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EDU8513 Creativity and Innovation Across the Lifespan

Semester 3, 2016 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Linguistics, Adult and Specialist Educ
Student contribution band : National Priority - Teaching
ASCED code : 079999 - Education not elsewhere classi

Contents on this page


Examiner: Mark Oliver


Creativity may be viewed as a lifelong cognitive disposition that individuals enact at certain times and in certain places. Creativity is commonly perceived to be associated with the arts, however “creative cognitions” are commonly applied to different fields of endeavour (e.g., solving complex problems in medicine and industry). Different levels of creativity can be enacted to respond to personal needs or challenges from the environment - for example the individual who innovates a work process, the student who applies knowledge to create an advanced product for a given task, the person who invents, and the individual who creates for expression. Creativity is viewed as a mechanism for driving personal development, and “everyday” creativity has been argued to be important for promoting mental health. Fostering creativity in the workplace may improve organisational commitment, work satisfaction, productivity and innovation. To foster the potential of creativity for personal growth and achievement, it is important for educational and vocational leaders to consider how creativity can be integrated in daily activities within school and work environments.


This course will introduce students to human creativity, what is how, why it is important, and how it can be fostered. This course has been designed for students to consider how creativity can be fostered across the lifespan, and integrated with daily activities in specific settings (e.g., schools, workplaces). The course requires students to engage with focus questions (e.g., what is the creative process?), and provides students with flexibility to create learning artifacts to demonstrate their understanding of the course material. At the completion of the course students will have developed a program (rationale, activities, evaluation) for a self-selected environment and target audience.


On successful completion of this course students should be able to:

  1. critically analyse the different theories of creativity, levels of creative performance, and characteristics of highly creative individuals
  2. justify the need for the use of programs and strategies to foster creativity for individuals, teams and organisations
  3. describe the creative process, and justify the selection of an appropriate approach to foster creativity in a specific environment (e.g., school, workplace)
  4. analyse a range of strategies and environment affordances that foster creativity
  5. design a creativity program for a selected population (e.g., students, employees), and explain how such programs could be integrated within a specific environment (e.g., school, workplace)
  6. design tools to evaluate the impact of creativity programs.


Description Weighting(%)
1. What is creativity? Theories, levels, characteristics, and abilities 20.00
2. Why is creativity important? Benefits for individuals, teams and organisations 10.00
3. What is the creative process? Stages, changes in perception, techniques 20.00
4. How is creativity fostered? Qualities of supportive environments, technology, integration, and instructional strategies 30.00
5. How can creativity programs/strategies be evaluated? 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • Seelig, T 2012, inGenius: A crash course in creativity, HarperCollins, Broadway, NY.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Drapeau, P 2014, Sparking student creativity: Practical ways to promote innovative thinking and problem solving, ASCD, Alexandria, VA.
  • Kim, KH Kaufman, JC Baer, J & Sririman, B 2013, Creatively gifted students are not like other gifted students: Research, theory and practice, Sense Publishers, Rotterdam.
  • Michalko, M 2006, Thinkertoys: A handbook of creative-thinking techniques, Ten Speed Press, New York, NY.
  • Seelig, T 2013, Insight out: Get ideas out of your head and into the world, HarperCollins, Broadway, NY.

Student workload expectations

Activity Hours
Directed Study 105.00
Independent Study 60.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 30 30 12 Dec 2016
ASSIGNMENT 2 50 50 09 Jan 2017
ASSIGNMENT 3 20 20 25 Jan 2017

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at //

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:

  1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
  2. forms part of the Master of Education program, and is benchmarked against the internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at: //

  2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.