Creativity in Collaborative Learning across the Life Span
Affiliation(s)
Elearn Center, Universitat Oberta de Catalunya, Barcelona, Spain. University of Oulu, Oulu, Finland.
Elearn Center, Universitat Oberta de Catalunya, Barcelona, Spain. University of Oulu, Oulu, Finland.
ABSTRACT
Creativity is one of the competencies required in order successfully to meet challenges across the life span. After defining the broad concept of creativity and its relevance in education, this paper discusses the outcome of a literature review on creativity in collaborative learning across the different stages of an individual’s development, with a specific focus on the use of ICT as a means of fostering the creative learning process. Although much of the literature concerns creativity and critical thinking skills in children and adolescents, we analyse the specific requirements and specificities of these competencies in advanced adulthood. We aim specifically to characterise the capabilities of older adults to collaborate through Virtual Learning Environments (VLEs). The last part of the paper discusses means of promoting the development of creative skills at different ages, notably in elderly persons, and the use of collaborative learning technologies.
Creativity is one of the competencies required in order successfully to meet challenges across the life span. After defining the broad concept of creativity and its relevance in education, this paper discusses the outcome of a literature review on creativity in collaborative learning across the different stages of an individual’s development, with a specific focus on the use of ICT as a means of fostering the creative learning process. Although much of the literature concerns creativity and critical thinking skills in children and adolescents, we analyse the specific requirements and specificities of these competencies in advanced adulthood. We aim specifically to characterise the capabilities of older adults to collaborate through Virtual Learning Environments (VLEs). The last part of the paper discusses means of promoting the development of creative skills at different ages, notably in elderly persons, and the use of collaborative learning technologies.
Cite this paper
Romero, M. , Hyvonen, P. & Barbera, E. (2012). Creativity in Collaborative Learning across the Life Span. Creative Education, 3, 422-429. doi: 10.4236/ce.2012.34066.
Romero, M. , Hyvonen, P. & Barbera, E. (2012). Creativity in Collaborative Learning across the Life Span. Creative Education, 3, 422-429. doi: 10.4236/ce.2012.34066.
References
[1] Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Luxemburg: Office for Official Publications of the European Communities. [2] Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press. [3] Baltes, P. B. (1990). Life-span developmental-psychology—Basic theoretical principles. Psychologische Rundschau, 41, 1-24. [4] Baltes, P. B., & Baltes, M. M. (1989). Selective optimizacion with compensation—A psychological model of successful aging. Zeitschrift für P?dagogik, 35, 85-105. [5] Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. D. Corte, L. Vershaffel, N. Entwistle, & J. van Merri?nboer (Eds.), Unravelling basic components and dimensions of powerful learning environments (pp. 55-68). European Association for Research on Learning and Instruction. Pergamon: The Netherlands. [6] Bullen, M. (1998). Participation and critical thinking in online university distance education. Journal of Distance Education, 13, 1-32. [7] Cachia, R., Ferrari, A., Kearney, C., Punie, Y., Van den Berghe, W., & Wastiau, P. (2009). Creativity in schools in Europe: A survey of teachers. IPTC Publications. