ABSTRACT

Design thinking’s emphasis on the end-user makes it more suitable to design disciplines when compared to other forms of creative problem-solving. Teaching creativity inside design thinking requires teaching practitioners to consider the influence of audience members who exist inside and outside the classroom environment. Students must learn how to differentiate feedback from audience groups that exist inside the classroom environment and consider their limitations in effectively judging the likelihood of an outcome’s success in the real world. The 4C framework for creativity provides a pragmatic approach to exploring different ways to evaluate outcomes when teaching creativity in Digital Media Design.