“My passion is to help teachers, professors, educators and managers develop serious, inspiring and playful creativity curriculum across all domains for all levels of education and for all types of learning organisations”
PhD Christian Byrge
“I love to share my expertise, knowledge and the insights that I have gained through more than a decade of applied creativity research and more than seven years inventing, designing and teaching the full-time five-month Creative Genius programs – probably the most ambitious creativity programs in the world”
For any inquiries
+45 31 55 55 75
+34 616 599 068
You can now systematically develop creative skills in your classroom in Spanish. Use this free starter toolkit to make significant advances to individual and team creative skills. It is designed to provide a quick positive experience with systematic training of creativity including flexibility, idea generation and imagination. I invented this toolkit in collaboration with colleagues from Complutense University in Madrid and it has been published in an open access version by CÁTEDRA .
Need to introduce serious creativity training in your classes in a fun and engaging way. This free toolkit will significantly advance your students/pupils creative skills through gaming. It consists of one idea production game, one idea combination game and one creative drawing game. They are all designed based on historically important creativity research. I invented this toolkit in collaboration with colleagues from Complutense University in Madrid and it has been published in an open access version by CÁTEDRA .
As training is increasingly digitalised in general education it becomes relevant to evaluate this new medium for learning. This is particularly true in the field of embodied creativity training because of its strong focus on the embodiment of creative skills. This paper evaluates potential levels of competence development when using a digital embodied creativity training program and it discusses the related themes of motivation for and transfer of learning.
The paper finds that while digital embodied creativity training, through its gamification possibilities, might increase personal engagement and motivation inside and outside the classroom, the training should reflect relatable situations to real-life experiences to increase the transfer effect. The opportunity for skills acquisition from distance learning seems paramount, even though digital embodied creativity training may not support all educational aims right now, as some skills may be easier to acquire in face-to-face training settings. Further improvements in technology could change this in the near future. The paper stresses the need for further research on this emerging topic of digital embodied creativity training.
Want to significantly develop your creative skills? Academy for Creativity offers a playful, digital and gamified approach to creativity training. The story line includes an avatar-robot working in an office, and you will need to help this robot solving all the job-tasks that require creativity. The creativity training is free of charge, available anywhere – and at anytime. All you need is access to a computer and WI-FI. It contains 10 fun and serious research-based games. Anyone can improve creative skills with Academy for Creativity. The games practice key creative skills like flexibility, elaboration, fluency, originality, imagination as well as self-efficacy.
I co-developed Academy for Creativity in collaboration with a development team at Aalborg University lead by Kristian Brøndum as well as Patricia Nunez & Liisa Hanninen from Complutense University, Sandra Dingli & Shirley Pulis Xerxen from the Edward de Bono Institute, Chaoying Tang from Chinese Academy of Sciences and Erik Guzik from Vast Learning Systems.
Want to significantly advance the creative skills of your students or pupils? These 200 creativity training exercises are motivating, energetic and seriously advance creative skills. The exercises are designed to use as teacher instructed activities in classes for about 5-15 minutes per day for 200 days. Each exercise include word-by-word instructions to be given to the students or pupils in class. I invented this toolkit in 2016 and the Danish Foundation for Entrepreneurship published it in 2017.
The exercises are designed for deliberate practice of some of the most important fundamental skills for creativity including fluency, flexibility, persuasion, originality, elaboration, visualising and imagination, problem understanding, identification of creativity and creative self-understanding.
These board and card games are highly engaging, fun and seriously advance your creative skills. Simply playing the games will make you more creative. The games are designed to use in class or with friends and family. They have the same characteristics as normal board and card games, however, they are designed to advance creative skills. I invented this toolkit in 2017 and it was published by the Danish Foundation for Entrepreneurship in 2018.
- One game is designed on a race-to-win platform, where each idea produced count as a move forward with the game piece on the board.
- A second game is designed on a “mix and match” platform, where sets of new ideas based on combinations of existing products give points.
