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The economic and social well-being of Australia is based on its citizens’ ability to adapt and create knowledge and products in response to societal needs. The fruits of creativity enrich our culture and improve the quality of our lives. This paper presents an innovative theoretical framework for Distributed Creativity in classrooms that might be used to explore and define forms of complementarity among students to support production of creative ideas or products; and investigate ways in which Distributed Creativity can be used by researchers and educators to study and optimise student creative potential. The Distributed Creativity framework is predicated on the transformational potential of digital technologies to afford students the capacity to work collaboratively and engage in what has been termed mini-c creativity.

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Conference Paper

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