ADAPT-r is an ITN network that aims to develop new knowledge and understanding of Creative Practice Research (CPR) thus design thinking, public behavior, as well as the emergence of new methods oriented towards the explication of tacit knowledge. It comprises of 33 early stage researchers all creative practitioners and PhD candidates, 7 experienced researchers and 7 institutional partners. Research was conducted in the form of 9 paired interviews.

WORK PACKAGE 01_Primary Research: it follows the logic of the referential focuses of creative practice research training;

  • case studies: these are the venturous practices of the creative practitioners
  • community of practice: the communities that contextualize these case studies
  • transformative triggers: what shifts and transforms their creative practice and how it is related to social contexts; triggers uncover the challenges and the challengers of creativity the practitioners are not aware of; the revisiting, sorting and mapping past work triggers changing understandings; they are the markers of knowledge creation and recognition of development and change in the creative research practice; when things fall into place; Embracing Uncertainty: The space of not knowing; Other ways of knowing: intuition, hunch, feeling and bodily knowledge; they are not immediate insights but rather a means of opening up
  • public behaviors: it means that the practitioner positions himself/herself in his/her communities of practice/relevance; they point to navigating contexts; it is an interaction ritual
  • explicating tacit knowledge,
  • explication of methods

Methodology Analysis: Wording/Metaphoring/Anecdoting/ Diagramming*/ Choosing/ Playing/ Manifesting/ Structuring

Interesting findings on knowledge creation and creativity. 

(…) by thinking about knowledge as socially constructed, something that operates in networks, in relationships between actors, it becomes clear that there is no singular thing that amounts to knowing, instead, there are multiple knowledges. Knowledge represents multiple considerations about creativity. creativity can be a new idea, imagination and/or innovation; it too is multiple. As such it can be thought of as a responsive and relational, not classic and timeless.

There are three types of knowledge. There is input knowledge: the knowing before action. There is output knowledge: the knowing after action. There is relational knowledge: the knowing in action (communities of practice) developed relationally through interaction and collaboration

In order for innovation to be innovative it must be recognized as such by the creative practice researcher’s community of practice (…) the outputs of creative practice go beyond any objects of practice(…) doing creative practice is not the same as doing creative practice research; the practice needs to be framed differently



J. Verbeke, K. Heron, T. Zupancic, Relational Knowledge and Creative Practice, 2017, A publication by ADAPT-r (eds Tadeja Zupancic, Claus Peder Pedersen), ISBN 9789082510850, available here

ADAPT-r official webpage

*Diagrams as a research tool, Annotated, Different Aesthetics, Handmade, Collage, Landscape-like, as tools to discover or represent, as texts, to measure and visualize the projects, spider diagrams, time diagrams, architectonic diagrams, research space diagrams

Next Generation Digital Learning Environments (NGDLE)


Five domains of core functionality:

  • interoperability and integration_the system has to be open to allow different kinds of expressions (…) interoperability has four dimensions: transferable content, easiness of use, learning environment as a source of data, creation of interoperability standards.
  • personalization_it is highly dependant interoperability (…) it encompasses two aspects: the configuration (at all levels: individual, departmental, divisional, institutional and consortium) and outfitting of the learning environment and adaptive learning (coaching and suggestions specific learners’ needs)
  • analytics, advising & learning assessment_Data: Dispositional, Course Activity and Engagement, Student Artifacts, all intended here in two dimensions: learning analytics and integrated planning as in institutional capability to create shared ownership
  • collaboration_as a lead design goal (…) it doesn’t simply involve peers but also institutional collaborations (…) the usual walled garden system allows more freedom for content sharing but learning in social settings seems to be of great value
  • accessibility & universal design_ for inclusion, addressing accessibility means framing the learner both as receiver and as creator of content


Full Report available here

Image available here

The BASE* is Up!


The figure shows that over 100 million documents* (about 60% open access) were open through 5,000 content providers.The growth rates (22% for documents, 27% for content providers) are particularly impressive given the high pre-existing content rate.

In the article entitled “Dramatic Growth of Open Access” additional resources are mentioned such as: OECD iLibraryDirectory of Open Access BooksarXivsocArXivbioRxivRePECInternet Archive

* BASE: Bielefeld Academic Search Engine

**Currently in BASE: 103,458,284 Documents of 5,028 Content Sources

Image and Data available here

2016 MOOC Stats

COURSES: 6.850 from over 700 Universities (2.600+ new ones)

USERS: Coursera: 23million/ edX 10 million/ XuetangX: 6 million/ FutureLearn 5.3 million/ Udacity: 4 million

PROVIDERS-Coursera: 1700 + courses/ EdX: 1300/ FutureLearn: 480/ Miriada X: 350 (Spanish)/ XuetangX 300+ 9Chinese)




Image & Data retrieved here

UNESCO Guides to OERs


OER encapsulates a potential vision for educational systems globally wherein individual educators, and then increasingly entire departments and institutions, come together in common online spaces (which, like the most successful Internet phenomena, are not ‘owned’ by any one institutional or corporate interest) to start sharing the materials they have produced, in an effort ultimately to ensure that all the material which students need to complete their studies successfully can be accessed – legally – without any costs of licensing.

Full report available here

Educational Research, Cognitive Science & Neuroscience


Notes from MIT’s Online Education Policy Initiative Report, Pages 6-10

ER: Constructivism: Dewey, experiential learning, Piaget, Vygotsky, Montessori, inquiry and discovery. Active learning, teaching laboratories, Amos Eaton (1824), active instruction, Mazur, peer learning, all-hands-on courses, mini-lectures, simulations experiments. Online counterparts are flipped classroom. Project -based learning, video disks, personal computers and calculators. Papert’s Constructionism, a refinement of constructivism, development of Lego Mindstorms, robot design, prototyping technologies. Problem-based learning, imprecisely defined problems, self-directed learning peer learning, teamwork, internships, work-study programs, blurred boundaries between college and workplace. Student-centered education, reflection, discussion, interdisciplinary thinking, self-paced learning, Bloom, students in small cohorts. Online counterparts are Peer2Peer University where peer is the primary instructor.

CS: level of the brain, Ebbinghaus, how memories form and persistmind wandering, task-unrelated thoughts, make students curious, retrieval practice, engaging repeatedly in recall activities
is called interpolated testing, block of practice right after students have learned a topic, contrast between storage strength and retrieval strength, concept of desirable
difficulties,generation effect, generation of answers can help learning even if they are wrong, and feedback is effective even if it is corrective. Cognitive load theory, “compression” of new information, novices should be given worked examples
rather than open-ended problems. Impact of context, the context of the learning reflect the context in which that information will likely be used.

N: level of the neurons, initial encoding, integration of memories, consolidation, synaptic and system levels, sleep, blocked learning may be associated with saturation at the synapse during a process known as long-term potentiation, cognitive load has been shown to be measurable using pupillary dilation, activation of sensorimotor brain regions would enhance understanding of torque and angular momentum, MRI shows more active training
methods correlated not only with better test performance but also with greater stimulation of the predicted brain regions

Image available here