Orchestrating a creative learning environment: Design and scenario work as a coaching experience - How educational science and psychology can help design and scenario work & vice-versa

This article considers design and scenario work as a team-coaching experience. It presents the componential theory of learning in coaching and the underlying componential model of creative learning, highlighting some ideas and showing some possibilities of using them for creating and implementing a creative learning environment necessary for the success of both design and scenario work. The benefits of other methods and tools of educational science and psychology are also briefly described. Finally, possibilities arising from the new as well as the usual perspectives on design and scenario work for educational science and psychology - more precisely, coaching and creativity research - are dealt with. In the last section of the article, general principles used are highlighted and summarized. Some connections to fundamental questions of the role of sciences, arts, theory and practice as well as of the location of design and scenario work are discussed. Thereby, a possible solution to the related controversy is initially proposed. Overall, this article shows some of the areas in which educational science and psychology, on the one side, and design and scenario work, on the other, can be of mutual benefit. It aims to initiate further discussions about connections among the mentioned fields, and seeks to suggest some possibilities for interdisciplinary research and utilization of its results.