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=2940 [8] Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distance Learning, 13, 26-44. [9] Carstensen, L. L. (1992). Social and emotional patterns in adulthood: Support for socioemotional selectivity theory. Psychology and Aging, 7, 331-338. doi:10.1037/0882-7974.7.3.331 [10] Charness, N., & Holley, P. (2004). The new media and older adults. American Behavioral Scientist, 48, 416-433. doi:10.1177/0002764204270279 [11] Charness, N., Czaja S., Fisk, A. D. & Rogers, W. A. (2002). Creative use of technology for better aging. Gerontechnology, 2, 1-166. [12] Chen, S. & Zhou, J. (2010). Creative writing strategies of young children: Evidence from a study of Chinese emergent writing. Thinking Skills and Creativity, 5, 138-149. doi:10.1016/j.tsc.2010.09.002 [13] Clay, M. M. (2001). Change over time in children’s literacy development. Portsmouth, NH: Heinemann. [14] Cody, M. J., Dunn, D., Hopkins, S., & Wendt, P. (1999). Silver surfers: Training and evaluating Internet users among older adult learners. Communication Education, 48, 269-286. doi:10.1080/03634529909379178 [15] Cohen, G. D. (2000). The creative age: Awakening human potential in the second half of life. New York: Avon Books. [16] Craig, C. L. (2010). Creativity and communication: Making use of everyday technology in care homes. Gerontechnology, 9, 277. doi:10.4017/gt.2010.09.02.176.00 [17] Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins. [18] Czaja, S. J., Charness, N., Fisk, A. D., & Rogers, W. (2002).Welcome to gerontechnology 2002: Creative use of technology for better aging. Gerontechnology, 2, 1-2. doi:10.4017/gt.2002.02.01.001.00 [19] Dillenbourg, P. (2005). Designing biases that augment socio-cognitive interactions. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication and how they may be overcome (pp. 243-264). New York: Springer. doi:10.1007/0-387-24319-4_11 [20] Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In P. Reimann, & H. Spada (Eds). Learning in humans and machines. Towards an interdisciplinary learning science (pp. 189-211). London: Pergamon. [21] Dillenbourg, P., J?rvel?, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: From design to orchestration. In N. Balacheff, S. Ludvigsen, T. de Jong, T. A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 3-19). New York: Springer. [22] Docampo Rama, M. (2001). Technology generations handling complex user interfaces. Ph.D. Dissertation, Eindhoven: Eindhoven University of Technology. [23] Erikson, E. (1950). Childhood and society. New York: Vintage. [24] Erikson, E. (1968). Identity: Youth and crisis. New York: W. W. Norton & Company. [25] Esquivel, G. B. (1995). Teacher behaviours that foster creativity. Educational Psychology Review, 7, 185-201. doi:10.1007/BF02212493 [26] Etel?pelto, A. & Lahti, J. (2008). The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, 3, 226-240. doi:10.1016/j.tsc.2008.09.003 [27] Eysenck, H. J. (1995). Genius: The natural history of creativity. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511752247 [28] Feldman, D. H., & Benjamin, A. C. (2006). Creativity and education: An American retrospective. Cambridge Journal of Education, 36, 319-336. doi:10.1080/03057640600865819 [29] Fernández-Cárdenas, J. M. (2008). The situated aspect of creativity in communicative events: How do children design webpages together? Thinking Skills and Creativity, 3, 203-216. doi:10.1016/j.tsc.2008.09.007 [30] Ferrari A., Cachia R., & Punie Y. (2010). Expert perspectives on creativity and innovation in European schools and teacher training. Séville: Joint research centre—Institute for prospective technological studies, JRC Technical notes, No. EUR JRC 59833. [31] Fischer, G., & K. Nakakoji (1997). Computational environments supporting creativity in the context of lifelong learning and design. Knowledge Based Systems, 10, 21-28. doi:10.1016/S0950-7051(97)00010-5 [32] Fisher, B. J., & Specht, D. K. (1999). Successful aging and creativity in later life. Journal of Aging Studies, 33, 457-472. doi:10.1016/S0890-4065(99)00021-3 [33] Fozard, J. L. (2001). Gerontechnology and perceptual-motor function new opportunities for prevention, compensation and enhancement. Gerontechnology, 1, 5-24. doi:10.4017/gt.2001.01.01.002.00 [34] Foos, P. W., & Boone, D. (2008). Adult age differences in divergent thinking: It’s just a matter of time. Educational Gerontology, 34, 587-594. doi:10.1080/03601270801949393 [35] Fozard, J. L., Bouma, H., Franco, A., & Bronswijk, J. E. M. H. (2009). Homo ludens: Adult creativity and quality of life. Gerontechnology, 8, 