Teaching and Learning Economic Creativity: How to Overcome Uncertainty in Realizing Creative New Concepts That Have a Value? How the CRAP System - Coordination & Registration of Action Points and External Assessment Generates Possible Solutions to Create

Abstract

How do we identify tools that can overcome uncertainty in realizing value with students using their ‘idea creativity' in generating and developing ideas in new concepts? Tools that better fit in the mindset of the new generations. The major question of idea creativity, especially in an educational environment is: How to determine and assess such “value”? In general, a teaching and learning process of idea creativity for new concepts that have value has an uncertain result. You cannot plan successes in advance. Contemporary education needs teaching methods in a setting that has the characteristics of the mindset of the new generation: twitch speed, multi-tasking, nonlinear approaches, connected, collaborative, active, and learning by playing, instant payoff, fantasy, and technology as friend. The ‘connectivity learning' demands new approaches to monitor and coordinate collective learning processes - a demand driven change in teaching, caused by a demand driven learning. This dynamic complex, mostly non-linear learning processes of realizing value by students that develop new ideas into new concepts, can monitored by CRAP (coordination registration of action points) and G-CRAP (group coordination registration of action points). Using the systems, make it possible to integrate and apply the connectivity opportunities in lessons, and also to coordinate and measure learning progress, both individually and collectively. In almost every business organization the need exists to innovate continuously their products and services. The assessment of the course is at the end by presenting the results to the specific client who has asked for specific innovative solutions. Examples are: find innovative concepts for bed & breakfast companies, for applying specific LED lights, for a language game, for new products in the “seniors-economy”, etc. Students carried out these assignments, using CRAP and G-CRAP. It also made clear that the authentic context of this learning process is realized by the key characteristic: creating added value. The presentations were held for entrepreneurs, who could benefit from the innovative concepts. They had to spend their time and energy to validate the presentations and expect “good ideas” for their invested time. One of the students expressed beautifully: “In education there is a critical dividing line between sufficient (pass) and not sufficient (fail), but in business there is a critical dividing line between good and not good. That is something entirely different.”