Learning and creativity in design are two related activities. Can the
interrelations between the activities be defined? What is the nature
of these inter-relationships? Does creativity necessarily result in
new knowledge and/or learning? Can creativity be supported by
computational means? Can learning be supported by computational means?
If so, can such computational systems support design practice? Can
automated design be considered to be creative? Can learning from past
design manipulations be considered to be creative?
Learning and Creativity in Design Workshop
AID'02, held at Cambridge University, provided a forum to discuss
and attempt to answer some of these questions, together with
identifying the latest trends, and challenge areas of learning to
support design creativity. This special issue should also present
answers to some of the above questions. The goal of this snapshot of
the state-of-the-art of research in this area is to produce an
insightful understanding of the subject of learning and creativity in
design, by identifying the key challenges and issues.
Related papers are invited about, but not limited to, the areas listed
- The links between learning and creativity in design;
- The nature of creativity and learning;
- Creativity and learning in team design;
- Techniques, knowledge and approaches to computationally supported
creativity and learning.
All submissions will be anonymously reviewed by at least two
reviewers, and a selection for publication made on the basis of these
Further details about registration of interest, submission, etc, can
be found a the Special Issue information page:
Information about the format and style required for
AIEDAM papers can be found at