187-196. doi:10.4017/gt.2009.08.04.001.00 [36] Franken, R. (1994). Human motivation. Pacific Grove, CA: Brooks/Cole. [37] Frydenberg, M. E., Andone, D. (2011). Learning for 21st Century Skills. IEEE’s International Conference on Information Society, London, 27-29 June 2011, 314-318. [38] Galusha, J. M. (1998). Principles of training and of adult education: A comparison. Hattiesburg, MS: University of Southern Mississippi. [39] Gibson, C., Folley, B. S., & Park, S. (2009). Enhanced divergent thinking in musicians: A behavioural and near-infrared spectroscopy study. Brain and Cognition, 69, 162-169. doi:10.1016/j.bandc.2008.07.009 [40] Giedd, J. N., Blumenthal, J., Jeffries, N. O., Castellanos, F. X., Liu, H., Zijdenbos, A., Paus, T., Evans, A. C., & Rapoport, J. L. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2, 861-863. doi:10.1038/13158 [41] Glassner, A. & Schwarz, B. B. (2007). What stands and develops between creative and critical thinking? Thinking Skills and Creativity, 2, 10-18. doi:10.1016/j.tsc.2006.10.001 [42] Guilford, J. P. (1959). Personality. New York: McGraw-Hill. [43] Guilford, J. P. (1962). Factors that aid and hinder creativity. Teachers College Record, 63, 380-392. [44] Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26, 794-805. doi:10.1016/j.chb.2007.06.007 [45] Hakkarainen, P. (2012). “No good for shovelling snow and carrying firewood”: Social representations of computers and the internet by elderly Finnish non-users. New Media and Society, 1-18. doi:10.1177/1461444812442663 [46] Hakkarainen, P., &, Hyv?nen, P. (2010). Tietokoneeton el?m? yli 60-vuotiaan valintana—Tunteita ja perusteluja [Over 60 years old person’s deliberate choice of computerless life: Emotions and justifications]. Media & Viestint?, 4, 79-96. [47] Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, andmetacognitive monitoring. American Psychologists, 53, 449-455. doi:10.1037/0003-066X.53.4.449 [48] Havighurst, R., & Taba, H. (1949). Adolescent character and personality. New York: John Wiley &Sons. [49] Havighurst, R. J. (1972). Developmental tasks and education. New York: David McKay. [50] Hilton, M., (2008) Skills for work in the 21st century: What does the research tell us? Academy of Management Perspectives, 22, 63-78. doi:10.5465/AMP.2008.35590354 [51] Hyv?nen, P. (2002). Tietoverkot ik??ntyneen oppijan voimaantumisprosessissa [The meaning of networks for empowering older adults]. Rovaniemi: University of Lapland. [52] Hyv?nen, P., Romero, M., & Barbera, E. (2012). Technology-enhanced learning for creative collaboration in older adults. Proceedings of the 2012 EDEN Annual Conference, Porto, June 2012. [53] J?rvel?, S., Volet, S., & J?rvenoja, H. (2005). Motivation in collaborative learning: New concepts and methods for studying social processes of motivation. A paper presented at the EARLI 2005 conference, 22-27 August 2005, Nicosia, Cyprus. [54] Kampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 4, 15-29. doi:10.1016/j.tsc.2008.10.001 [55] King, P. M. & Kitchener, K. S. (1994). The development of reflective judgment in adolescence and adulthood. San Francisco, CA: Jossey Bass. [56] Lambropoulos, N., Romero, M., & Kommers, P. (2011). Special issue on community-based innovation: Designing shared spaces for collaborative creativity. International Journal of Web Based Communities, 7, 403-406. [57] Lerner, R. M. (2002). Concepts and theories of human development (3rd ed.). Hillsdale, NJ: Lawrence Erlbaum. [58] Lin, Y.-S. (2011). Fostering creativity through education—A conceptual framework of creative pedagogy. Creative education, 2, 149-155. [59] Lindenberger, U., & Baltes, P. B. (1994). Sensory functioning and intelligence in old age: A strong connection. Psychology and Aging, 9, 339-355. doi:10.1037/0882-7974.9.3.339 [60] Malecki, E. J. (2003). Digital development in rural areas: Potentials and pitfalls. Journal of Rural Studies, 19, 201-214. doi:10.1016/S0743-0167(02)00068-2 [61] Marin, L., & Halpern, D. F. (2010). