idea than to make one more exciting.
• Do not criticize or evaluate ideas.
‐Rule: Criticism is ruled out. Suspend judgment. Every idea is welcome without critique or
ridicule.
• Build upon other group members’ ideas.
‐Rule: Combination and improvement are sought. Ideas spark more ideas. Encourage
everyone to participate and to build upon the ideas of others in the group.
• Record ideas accurately during the session.
‐Rule: Record the ideas. It is crucial to record the ideas generated during a brainstorming
session.
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 57
There some variants to the classical brainstorming - created in order to maximize and overcome
some common problems - such as:
• Wildest-idea: it is way to assist the effective wayt to nd solutions by encouraging the freedom
to think and stimulate the creativity
• Stop-and-go: there are different sessions with a stop introduced every 3-5 minutes in order to
collect and gather the ideas emerged
• Round-robin: in this case rather than go out with ideas, the participants are asked to give a
contribution to some ideas
• Gordon-Little variations: (in order to avoid the blocks to the creativity, the problem is not
initially presented. The leader guides the participants to focus on some topics and situation
and then gradually is going to introduce more elements of the problem to be faced)
• Trigger method: usually used together with a classical approach. The process is:
‐Read the problem in concise and precise way to the participants
‐Ask each participants, individually, to write down some ideas about the problem (5
minutes)
‐The participants are going to read own ideas to the rest of the group
‐The ideas are discussed in group for about 10 minutes in order to develop variations and/
or new ideas
‐The process continues till all ideas are discussed
IMPLEMENTATION IN VET – TIPS AND EXERCISE
TIPS
Some tips about the problems of the brainstorming session:
- it is depending on the role of group leader within participants and moderators
- it is not effective for strategic decisions that needs a larger vision and further skills
- it is not good for high technical problems and people motivation
- it is important to underline that criticism and evaluation has to be postponed to the sessions
- sometimes it is possible to get lost in the process, so the moderator should take the control
of the process and push it back on the right path.
EXERCISE
It is possible to use the Trigger method to introduce in the class a problem to be solved via a
Brainstroming session – the problem could be close to the participants (e.g. more effective teaching
in VET for job).
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4.6 Constraints (tool)
OVERVIEW:
a. What it is?
Introducing an articial constraint in a situation could narrow the options in order force your brain to
think around this new environment and so you get somewhere different.
It is a tool but also an exercise to train your brain to become a better creative problem solver.
b. Why is it useful in VET?
It is a way to train the students to be able to solve complex problems – a skill required by the job
market and usually not explored during the formal education
c. What are the multidisciplinary details?
Psychology, behavorial sciences, marketing
d. Links
http://www.thinking-tools.co.uk/
https://pixabay.com/en/domino-hand-stop-corruption-665547/
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 59
DESCRIPTION
In an interview, the architect Frank Gehry, (builder of the Guggenheim Museum in Bilbao, Spain)
,declared that what really inspires his work were the limitations and the constraints.
Ian Atkinson, a business books writer, in his book: “The Creative Problem Solver” , analised 12 smart
tools to solve any business challenge. One of the tools is named: “Be constrained”. If we have too
much freedom, this could affect the creativity. It could be useful to impose ourselves an articial
constraint in order to push our brain to come out with interesting creative ideas.
Another alternative is to introduce a constraint about something not articial but rather desirable. In
this case we are forced to introduce something and we could create interesting opportunities.
Th e princi ple is qui te simple: if we already have a dicult situation, by adding an additional constraint
we could disrupt the ordinary thinking patterns thanks to the chance to have a different view of the
problem. If there are no problems, by introducing a constraint we could create a challenging situation
and train our brain to think creatively.
A nice example is Apple introducing the rst iPhone: the constraint was about to make a phone but
without keypad.
HOW TO
The questions to use effectively this tool are:
• What is the constraint we would like to introduce?
• What are the benet that we could create?
• Do you know that we are not obliged to proceed further if there is no challenge/opportunities
coming out from this exercise/training tool?
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IMPLEMENTATION IN VET – TIPS AND EXERCISE
TIPS
• In VET classes it is possible to introduce some training sessions about nding solution to a
problem or to a product design: Start by imagining a situation or a product to be designed
• This tool could be used together with other ones (e.g. brainstorm some constraints)
• Because sometimes it is about articial constraints, it is not ever necessary to nd a solution
but rather to train the students to think in alternative ways
• In order to be more effective, the constraints should be connected to the commitment of just a
small task that contributes to a larger goals
• It could be useful to note that not all constraints have the same impact on creativity e.g time
constrains are demonstrated to inhibit the creativity, while resource constraints are important
to stimulate the creativity
EXERCISE
Let’s introduce some constraints such as:
The solution must not use ICT
The solution must remove a basic element of the product
The solution must be realised in a large shorter time
The solutions could be innovative and compared within peers by adding an interesting added value
in the learning process.
e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 61
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e European Commission support for the production of this publication does not constitute an endorsement of the
contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 63
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contents which reects the views only of the authors, and the Commission cannot be held responsi ble for any use
which may be made of the information contained therein. 65
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http://www.mindmappingstrategies.com/mind-mapping.aspx
http://learningfundamentals.com.au/resources/
en.wikipedia.org/wiki/Mind_map
http s://coggl e.it
https://www.mindtools.com/brainstm.html
https://www.wrike.com/blog/techniques-effective-brainstorming/
http://tutorials.istudy.psu.edu/brainstorming/
http://tutorials.istudy.psu.edu/brainstorming/
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Preface University of Utrecht
Introduction EURO-NET
Chapter 1
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OMNIA
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Chapter 3 EURO-NET
Chapter 4 EURO-NET
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OMNIA
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