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Journal Issue
Volume 12 Issue 1, ICEL2013 / Feb 2014  pp1‑125

Editor: Dan Remenyi

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Editorial for the Special ICEL edition of EJEL ‑ ICEL 2013  pp1‑2

Dan Remenyi

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Leapfrogging Pedagogy: A Design Approach To Making Change In Challenging Contexts  pp3‑13

Susan Crichton

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An African Research Agenda for Computers in Education  pp14‑28

Johannes Cronje

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Using Digital Counterstories as Multimodal Pedagogy among South African Pre‑service Student Educators to produce Stories of Resistance  pp29‑42

Daniela Gachago et al

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Integrating eLearning to Support Medical Education at the New University of Botswana School of Medicine  pp43‑51

Masego B. Kebaetse, Oathokwa Nkomazana, Cecil Haverkamp

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Mobile Learning: A Kaleidoscope  pp52‑76

Marlena Kruger, Riana Bester

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JiFUNzeni: A Blended Learning Approach for Sustainable Teachers Professional Development  pp77‑88

Brown Bully Onguko

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Addressing Diversity in Health Science Students by Enhancing Flexibility Through e‑Learning  pp89‑100

Joy Penman, Jyothi Thalluri

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Implementing Blended Learning at a Developing University: Obstacles in the way  pp101‑110

Mswazi Tshabalala et al

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'I am not a Person with a Creative Mind': Facilitating Creativity in the Undergraduate Curriculum Through a Design‑Based Research Approach  pp111‑125

Denise Wood, Carolyn Bilsborow

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Abstract: Today's graduates need the skills to enable them to 'persevere in the face of complexity and unresolvability' (McWilliam and Haukka 2008: 660), and to respond creatively in work environments that are increasingly dependent on digital technolog ies (Cunningham 2006). However, although many higher education institutions (HEIs) acknowledge the importance of creativity within the curriculum (McWilliam 2007a), it is argued that universities are failing to equip graduates with the creative skil ls they require to be effective in the workplace. Design‑based learning (also referred to as learning by design) is ideally suited to facilitating the development of creative problem solving (CPS) skills by engaging students in complex learning activi ties involving the active construction of knowledge through a series of iterative cycles of experimentation and refinement of concepts (Naidu 2004). Similarly, design‑based research (DBR) involves a series of iterative steps to design and develop lear ning environments and theories the design, while also informing the development of practical guidelines (Reeves, Herrington and Oliver, 2005). This paper reports on findings from a project funded by the Australian Government Office for Learning and Teac hing, which aimed to develop a CPS framework and supporting online system to scaffold teachers and students through a creative problem solving approach founded on the principles of DBR. The study employed a mixed‑methods DBR approach involving multiple it erations to design, develop, trial and implement the framework and tool, as well as the development of principles and practical guidelines for application in the classroom. The findings reported in this paper focus on the DBR process and the experience tr ialling the CPS tool in a first‑year undergraduate course offered in the School of Communication, International Studies and Languages at the University of South Australia. The paper reports on the implications of the findings from the project and the bene fits of DBR as a methodology informing the design, development 


Keywords: Keywords: Creativity, Creative Problem Solving, Design-Based Research, Higher Education, Graduate Attributes, Generic Skills


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