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6, 1-13. doi:10.1016/j.tsc.2010.08.002 [62] Marquié, J. C., Jourdan-Boddaert, L., & Huet, N. (2002). Do older adults underestimate their actual computer knowledge? Behaviour & Information Technology, 21, 273-280. doi:10.1080/0144929021000020998 [63] Mayhorn, C. B., Lanzolla, V. R., Wogalter, M. S., & Watson, A. M. (2005). Personal digital assistants (PDAs) as medication reminding tools: Exploring age differences in usability. Gerontechnology, 4, 128-140. doi:10.4017/gt.2005.04.03.003.00 [64] Melenhorst, A.-S. (2002). Adopting communication technology in later life. The decisive role of benefits. Ph.D. Dissertation, Eindhoven: Eindhoven University of Technology. [65] Morrell, R. W. (2002). Older adults, health information and the World Wide Web. Mahwah, NJ: Lawrence Erlbaum Associates. [66] Muirhead, B. (2004). Editorial: Online education: Innovative & personal. International Journal of Instructional Technology and Distance Learning, 1, 1-2. [67] Nielsen, J. (2002). Usability for senior citizens. URL(last checked 30 April 2011). http://www.useit.com/alertbox/20020428.html [68] Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston. [69] Piaget, J. (1977). The grasp of consciousness: Action and concept in the young child. London: Routledge and Kegan Paul. [70] Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. Chicago: University of Chicago Press. (New translation of the development of thought) child’s conception of geometry. [71] Plucker, J., Beghetto, R., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-96. doi:10.1207/s15326985ep3902_1 [72] Robbins, T. L., & Kegley, K. (2010). Playing with thinkertoys to build creative abilities through online instruction. Thinking Skills and Creativity, 5, 40-48. doi:10.1016/j.tsc.2009.07.001 [73] Rojanapanich, P., & Pimpa, N. (2011). Creative education, globalization and social imaginary: A case of higher education. Creative Education, 2, 327-332. doi:10.4236/ce.2011.24046 [74] Romero, M., & Barberà, E. (2012). Creative collaboration continuum enhanced by online education: Time pressure, time quality and social interaction. 34th IATUR Conference on Time Use Research, Matsue, 22-24 August 2012. [75] Roschelle, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. In O’Malley, C. E. (ed.), Computer Supported Collaborative Learning (pp. 69-97). Heidelberg: Springer-Verlag. [76] Runco, M. A. (2007). Creativity: Theories and themes: Research, development, and practice. Amsterdam: Elsevier Academic Press. [77] Sak, U., & Oz, O. (2010). The effectiveness of the Creative Reversal Act (CREACT) on students’ creative thinking. Thinking Skills and Creativity, 5, 33-39. doi:10.1016/j.tsc.2009.09.004 [78] Scardamalia, M. (2003). Crossing the digital divide: Literacy as by-product of knowledge building. Journal of Distance Education, 17, 78-81. [79] Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265-283. doi:10.1207/s15327809jls0303_3 [80] Selwyn, N. (2004). The information aged: A qualitative study of older adults’ use of information and communications technology. Journal of Aging Studies, 18, 369-384. doi:10.1016/j.jaging.2004.06.008 [81] Selwyn, N., Gorard, S., & Furlong, J. (2005). Adult learning in a digital age. London: Routledge/Falmer. [82] Selwyn, N., Gorard, S., & Furlong, J. (2005). Whose Internet is it anyway? Exploring adults’ (non)use of the internet in everyday life. European Journal of Communication, 20, 5-26. doi:10.1177/0267323105049631 [83] Shaheen, R. (2010). Creativity and education. Creative Education, 1, 166-169. doi:10.4236/ce.2010.13026 [84] Silvia, P. J. (2011). Subjective scoring of divergent thinking: Examining the reliability of unusual uses, instances, and consequences tasks. Thinking Skills and Creativity, 6, 24-30. doi:10.1016/j.tsc.2010.06.001 [85] Sourbati, M. (2009). “It could be useful, but not for me at the moment”: Older people, Internet access and e-public service provision. New Media & Society, 11, 1083-1100. doi:10.1177/1461444809340786 [86] Staudinger, U. M., & Baltes, P. B. (1996). Interactive minds: A facilitative setting for wisdom-related performance? Journal of Personality and Social Psychology, 71, 746-762. doi:10.1037/0022-3514.71.4.746 [87] Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press. [88] Straker, D. & Rawlinson, G. (2003). How