375 © Springer Nature Switzerland AG 2020 M. J. Bishop et al. (eds.), Handbook of Research in Educational Communications and Technology, https://doi.org/10.1007/978-3-030-36119-8_17 Instructional Design for Learner Creativity Jason K. McDonald, Richard E. West, Peter J. Rich, and Brad Hokanson Creativity is a critical learning outcome for the twenty-frst century (Pellegrino & Hilton, 2012; Soulé & Warrick, 2015). Changing economic conditions throughout the world, the demand for fresh solutions to diffcult societal problems, and the personal benefts that arise as individuals fulfll their creative potential, all indicate the importance of creativity becoming not only part of, but deeply integrated into, all types of educational environments (Naghsh, Abari, & Motlaq, 2013; Sawyer, 2012; Wadaani, 2015). This includes learners at all levels—in elementary and sec- ondary education (Beghetto, 2016b); higher education (Livingston, 2010); and workplace learning (Carnevale, 2013). Because creativity is so crucial to both individuals and societies, helping people become more creative is a task that educators, policy makers, and other stakeholders cannot ignore (Paniagua & Istance, 2018). Yet factors within the educational system challenge our ability to foster learner creativity. Unfortunately, many people, teach- ers included, believe that creativity is innate and cannot be developed (Aljughaiman & Mowrer-Reynolds, 2005). Additionally, even when attuned to the need, many teachers are ill-prepared to teach in a manner that nurtures creativity (Liu & Lin, 2014). Similarly, outside of the arts, curriculum is typically underdeveloped in the area of creativity skills (Sternberg, 2015; Wyse & Ferrari, 2015). Some teachers feel that systematic conditions, such as high stakes testing, have imposed barriers that interfere with their ability to encourage creativity within students (Olivant, 2015). And fnally, although research has shown that most people can become more cre- ative to some degree (Beghetto & Kaufman, 2014), there is still much progress to be J. K. McDonald (*) · R. E. West · P. J. Rich Brigham Young University, Provo, UT, USA e-mail: jason@byu.edu; rickwest@byu.edu; pjrich@byu.edu B. Hokanson University of Minnesota, St. Paul, MN, USA e-mail: brad@umn.edu