Write reflection notes all day

1. Write reflection notes all day Empty your mind of thoughts all the day One reflection for each paper

2. Knowledge

3. Knowledge and creativity Analogical transfer Synthesis Association Retrieval of memory Combination of existing memory Combination of knowledge Weisberg, R. W. (1993). Creativity: Beyond the myth of genius. New York, Freeman Finke, R. (1990). Creative imagery: Discoveries and inventions in visualisation. Hillsdale, NJ, Erlbaum Becker, M. (1995). Nineteenth-century foundations of creativity research, Creativity Research Journal, vol. 8, no. 3, 219-229

4. Activate already existing knowledge Knowledge may provide the building blocks out of which new ideas are constructed It is the retrieval of existing structures from memory that makes it possible to create new ideas Weisberg R. W. (2007). Creativity and Knowledge: A Challenge to Theories. In Sternberg, J., Handbook of Creativity, Cambridge University Press Smith, S. M. (1995). Fixation, incubation, and insight in memory and creative thinking. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.), The creative cognition approach (pp. 135–156). Cambrigde, MA: MIT Press.

5. Activate already existing knowledge Knowledge may provide the building blocks out of which new ideas are constructed It is the retrieval of existing structures from memory that makes it possible to create new ideas Weisberg R. W. (2007). Creativity and Knowledge: A Challenge to Theories. In Sternberg, J., Handbook of Creativity, Cambridge University Press Smith, S. M. (1995). Fixation, incubation, and insight in memory and creative thinking. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.), The creative cognition approach (pp. 135–156). Cambrigde, MA: MIT Press.

6. Expertise blocks creativity Too much experience within a field may restrict creativity Past experience is bad when new rules are introduced De Bono, E. (1968). The Mechanism of Mind, Pelican, 1968. Frensch, P. A., & Sternberg, R. J. (1989). Expertise and intelligent thinking: When is it worse to know better? In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 5, pp. 157–188). Hillsdale, NJ: Erlbaum

7. Avoid examples Recently activated knowledge (e.g.. from examples or recent learnings) becomes an involuntary mental block Smith, S. M., & Tindell, D. R., (1997). Memory blocks in work fragment completion caused by involuntary retrieval of orthographically similar primes. Journal of Experimental Psychology: Learning, Memory and Cognition, 23, 355–370

8. Avoid examples Even if the students were explicitly told to do as differently as possible from examples, they developed ideas very similar to the examples given Marsh, R. L., Landau, J. D., & Hicks, J. L. (1996). How examples may (and may not) constrain creativity. Journal of Memory & Cognition, 24, 669–680

9. Postpone analysis of ideas until it is fully developed The creative product is not comprehensible or analyzable in terms of what was known before Hausman, C. (1984). Discourse on novelty and creation. Albany: State University of New York Press.

10. Your brain as a mental library Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

11. Content of your mental library soccer boatcon- struction disciplin teeth care garden Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

12. STIMULI: Access to knowledge weather food harbor worms fisherhat Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

13. Tools forknowledge application

15. Please sit down

16. Idea generation tools Lateral thinking (Word-stimuli, Picture-stimuli, Provocation-stimuli) TRIZ (Principle-stimuli) Synectics (Person-analogy-stimuli) de Bono, E. (1992). Using the power of lateral thinking to create new ideas, New York, HarperCollins Altshuller, G., Shulyak, L., Rodman, S. & Fedoseev, U. (1997). 40 principles: TRIZ keys to innovation. Technical Innovation Center Gordon, W. J. (1961). Synextics, New York, Harper

17. Where is the idea The solution to your problem has already been found somewhere else Creativity is about searching your mental library Altshuller, G. (1986). To find an idea: Introduction to the theory of inventive problem solving. Novosibirsk, Russia: Nauka Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

18. Vertical vs. Horizontal thinking Definition of vertical thinking: Application of knowledge directly related to problem Definition of horizontal thinking: Application of knowledge NOT related to problem Altshuller, G. (1986). To find an idea: Introduction to the theory of inventive problem solving. Novosibirsk, Russia: Nauka Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

19. Horizontal thinking soccer boatcon- struction disciplin teeth care garden Vertical thinking Byrge, C. & Hansen, S. (2009A). The creative platform: A didactic approach for unlimited application of knowledge in interdisciplinary and intercultural groups, European Journal of Engineering Education, 34, 235 — 250

20. BAD example of Horizontal thinking

21. BAD example of Horizontal thinking

22. GOOD example of Horizontal thinking

23. Summing up:Four tools for radical new thinking Task focus Parallel thinking No-experienced judgement Horizontal thinking