to invent (almost) anything. London: Spiro Press. [89] Sundholm, H., Artman, H., & Ramberg, R. (2004). Backdoor creativity: Collaborative creativity in technology supported teams. In F. Darses, R. Dieng, C. Simone, & M. Zacklad (Eds.), Cooperative systems design: Scenario-based design of collaborative systems (pp. 99-114). Amsterdam: IOS press. [90] Temple, L. L., & Gavillet, M. (1990). The development of computer confidence in seniors: An assessment of changes in computer anxiety and computer literacy. Activities, Adaptation, and Aging, 14, 63-76. doi:10.1300/J016v14n03_06 [91] Torrance, E. P. (1988). Style of learning and thinking: Administrator’s manual. Bensenville, IL: Scholastic Testing Service. [92] Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass. [93] Vuori, S., & Holmlund-Rytko?nen, M. (2005). 55+ people as Internet users. Marketing Intelligence & Planning, 23, 58-76. doi:10.1108/02634500510577474 [94] Wagner, N., Hassanein, K., & Head, M. (2010). Computer use by older adults: A multi-disciplinary review. Computers in Human Behavior, 26, 870-882. doi:10.1016/j.chb.2010.03.029 [95] Wyatt-Brown, A. M. (1988) Late style in the novels of Barbara Pym and Penelope Mortimer. The Gerontologist, 28, 835-839. doi:10.1093/geront/28.6.835
[1] Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Luxemburg: Office for Official Publications of the European Communities. [2] Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press. [3] Baltes, P. B. (1990). Life-span developmental-psychology—Basic theoretical principles. Psychologische Rundschau, 41, 1-24. [4] Baltes, P. B., & Baltes, M. M. (1989). Selective optimizacion with compensation—A psychological model of successful aging. Zeitschrift für P?dagogik, 35, 85-105. [5] Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. D. Corte, L. Vershaffel, N. Entwistle, & J. van Merri?nboer (Eds.), Unravelling basic components and dimensions of powerful learning environments (pp. 55-68). European Association for Research on Learning and Instruction. Pergamon: The Netherlands. [6] Bullen, M. (1998). Participation and critical thinking in online university distance education. Journal of Distance Education, 13, 1-32. [7] Cachia, R., Ferrari, A., Kearney, C., Punie, Y., Van den Berghe, W., & Wastiau, P. (2009). Creativity in schools in Europe: A survey of teachers. IPTC Publications. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=2940 [8] Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distance Learning, 13, 26-44. [9] Carstensen, L. L. (1992). Social and emotional patterns in adulthood: Support for socioemotional selectivity theory. Psychology and Aging, 7, 331-338. doi:10.1037/0882-7974.7.3.331 [10] Charness, N., & Holley, P. (2004). The new media and older adults. American Behavioral Scientist, 48, 416-433. doi:10.1177/0002764204270279 [11] Charness, N., Czaja S., Fisk, A. D. & Rogers, W. A. (2002). Creative use of technology for better aging. Gerontechnology, 2, 1-166. [12] Chen, S. & Zhou, J. (2010). Creative writing strategies of young children: Evidence from a study of Chinese emergent writing. Thinking Skills and Creativity, 5, 138-149. doi:10.1016/j.tsc.2010.09.002 [13] Clay, M. M. (2001). Change over time in children’s literacy development. Portsmouth, NH: Heinemann. [14] Cody, M. J., Dunn, D., Hopkins, S., & Wendt, P. (1999). Silver surfers: Training and evaluating Internet users among older adult learners. Communication Education, 48, 269-286. doi:10.1080/03634529909379178 [15] Cohen, G. D. (2000). The creative age: Awakening human potential in the second half of life. New York: Avon Books. [16] Craig, C. L. (2010). Creativity and communication: Making use of everyday technology in care homes. Gerontechnology, 9, 277. doi:10.4017/gt.2010.09.02.176.00 [17] Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins. [18] Czaja, S. J., Charness, N., Fisk, A. D., & Rogers, W. (2002).Welcome to gerontechnology 2002: Creative use of technology for better aging. Gerontechnology, 2, 1-2. doi:10.4017/gt.2002.02.01.001.00 [19] Dillenbourg, P. (2005). Designing biases that augment socio-cognitive interactions. