It truly changed me. It made me more confident and daring.
Silvie Vale, Communications consultant
This has been the most important and useful learning experience in my 16 years of education.
I followed the process and we got a very innovative idea – It actually got patented.
Anders Baek, Senior Mechanical Engineer
Within a week my brain was totally reconfigured.
I have learned to approach my professional field much differently and in a more playful way.
Kamilla Rasmussen, Marketing consultant
I realised that, if I want, I can produce 200 ideas to solve a single problem.
Fabrizio Negretti, Course participant
PHD CHRISTIAN BYRGE
“My passion and expertise are to help educators and managers across all domains to design serious, inspiring and playful training that develops creative skills at all levels of education and for all types of private and public organisations”
CREATIVITY COMPETENCY MODEL
Want to enter the next level?
CLEAR UNDERSTANDING OF THE VALUE OF CREATIVITY
PROCEDURES FOR CREATIVITY IN TEAM MEETINGS
focus on solving everyday tasks more creative
Advanced team creative process methods
Systematic evaluation of creative output
focus on Ideas that better meet user needS
advanced individual creativity approaches
Interconnected individual and team creativity
Open and curious team culture
systematic evaluation of creative skills
focus on creating novel breakthrough solutions
Creativity as a second nature
Procedures for implementing novel ideas
strong creative perseverance and persuasion
focus on setting new cross-industry standards
AT YOUR SERVICE
for advancing creativity
Creativity Toolkits & Works
From me to you
This card game is fun and it seriously advances your creative skills. Simply playing the games will make you more creative. The game is designed to use in class or with friends and family. It is designed on a “mix and match” platform, where a set of new ideas give points. It has similarities to the normal memory card game, however, it is designed to advance creative skills. I invented this toolkit in 2017 and it was published by the Danish Foundation for Entrepreneurship in 2018.
Online Gamified Training for Business Innovation: Examining an Embodied Gamified E-learning Module on Creativity (free scientific paper)
This article examines the use of a novel method of delivery of creativity training: a gamified embodied e-learning module for teaching the creative skills fundamental for practical business innovation. The e-module “Academy for Creativity” is examined as an out-of-class study activity for creativity training using interviews with focus groups of students, questionnaires on a larger group of students and individual interviews with teachers. The results reveal embodied gamified e-learning on creativity as a potential for increasing student motivation and engagement as well as a potential for advancing and increasing focus and student time spent on the deliberate practice of creativity as part of business innovation studies. The results also present recommendations for how to implement embodied gamified e-learning on creativity as a natural part of classes on business innovation. I co-authored this paper with Sandra Dingli, Shirley Pulis Xerxen, Kristian Brøndum, Patricia Nunez, Liisa Irene Hänninen and Chaoying Tang.
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.
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.
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. I co-authored this paper with Sandra Dingli, Shirley Pulis Xerxen, Kristian Brøndum, Patricia Nunez, Liisa Irene Hänninen and Chaoying Tang.
Need to introduce serious creativity training in your classes in a serious and engaging way. This free toolkit will significantly advance your students/pupils creative skills through gaming. It is a mix and match game focused on making new combinations of existing products. It has been 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.