Creativity and A.I. Specialization

Start Date: 06/27/2021

Course Type: Specialization Course

Course Link: https://www.coursera.org/specializations/creativity-ai

About Course

Design ThinkingBusiness ApplicationsArtificial Intelligence (A.I.)Applied CreativityComputational CreativityMachine LearningInnovation StrategiesTheories of CreativityOrganizational Transformation

Course Syllabus

Artificial Creativity
Natural Creativity
Creative Artifacts

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Course Introduction

Artificial Intelligence Within Design Thinking. Challenge your definition of creativity while gaining a background in artificial intelligence.

Course Tag

Related Wiki Topic

Article Example
Creativity Economic approaches to creativity have focussed on three aspects — the impact of creativity on economic growth, methods of modelling markets for creativity, and the maximisation of economic creativity (innovation).
Creativity Mark A. Runco and Daniel Rubenson have tried to describe a "psychoeconomic" model of creativity. In such a model, creativity is the product of endowments and active investments in creativity; the costs and benefits of bringing creative activity to market determine the supply of creativity. Such an approach has been criticised for its view of creativity consumption as always having positive utility, and for the way it analyses the value of future innovations.
Creativity Getzels and Jackson administered 5 creativity measures to a group of 449 children from grades 6-12, and compared these test findings to results from previously administered (by the school) IQ tests. They found that the correlation between the creativity measures and IQ was "r" = .26. The high creativity group scored in the top 20% of the overall creativity measures, but were not included in the top 20% of IQ scorers. The high intelligence group scored the opposite: they scored in the top 20% for IQ, but were outside the top 20% scorers for creativity, thus showing that creativity and intelligence are distinct and unrelated.
Creativity Various meta-analyses, such as Baas et al. (2008) of 66 studies about creativity and affect support the link between creativity and positive affect.
Creativity Robinson and Anna Craft have focused on creativity in a general population, particularly with respect to education. Craft makes a similar distinction between "high" and "little c" creativity. and cites Ken Robinson as referring to "high" and "democratic" creativity. Mihaly Csikszentmihalyi has defined creativity in terms of those individuals judged to have made significant creative, perhaps domain-changing contributions. Simonton has analysed the career trajectories of eminent creative people in order to map patterns and predictors of creative productivity.
Creativity Wallach and Kogan administered 5 measures of creativity, each of which resulted in a score for originality and fluency; and 10 measures of general intelligence to 151 5th grade children. These tests were untimed, and given in a game-like manner (aiming to facilitate creativity). Inter-correlations between creativity tests were on average "r" = .41. Inter-correlations between intelligence measures were on average "r" = .51 with each other. Creativity tests and intelligence measures correlated "r" = .09.
Creativity Scholarly interest in creativity involves many definitions and concepts pertaining to a number of disciplines: engineering, psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, songwriting, and economics, covering the relations between creativity and general intelligence, mental and neurological processes, personality type and creative ability, creativity and mental health; the potential for fostering creativity through education and training, especially as augmented by technology; the maximization of creativity for national economic benefit, and the application of creative resources to improve the effectiveness of teaching and learning.
Creativity The contrast of terms "Big C" and "Little c" has been widely used. Kozbelt, Beghetto and Runco use a little-c/Big-C model to review major theories of creativity. Margaret Boden distinguishes between h-creativity (historical) and p-creativity (personal).
Creativity This article also explored the links between creativity and sleep, mood and addiction disorders, and depression.
Science, Order, and Creativity In "Science, Order and Creativity", the authors emphasize the role of creativity and communication for science and, also beyond science, for humanity as a whole.
Creativity The Creativity Achievement Questionnaire, a self-report test that measures creative achievement across 10 domains, was described in 2005 and shown to be reliable and valid when compared to other measures of creativity and to independent evaluation of creative output.
Creativity There has been much empirical study in psychology and cognitive science of the processes through which creativity occurs. Interpretation of the results of these studies has led to several possible explanations of the sources and methods of creativity.
Creativity Sternberg and O’Hara proposed a framework of 5 possible relationships between creativity and intelligence:
Creativity The current measure for malevolent creativity is the 13 item test Malevolent Creativity Behaviour Scale (MCBS)
Creativity Creativity can be encouraged in people and professionals and in the workplace. It is essential for innovation, and is a factor affecting economic growth and businesses. In 2013, the sociologist Silvia Leal Martín, using the Innova 3DX method, suggested measuring the various parameters that encourage creativity and innovation: corporate culture, work environment, leadership and management, creativity, self-esteem and optimism, locus of control and learning orientation, motivation, and fear.
Creativity An important aspect of the creativity profiling approach is to account for the tension between predicting the creative profile of an individual, as characterised by the psychometric approach, and the evidence that team creativity is founded on diversity and difference.
Creativity Under this view, researchers posit that there are no differences in the mechanisms underlying creativity in those used in normal problem solving; and in normal problem solving, there is no need for creativity. Thus, creativity and Intelligence (problem solving) are the same thing. Perkins referred to this as the ‘nothing-special’ view.
Creativity "Theories that include Creativity and Intelligence as Overlapping Yet Distinct Constructs"
Creativity James C. Kaufman and Beghetto introduced a "four C" model of creativity; "mini-c" ("transformative learning" involving "personally meaningful interpretations of experiences, actions, and insights"), "little-c" (everyday problem solving and creative expression), "Pro-C" (exhibited by people who are professionally or vocationally creative though not necessarily eminent) and "Big-C" (creativity considered great in the given field). This model was intended to help accommodate models and theories of creativity that stressed competence as an essential component and the historical transformation of a creative domain as the highest mark of creativity. It also, the authors argued, made a useful framework for analyzing creative processes in individuals.
Creativity "Theories of creativity that include intelligence as a subset of creativity"