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication and how they may be overcome (pp. 243-264). New York: Springer. doi:10.1007/0-387-24319-4_11 [20] Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In P. Reimann, & H. Spada (Eds). Learning in humans and machines. Towards an interdisciplinary learning science (pp. 189-211). London: Pergamon. [21] Dillenbourg, P., J?rvel?, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: From design to orchestration. In N. Balacheff, S. Ludvigsen, T. de Jong, T. A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 3-19). New York: Springer. [22] Docampo Rama, M. (2001). Technology generations handling complex user interfaces. Ph.D. Dissertation, Eindhoven: Eindhoven University of Technology. [23] Erikson, E. (1950). Childhood and society. New York: Vintage. [24] Erikson, E. (1968). Identity: Youth and crisis. New York: W. W. Norton & Company. [25] Esquivel, G. B. (1995). Teacher behaviours that foster creativity. Educational Psychology Review, 7, 185-201. doi:10.1007/BF02212493 [26] Etel?pelto, A. & Lahti, J. (2008). The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, 3, 226-240. doi:10.1016/j.tsc.2008.09.003 [27] Eysenck, H. J. (1995). Genius: The natural history of creativity. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511752247 [28] Feldman, D. H., & Benjamin, A. C. (2006). Creativity and education: An American retrospective. Cambridge Journal of Education, 36, 319-336. doi:10.1080/03057640600865819 [29] Fernández-Cárdenas, J. M. (2008). The situated aspect of creativity in communicative events: How do children design webpages together? Thinking Skills and Creativity, 3, 203-216. doi:10.1016/j.tsc.2008.09.007 [30] Ferrari A., Cachia R., & Punie Y. (2010). Expert perspectives on creativity and innovation in European schools and teacher training. Séville: Joint research centre—Institute for prospective technological studies, JRC Technical notes, No. EUR JRC 59833. [31] Fischer, G., & K. Nakakoji (1997). Computational environments supporting creativity in the context of lifelong learning and design. Knowledge Based Systems, 10, 21-28. doi:10.1016/S0950-7051(97)00010-5 [32] Fisher, B. J., & Specht, D. K. (1999). Successful aging and creativity in later life. Journal of Aging Studies, 33, 457-472. doi:10.1016/S0890-4065(99)00021-3 [33] Fozard, J. L. (2001). Gerontechnology and perceptual-motor function new opportunities for prevention, compensation and enhancement. Gerontechnology, 1, 5-24. doi:10.4017/gt.2001.01.01.002.00 [34] Foos, P. W., & Boone, D. (2008). Adult age differences in divergent thinking: It’s just a matter of time. Educational Gerontology, 34, 587-594. doi:10.1080/03601270801949393 [35] Fozard, J. L., Bouma, H., Franco, A., & Bronswijk, J. E. M. H. (2009). Homo ludens: Adult creativity and quality of life. Gerontechnology, 8, 187-196. doi:10.4017/gt.2009.08.04.001.00 [36] Franken, R. (1994). Human motivation. Pacific Grove, CA: Brooks/Cole. [37] Frydenberg, M. E., Andone, D. (2011). Learning for 21st Century Skills. IEEE’s International Conference on Information Society, London, 27-29 June 2011, 314-318. [38] Galusha, J. M. (1998). Principles of training and of adult education: A comparison. Hattiesburg, MS: University of Southern Mississippi. [39] Gibson, C., Folley, B. S., & Park, S. (2009). Enhanced divergent thinking in musicians: A behavioural and near-infrared spectroscopy study. Brain and Cognition, 69, 162-169. doi:10.1016/j.bandc.2008.07.009 [40] Giedd, J. N., Blumenthal, J., Jeffries, N. O., Castellanos, F. X., Liu, H., Zijdenbos, A., Paus, T., Evans, A. C., & Rapoport, J. L. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2, 861-863. doi:10.1038/13158 [41] Glassner, A. & Schwarz, B. B. (2007). What stands and develops between creative and critical thinking? Thinking Skills and Creativity, 2, 10-18. doi:10.1016/j.tsc.2006.10.001 [42] Guilford, J. P. (1959). Personality. New York: McGraw-Hill. [43] Guilford, J. P. (1962). Factors that aid and hinder creativity. Teachers College Record, 63, 380-392. [44] Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26, 794-805. doi:10.1016/j.chb.2007.06.007 [45] Hakkarainen, P. (2012). “No good for shovelling snow and carrying firewood”: Social representations of computers and the internet by elderly Finnish non-users. New Media and Society, 1-18. doi:10.1177/1461444812442663 [46] Hakkarainen, P., &, Hyv?nen, P. (2010). Tietokoneeton el?m? yli 60-vuotiaan valintana—Tunteita ja perusteluja [Over 60 years old person’s deliberate choice of computerless life: Emotions and justifications]. Media & Viestint?, 4, 79-96. [47] Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, andmetacognitive monitoring. American Psychologists, 53, 449-455. doi:10.1037/0003-066X.53.4.449 [48] Havighurst, R., & Taba, H. (1949). Adolescent character and personality. New York: John Wiley &Sons. [49] Havighurst, R. J. (1972). Developmental tasks and education. New York: David McKay. [50] Hilton, M., (2008) Skills for work in the 21st century: What does the research tell us? Academy of Management Perspectives, 22, 63-78. doi:10.5465/AMP.2008.35590354 [51] Hyv?nen, P. (2002). Tietoverkot ik??ntyneen oppijan voimaantumisprosessissa [The meaning of networks for empowering older adults]. Rovaniemi: University of Lapland. [52] Hyv?nen, P., Romero, M., & Barbera, E. (2012). Technology-enhanced learning for creative collaboration in older adults. Proceedings of the 2012 EDEN Annual Conference, Porto, June 2012. [53] J?rvel?, S., Volet, S., & J?rvenoja, H. (2005). Motivation in collaborative learning: New concepts and methods for studying social processes of motivation. A paper presented at the EARLI 2005 conference, 22-27 August 2005, Nicosia, Cyprus. [54] Kampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 4, 15-29. doi:10.1016/j.tsc.2008.10.001 [55] King, P. M. & Kitchener, K. S. (1994). The development of reflective judgment in adolescence and adulthood. San Francisco, CA: Jossey Bass. [56] Lambropoulos, N., Romero, M., & Kommers, P. (2011). Special issue on community-based innovation: Designing shared spaces for collaborative creativity. International Journal of Web Based Communities, 7, 403-406. [57] Lerner, R. M. (2002). Concepts and theories of human development (3rd ed.). Hillsdale, NJ: Lawrence Erlbaum. [58] Lin, Y.-S. (2011). Fostering creativity through education—A conceptual framework of creative pedagogy. Creative education, 2, 149-155. [59] Lindenberger, U., & Baltes, P. B. (1994). Sensory functioning and intelligence in old age: A strong connection. Psychology and Aging, 9, 339-355. doi:10.1037/0882-7974.9.3.339 [60] Malecki, E. J. (2003). Digital development in rural areas: Potentials and pitfalls. Journal of Rural Studies, 19, 201-214. doi:10.1016/S0743-0167(02)00068-2 [61] Marin, L., & Halpern, D. F. (2010). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6, 1-13. doi:10.1016/j.tsc.2010.08.002 [62] Marquié, J. C., Jourdan-Boddaert, L., & Huet, N. (2002). Do older adults underestimate their actual computer knowledge? Behaviour & Information Technology, 21, 273-280. doi:10.1080/0144929021000020998 [63] Mayhorn, C. B., Lanzolla, V. R., Wogalter, M. S., & Watson, A. M. (2005). Personal digital assistants (PDAs) as medication reminding tools: Exploring age differences in usability. Gerontechnology, 4, 128-140. doi:10.4017/gt.2005.04.03.003.00 [64] Melenhorst, A.-S. (2002). Adopting communication technology in later life. The decisive role of benefits. Ph.D. Dissertation, Eindhoven: Eindhoven University of Technology. [65] Morrell, R. W. (2002). Older adults, health information and the World Wide Web. Mahwah, NJ: Lawrence Erlbaum Associates. [66] Muirhead, B. (2004). Editorial: Online education: Innovative & personal. International Journal of Instructional Technology and Distance Learning, 1, 1-2. [67] Nielsen, J. (2002). Usability for senior citizens. URL(last checked 30 April 2011). http://www.useit.com/alertbox/20020428.html [68] Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston. [69] Piaget, J. (1977). The grasp of consciousness: Action and concept in the young child. London: Routledge and Kegan Paul. [70] Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. Chicago: University of Chicago Press. (New translation of the development