- The final game is designed on a draw-and-guess platform, where each drawing is sure to become highly original because the start of the drawing is made by the opposing team.
Need a systematic approach for combining knowledge in new ways across disciplines, domains, industries and professions? These person analogy stimuli cards will help you make those interesting connections that may lead to novel valuable new ideas. These cards provide easy and effective cognitive stimulation and are intended for creative processes that intends to search across knowledge areas for new ideas and solutions. Each card provides four unique person analogies. They are designed ready to print on a duplex printer. I invented this toolkit in collaboration with Søren Hansen and Kreativitetslaboratoriet.
Creativity is often perceived as rather static: something that one either has or does not have. However, there are several examples on how to manipulate mental states to temporarily become more creative by using techniques for cognitive stimulation and by using processes for structuring the thoughts of individuals and interaction in teams. More interestingly, research suggests that it may be possible to learn the “rules of creativity” by simple training. As such, it is possible to advance the skills of creativity and thus become more creative human beings in all aspects of life including the engagement in entrepreneurial activities. The potential of taking this knowledge into the field of entrepreneurship education is interesting for the development of better entrepreneurs. I co-authored this paper with Chaoying Tang and Jizhong Zhou.
This chapter discusses the role of creativity training for entrepreneurship education and matters of concern in integrating creativity training in entrepreneurship education. Concepts of creativity and creativity training are reviewed next, followed by the examination of the relationship between creativity and entrepreneurship. The integration of creativity into entrepreneurship is then discussed, followed by conclusion and suggestions for potential implications for future research.
Creative Genius is a one-year interdisciplinary part-time program on creativity, which can be extended to a full master’s degree on creativity. The education is aimed at everyone who is ambitious about becoming far more creative as well as making their team and the organisation far more creative. The program started in 2014.
The educational program gives participants a strong research-based and theoretical foundation for changing their approach to their work, life and discipline. The unique proposition about the Creative Genius program is that the participants actually becomes significant more creative as a second nature. Of course they learn about all the theories, tools, process methods and models, however, these are only secondary to become creative as a person. The program is designed so the the participants will practice all important creative skills including flexibility, original thinking, visualising future scenarios, task focus, no-experienced judgement, imagination, persuasion, etc.
This simple and powerfull toolkit helps you produce far more ideas and more interesting ideas on command. It is one of the simplest tools to use during a creative process. Ideally it is a natural part of the ideation / idea production phase of a creative process. Random word and picture stimuli cards provide highly effective cognitive stimulation and are intended for creative processes where the need for a lot of ideas is evident. Each card provides four unique random word or picture cognitive stimuli. They are designed ready to print on a duplex printer. I invented this toolkit in collaboration with Søren Hansen and Kreativitetslaboratoriet.
Do you already have some experience running simple creative processes – and want to become better at it? This toolkit provides you with every single step for facilitating a group/team through a highly productive creative process. It even includes a word-by-word instruction for every workshop activity throughout the process. I co-authored this toolkit with Søren Hansen and Kreativitetslaboratoriet.
All the red pages are 3D case activities that will help the participants become far more motivated, concentrated and confidence during the process. Be aware that this toolkit have several alternative starting steps to choose between. As these are all listed in the beginning of the material you will need to scroll a bit down before you get to the other steps in the process.
This creative process toolkit will help you gain professional experience and confidence on how to run advanced creative processes. It may also be used as a “mix and match step catalogue” from which to design your own creative process.
I recommend you to read The Creative Platform in schools, Enhancing creativity for individuals, groups and organizations or 24-48 hours creativity camps in order to better make use of this toolkit.
Are you stuck in a pattern of thinking? These challenge stimuli cards will help you challenge any kind of thinking whether it is about product development, service or social innovation or any other problem or focus that needs new thinking. Challenge cards provide advanced cognitive stimulation and are intended for creative processes with high ambition for novelty. Each card provides four unique cognitive challenges. They are designed ready to print on a duplex printer. I invented this toolkit in collaboration with Søren Hansen and Kreativitetslaboratoriet.
