In our increasingly connected world, the popularity of designers and organizations practicing user-centred design comes as no surprise. However, quantifying the success of collective creativity is not so straightforward. Results may vary due to changing team members, and projects rely heavily on context. Schools of industrial design are another means for disseminating collective creativity while they are themselves instances of the practice. Rather than design the experience and knowledge of a single pupil, instructors provide scaffolding for students to develop their own interests, skills, and ideas. My paper looks at aspects of collective creativity, then reviews the pedagogy of Wim Gilles. Lastly, I discuss developing an exhibition about Gilles through a user-centred design exercise to evaluate the outcomes of a school of industrial design. While design education may be no easier to quantify than collective creativity, the exhibition design exercise may reveal ways for both areas to strengthen their positions.

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Advances in Intelligent Systems and Computing
Carleton Office for Research Initiatives and Services (CORIS)

MacRae, A. (2019). Collective creativity for teaching. In Advances in Intelligent Systems and Computing. doi:10.1007/978-3-319-94601-6_18