of thought) child’s conception of geometry. [71] Plucker, J., Beghetto, R., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-96. doi:10.1207/s15326985ep3902_1 [72] Robbins, T. L., & Kegley, K. (2010). Playing with thinkertoys to build creative abilities through online instruction. Thinking Skills and Creativity, 5, 40-48. doi:10.1016/j.tsc.2009.07.001 [73] Rojanapanich, P., & Pimpa, N. (2011). Creative education, globalization and social imaginary: A case of higher education. Creative Education, 2, 327-332. doi:10.4236/ce.2011.24046 [74] Romero, M., & Barberà, E. (2012). Creative collaboration continuum enhanced by online education: Time pressure, time quality and social interaction. 34th IATUR Conference on Time Use Research, Matsue, 22-24 August 2012. [75] Roschelle, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. In O’Malley, C. E. (ed.), Computer Supported Collaborative Learning (pp. 69-97). Heidelberg: Springer-Verlag. [76] Runco, M. A. (2007). Creativity: Theories and themes: Research, development, and practice. Amsterdam: Elsevier Academic Press. [77] Sak, U., & Oz, O. (2010). The effectiveness of the Creative Reversal Act (CREACT) on students’ creative thinking. Thinking Skills and Creativity, 5, 33-39. doi:10.1016/j.tsc.2009.09.004 [78] Scardamalia, M. (2003). Crossing the digital divide: Literacy as by-product of knowledge building. Journal of Distance Education, 17, 78-81. [79] Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265-283. doi:10.1207/s15327809jls0303_3 [80] Selwyn, N. (2004). The information aged: A qualitative study of older adults’ use of information and communications technology. Journal of Aging Studies, 18, 369-384. doi:10.1016/j.jaging.2004.06.008 [81] Selwyn, N., Gorard, S., & Furlong, J. (2005). Adult learning in a digital age. London: Routledge/Falmer. [82] Selwyn, N., Gorard, S., & Furlong, J. (2005). Whose Internet is it anyway? Exploring adults’ (non)use of the internet in everyday life. European Journal of Communication, 20, 5-26. doi:10.1177/0267323105049631 [83] Shaheen, R. (2010). Creativity and education. Creative Education, 1, 166-169. doi:10.4236/ce.2010.13026 [84] Silvia, P. J. (2011). Subjective scoring of divergent thinking: Examining the reliability of unusual uses, instances, and consequences tasks. Thinking Skills and Creativity, 6, 24-30. doi:10.1016/j.tsc.2010.06.001 [85] Sourbati, M. (2009). “It could be useful, but not for me at the moment”: Older people, Internet access and e-public service provision. New Media & Society, 11, 1083-1100. doi:10.1177/1461444809340786 [86] Staudinger, U. M., & Baltes, P. B. (1996). Interactive minds: A facilitative setting for wisdom-related performance? Journal of Personality and Social Psychology, 71, 746-762. doi:10.1037/0022-3514.71.4.746 [87] Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press. [88] Straker, D. & Rawlinson, G. (2003). How to invent (almost) anything. London: Spiro Press. [89] Sundholm, H., Artman, H., & Ramberg, R. (2004). Backdoor creativity: Collaborative creativity in technology supported teams. In F. Darses, R. Dieng, C. Simone, & M. Zacklad (Eds.), Cooperative systems design: Scenario-based design of collaborative systems (pp. 99-114). Amsterdam: IOS press. [90] Temple, L. L., & Gavillet, M. (1990). The development of computer confidence in seniors: An assessment of changes in computer anxiety and computer literacy. Activities, Adaptation, and Aging, 14, 63-76. doi:10.1300/J016v14n03_06 [91] Torrance, E. P. (1988). Style of learning and thinking: Administrator’s manual. Bensenville, IL: Scholastic Testing Service. [92] Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass. [93] Vuori, S., & Holmlund-Rytko?nen, M. (2005). 55+ people as Internet users. Marketing Intelligence & Planning, 23, 58-76. doi:10.1108/02634500510577474 [94] Wagner, N., Hassanein, K., & Head, M. (2010). Computer use by older adults: A multi-disciplinary review. Computers in Human Behavior, 26, 870-882. doi:10.1016/j.chb.2010.03.029 [95] Wyatt-Brown, A. M. (1988) Late style in the novels of Barbara Pym and Penelope Mortimer. The Gerontologist, 28, 835-839. doi:10.1093/geront/28.6.835