This paper presents a model for feasibility testing of novel ideas for business model innovators. It suggests a five-step systematic involvement of non-domain-related knowledge intended to deliver more unique ideas that are feasible in the decision-making phase of business model innovation. I co-authored this paper with Kristian Brøndum and Søren Hansen.
Need help coming up with those surprisingly novel ideas? These stimuli cards facilitate cognitive stimulation in order to diverge thinking into new areas of interest. Inventive principle cards are primarily applicable for technical related problem areas, but can also provide help for other problem areas. Each card provides four unique inventive principles. They are designed ready to print on a duplex printer. I invented this toolkit in collaboration with Søren Hansen and Kreativitetslaboratoriet.
Creativity and Business Innovation is a bachelor program for aspiring entrepreneurs, product and service managers and corporate leaders. Built on a foundation of best business practices, the curriculum will train you to discover and develop novel business models, inspire co-founders and employees and manage a growing organisation. Nearly a quarter of the curriculum comprises of real-life problem-solving as a part of corporate internships in different European markets. The curriculum includes 20 ECTS on creativity.
I co-developed this program with Frederik Hertil and colleagues at Vilnius University College. The bachelor program is available in Estonian Entrepreneurship University of Applied Sciences, Polytechnic Institute of Porto in Porto and Vilnius University of Applied Sciences in Vilnius.
From Creativity to New Venture Creation: A Conceptual Model of Training for Original and Useful Business Modelling (free scientific paper)
This paper explores the processes of creating new companies with original and useful business models from a conceptual perspective. I co-authored this paper with Morten Lund and Christian Nielsen.
The paper presents a set of key skill variables of creativity and of business modelling that need to be trained in order to enhance the probability of a successful process leading to original and useful business models. These skill variables are related to the start-up process and to any process aimed at rethinking or improving existing business models.
The implications of the paper are discussed in terms of a combined study module aimed at new venture creation students and pupils within higher education as well as primary, secondary and high school education.
Ethnic Heterogeneous Teams Outperform Homogeneous Teams on Well-defined but not Ill-defined Creative Task (free scientific paper)
This paper presents an experimental study that compares ethnic heterogeneous teams (composed of both Danish and Chinese) with ethnic homogenous teams (composed of only Danish or only Chinese) on creative production. The characteristic of tasks is manipulated: well-defined or ill-defined creative task. I co-authored this paper with Chaoying Tang.
The paper finds that heterogeneous teams get more creative production than homogenous teams in solving the well-defined task. No significant difference was found in the creative production for the ill-defined task. The paper demonstrates that the creative production in ethnic heterogeneous teams will depend on the characteristic of the creative task.
Embodied creativity training: Effects on creative self-efficacy and creative production (scientific paper)
This paper presents a study on the effect of a new program of embodied creativity training on the trainees’ creative self-efficacy and creative production. I co-authored this paper with Chaoying Tang
In the training program 180 trainees were trained for 39 hours over a period of nine weeks. Trainee’s creative self-efficacy and creative production (originality, elaboration and fluency) were tested pre and post of the training. One month after the program finished, representatives of trainees and all trainers were interviewed in order to develop a qualitative understanding of the effects and potential improvements of the training program.
The results show a significant increase in creative self-efficacy as well as in creative production. Implications for embodied creativity training are discussed in the paper.
Embodied creativity training is action-based and aims to improve participants’ creative ability rather than delivery knowledge or information of creative theories. This paper explores embodied creativity training practices in Denmark, United States, and China. I co-authored this paper with Chaoying Tang, Weipin Hu and Canming Wang.
The paper categorizes the related embodied creativity training programs into three groups: creative exercises beyond teaching-curriculum, embodied creative teaching program, and creativity competition project. Finally, the potential possibility of integrating the embodied creativity training into the gifted and special education is discussion.
