The context of this project is linked to the fact that today's societies demand that individuals deal with the complexity of many areas of their lives. Originally, creative competence was associated exclusively with studies of art and humanities and later extended to other disciplines of a more technical nature, maker and closely related to digital competence. In this sense the DIGCOM framework establishes the creative use of technology for problem solving or ISTE sets a standard for creativity and innovation based on digital competence. And there is also an interrelationship between creativity and collaborative work driven by the use of ICT or digital competence in general. Creativity is an essential skill for personal and social development, as well as for facing the challenges and changes of the 21st century. Therefore, it was important to further research on its theoretical and practical foundations, as well as on ways of fostering and assessing it in different contexts and settings. Ultimately, the aim is to guide and motivate adult learners to discover the importance of lifelong learning and to empower them to set new goals and objectives in order to reduce the distance that separates them from social inclusion and access to higher educational levels and better working conditions. In the long term, this action is necessary to meet today's economic challenges and to respond to the demand for new skills and sustained productivity in an increasingly digitized global economy. Reached objectives The main objective reached was an improvement of students' motivation for learning through the development of creativity, the use of digital competence and a collaborative teaching and learning strategy in the classroom. Creativity was fostered through the development of creative digital training contents, aimed at helping adult learners to improve their competences, motivate for learning and encourage lifelong learning. A set of training contents were developed based on five learning themes together with their corresponding software application, such as video clip editing, apps mockup's design for mobile and computer devices, video game programming, creation of comic strips on the Web and writing and development of interactive readings. Training contents were not deployed in the classroom in isolation but in a collaborative teaching-learning context. Collaborative work is a very powerful approach to learning and is recommended by most educational experts. In an educational context, it constitutes an interactive learning model, which invites learners to build together, which requires combining efforts, talents and competencies, through a series of exchanges that allow them to reach the goals established by consensus. Outputs and Results Produced 1) From IO we developed a set of creative digital training contents translated into 3 languages. 5 learning themes are offered together with their corresponding software application and evaluation rubric. In addition we developed and test up to 40 collaborative methodologies to work with students and teachers translated into 4 languages. Both results are availabble through project web site. 2) Report on the evaluation of creativity in a 4-month pilot experience at CEA Infante de Murcia. The conceptual framework of creativity of Fields & Bisschoff [1] was used carrying out tests before and after the implementation of the learning themes, the use of the software corresponding to each theme and the collaborative methodologies. In general, and in spite of such a short experience, an improvement in creative competence is observed after the development of the experience, due to the fact that most of the evaluated dimensions show better results. [1] Fields, Ziska, and Christo A. Bisschoff. "A theoretical model to measure creativity at a university." Journal of Social Sciences 34.1 (2013): 47-59.) 4) Project website https://creatitproject.eu/ with open access to all contents and license CC BY SA 5) Apps with open access to all contents of the project. a. Android https://play.google.com/store/apps/details?id=app.creatitprojecteu.android b. Apple https://apps.apple.com/es/app/creatitproject-eu/id1669936449
The main objective has been to improve students' motivation to learn through the development of creativity, the use of digital competence and a collaborative teaching and learning strategy in the classroom. Creativity has been fostered through the development of creative digital training contents, aimed at helping adult learners to improve their competences, motivate to learn and encourage lifelong learning. The training contents have been based on 5 learning themes together with their corresponding software application, such as video clip editing, apps mockup's design for movile and computer devices, video game programming, creation of comic strips on the Web and writing and development of interactive readings. The contents have not been deployed in the classroom in isolation but in a collaborative teaching-learning context. Collaborative work is a very powerful approach to learning and is recommended by most educational experts. In an educational context, it constitutes an interactive learning model, which invites learners to build together, which requires combining efforts, talents and competencies, through a series of exchanges that allow them to reach the goals established by consensus.
Originally, creative competence was associated exclusively with arts and humanities. Nevertheless the DigComp framework establishes the creative use of technology for problem solving or ISTE establishes a standard of creativity and innovation based on digital competence. And there is also an interrelation between creativity and collaborative work driven by the use of ICT or digital competence in general. Creativity is an essential skill for personal and social development, as well as for facing the challenges and changes of the 21st century. Therefore, was important to continue researching on its theoretical and practical foundations, as well as on ways to foster and assess it in different contexts and settings. In short, it is a matter of guiding and motivating an adult learner to discover the importance of lifelong learning and giving him/her the ability to set new goals and objectives in order to reduce the distance that separates them from social inclusion and their entry into higher educational levels and better working conditions. In the long term, this action is necessary to meet today's economic challenges and respond to the demand for new skills and sustained productivity in an increasingly digitized global economy.