Project Cl4bio

𝙃𝙤𝙬 𝙘𝙖𝙣 𝙘𝙧𝙚𝙖𝙩𝙞𝙫𝙚 𝙡𝙚𝙖𝙧𝙣𝙞𝙣𝙜 𝙢𝙚𝙩𝙝𝙤𝙙𝙤𝙡𝙤𝙜𝙞𝙚𝙨 𝙨𝙞𝙜𝙣𝙞𝙛𝙞𝙘𝙖𝙣𝙩𝙡𝙮 𝙞𝙢𝙥𝙧𝙤𝙫𝙚 𝙩𝙝𝙚 𝙦𝙪𝙖𝙡𝙞𝙩𝙮 𝙤𝙛 𝙩𝙧𝙖𝙞𝙣𝙞𝙣𝙜 𝙛𝙤𝙧 𝙨𝙩𝙪𝙙𝙚𝙣𝙩𝙨?
Key Takeaways 🔑by Antonia Symeonidou from Cl4Bio Final International Conference:
✨Increased Engagement: Creative methods, such as project-based learning, gamification, or arts integration, make learning more enjoyable and interactive. This engagement can lead to higher retention of information and a more positive attitude toward learning.
✨ Critical Thinking: Creative learning encourages students to think critically, analyze problems from multiple perspectives, and develop innovative solutions. This helps them become better problem solvers and decision-makers.
✨ Deeper Understanding: By engaging in hands-on activities, discussions, and projects, students can gain a deeper understanding of the material. Creative methodologies often emphasise comprehension and application over rote memorisation.
✨ Personalised Learning: Creative approaches allow for more individualised learning experiences. Students can pursue topics and projects that align with their interests and abilities, leading to a more personalized and meaningful education.
✨ Collaboration: Many creative learning methods involve collaboration among students. This helps them develop teamwork, communication, and interpersonal skills, which are valuable in both academic and real-world settings.
✨ Long-term Knowledge Retention: Because creative learning is often experiential and inquiry-based, students are more likely to retain knowledge and skills for the long term, as they have a deeper connection to the material.

👉 Find out more at:
🌐 https://cl4bio.web.ua.pt/

l Universidade de Aveiro University of Nicosia Council of the European Union ISCA - Universidade de Aveiro

Nina Drejerska Marcin Zbiec Fedele Colantuono Demetris Vrontis Alkis Thrassou George Yiapanas Stelios Stylianou Valentina Chkoniya Marcin Zbiec Fedele Colantuono Demetris Vrontis Alkis Thrassou George Yiapanas Stelios Stylianou Chrystalla Pachita Valentina Chkoniya Ευφροσύνη Σάββα

𝘾𝙝𝙖𝙣𝙜𝙚 𝙖𝙜𝙚𝙣𝙩 𝙞𝙣 𝙩𝙝𝙞𝙨 𝙬𝙖𝙮.
Key Takeaways 🔑by Pam Burnard from Cl4Bio Final International Conference:

👉 When creativity is considered as a change agent in this way, then it is possible to explore what kind of change is implied.

👉 Integrating arts and sciences through first-person experiential methods engaging the senses, and along with second-person methods to refine awareness and the ability to talk about the fine texture of experience.

👉 With posthumanising creativity inherently involving an ethico-onto-epistemology, that is, researchers are entangled with the phenomena being explored and the methodologies used, change is entwined across both methodological and pedagogical processes. Boden et al. (2021) remind us that this kind of change is not something ‘out there’ to be found, or a future to be envisioned in a linear progression, but is an emergent phenomenon that enfolds through its exploration. Similarly, Amsler and Facer’s (2017, p.1) positioning of educational futures is influential here as they forefront the role of critical anticipation, which “assumes an active and critically reflective interaction with futures that are unknowable”.

👉 Find out more at:
🌐 https://cl4bio.web.ua.pt/


@universityofnicosia @eucouncil Universidade de Aveiroil .u

Nina Drejerska Marcin Zbiec Fedele Colantuono Demetris Vrontis Alkis Thrassou George Yiapanas Stelios Stylianou Chrystalla Pachita Valentina Chkoniya Ευφροσύνη Σάββα Antonia Symeonidou

𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗯𝘆 𝗦𝗵𝗮𝗽𝗶𝗻𝗴 𝗜𝗱𝗲𝗮𝘀
👐 From Play Dough to Powerful Ideas! Creativity took a hands-on turn at Coimbra Business School ISCAC, where students used modelling clay to prototype ideas for a new product communication campaign. Instead of jumping straight into slides and strategy documents, teams were challenged to model their campaign concept physically, turning abstract marketing ideas into tangible representations.
💡 The Challenge
Students were tasked with:
Developing a communication campaign for a new product
Defining the target audience
Clarifying the core message
Designing the emotional positioning
Identifying key touchpoints
But there was one twist: before presenting their strategy, they had to build it.
🟡 Why Use Play Dough in Marketing?
Using play dough in a communication and branding exercise unlocks powerful learning outcomes:
✔ Encourages divergent thinking
✔ Breaks rigid, linear planning habits
✔ Makes intangible concepts (brand identity, emotion, value proposition) visible
✔ Strengthens storytelling skills
✔ Enhances team collaboration
When students sculpt their ideas, they are forced to simplify, prioritise, and clarify their thinking.
🎯 From Model to Message
Each team created a physical representation of:
The product’s personality
The customer journey
The emotional impact of the campaign
The central message metaphor
The models became visual anchors for storytelling, making presentations more engaging, structured, and memorable.

Sometimes, the most powerful campaigns start not on a screen but in your hands.

👉 Keep sharing your learning and teaching experiences with us! We love seeing how the CL4Bio tools and ideas continue to inspire creative approaches in higher education.

🌐 https://cl4bio.web.ua.pt/

Universidade de Aveiro University of Nicosia Council of the European Union ISCA - Universidade de Aveiro
Nina Drejerska Marcin Zbiec Fedele Colantuono Demetris Vrontis Alkis Thrassou George Yiapanas Stelios Stylianou Chrystalla Pachita Valentina Chkoniya Antonia Symeonidou Ευφροσύνη Σάββα

𝙍𝙚𝙥𝙧𝙚𝙨𝙚𝙣𝙩𝙖𝙩𝙞𝙤𝙣𝙨 𝙤𝙛 𝙩𝙝𝙚 𝙧𝙚𝙖𝙡 𝙬𝙤𝙧𝙡𝙙
Key Takeaways 🔑by Antonia Symeonidou from Cl4Bio Final International Conference:

✨ In the allegory "The Cave", Plato describes a group of people who have lived chained to the wall of a cave all their lives, facing a blank wall. The people watch shadows projected onto the wall by objects passing in front of a fire behind them and give them names. The shadows are the prisoners' reality, but are not accurate representations of the real world. The shadows represent the fragment of reality that we can normally perceive through our senses, while the objects under the sun represent the true forms of objects that we can only perceive through reason.

👉 Three higher levels exist:
the natural sciences;
mathematics, geometry, and deductive logic;
and the theory of forms.

👉 Socrates explains how the philosopher is like a prisoner who is freed from the cave and comes to understand that the shadows on the wall are actually not the direct source of the images seen. A philosopher aims to understand and perceive the higher levels of reality. However, the other inmates of the cave do not even desire to leave their prison, for they know no better life.

👉 Find out more at:
🌐 https://cl4bio.web.ua.pt/

.ua .ua

Nina Drejerska Marcin Zbiec Colantuono Demetris Vrontis Alkis Thrassou George Yiapanas Stelios Stylianou Chrystalla Pachita Valentina Chkoniya Ευφροσύνη Σάββα Antonia Symeonidou

𝗕𝗶𝗴 𝗣𝗶𝗰𝘁𝘂𝗿𝗲
Key Takeaways 🔑by Pam Burnard from Cl4Bio Final International Conference:
🔹 Why does Creative Learning matter for the bio-economy?
🌱🎨🔬 Because the future of education isn’t just about knowledge transfer — it’s about future-making through arts + science collaboration.

➡️ What if,
researchers re-search possibilities of ‘things’ and move beyond ‘human exceptionalism’?

➡️ What if,
Researchers stubbornly refuse the censoring correction and coercion that draws them back to conventional research inquiry and foreground distributed agencies of human, nonhuman, and more-than-human materiality?

➡️ What if,
We acknowledge the inseparable arts-science duo and allow them to collaboratively catalyze eruptive research practices.

👉 Find out more at:
🌐 https://cl4bio.web.ua.pt/

Universidade de Aveiro University of Nicosia Council of the European Union ISCA - Universidade de Aveiro

Nina Drejerska Marcin Zbiec Fedele Colantuono Demetris Vrontis Alkis Thrassou George Yiapanas Stelios Stylianou Chrystalla Pachita Valentina Chkoniya
Antonia Symeonidou Ευφροσύνη Σάββα