How do we become creative individuals, by ourselves and with others? How do we increase innovation in our work or study environments? How do we learn to think in unlimited ways? The answers to these questions can be found in this book, which presents new methods for enhancing our own and others’ creativity. I co-authored this both with Søren Hansen.
Creativity is the engine of innovation and entrepreneurship. At the core of creativity is the ability to see original connections and to combine our knowledge in new ways. It’s about finding creativity within ourselves and releasing our creative potential without being limited by our social, cultural or professional backgrounds.
The book is aimed at readers who wish to make others more creative, including leaders, coaches, educators, advisers and teachers. The practical part of the book is based on action research carried out in cooperation with various companies, schools, hospitals, ministries, universities and local government administrations.
In this paper The Creative Platform is elaborated as a new paradigm in didactic thinking where the aim is to engage in an experience rather than reflecting on it. The Creative Platform is a didactic approach for unlimited application of knowledge. In that sense it is a didactics for creativity because being creative involves applying knowledge without being limited from professional, social or cultural boundaries. I co-authored this paper with Søren Hansen.
The paper presents a conceptualisation of The Creative Platform into 4 pillars. The four pillars are defined as No-Judgment, Task-Focused, Parallel Thinking and Horizontal Thinking. It also presents a general model for any course or process that is to be taking place on The Creative Platform. The model consists of 6 steps that take the participants onto The Creative Platform, make them work on it, and take them down from it again.
Want inspiration on how to implement The Creative Platform in your classes? This is a collection of reflected experiences on how The Creative Platform has been applied in settings like writing (language), motivation and focus (science), meditation, inclusion, numbers (math), self-confidence and enjoyment of learning as well as systematic development of fundamental creative skills in education. I edited this anthology book in collaboration with Søren Hansen. Chapter authors were Ann-Merete Iversen, Ulla Ovesen, Stine Clasen, Dorthe Iversen, Jette Jul, Ebbe Kromann-Andersen, Louise Malmkjær, Tyge Mortensen & Karen Kierkegaard.
The book provides a short introduction to the concept of The Creative Platform and some chapter include hands-on step-by-step examples of how to implement The Creative Platform in your classes.
Develop radical new ideas in intensive 24-48 hour camps. This book presents a hands-on approach for designing and facilitating students or professionals through a highly engaging and productive creative camp. A creativity camp is particularly effective for involving cross-disciplinary teams in developing novel and valuable solutions for complex problems. I co-authored this book with Mette Ullersted, Torben Bager, Ulrik Blom and Tommy Borg Larsen.
In the book you will find an introduction to the notion of creativity camps, a step-by-step guide for designing and facilitating a successful camp or as part of an innovative project or as an intensive learning experience.. It also gives you a word-by-word instruction for each exercise and task throughout a typical creativity camp.
Unlimited knowledge application for pupils in schools? Yes, this book presents a hands-on approach for facilitating students to apply far more of their knowledge, experience and general memory as part of creative processes. I developed the concept of The Creative Platform and co-authored this both with Søren Hansen.
In the book you will find a conceptual introduction to The Creative Platform including its foundational pillars of task focus, parallel thinking, horizontal thinking and no-experienced judgement. It also gives you a step-by-step guide on how to start up facilitating your own pupils in highly engaging, fun and serious creative processes related to any problem or subject in the school.
Need a creative process, but don’t have a facilitator? No problem 🙂
This game-like creativity toolkit takes you easy through a series of steps for problem definition, idea production and solution development. It was originally developed for a cross-disciplinary and cross-industrial network of business and product developers developing original new ideas in collaboration. However, it is useful for any teams who would like some structure on their creative process. The toolkit contains the following:
- Creativity training and energiser exercises
- Facilitation board
- Instruction guides
- 5 different creativity tools for cognitive stimulation
- Problem definition cards
- Project planning cards
I developed this game in collaboration with Søren Hansen and Anette Pihl Nielsen. It is freely available in Danish and can be downloaded here in two parts.