Supporting the Creativity Cycle through Visual Languages

B. R. Gaines, and M. L. G. Shaw

The application of visual language tools for knowledge acquisition and modeling to the support of student’s creative processes has been investigated. Such tools have potential application to both phases of the creativity cycle, the transition from loose divergent thinking to focused convergent thinking, and the converse transition whereby received knowledge is deconstructed through detecting anomalies and making overt the underlying tacit presuppositions. This paper outlines this model of creative dynamics, gives an overview of past applications of visual languages, such as concept maps, in a range of disciplines, and illustrates their use by graduate research students developing their research frameworks.

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