Digital creativity peculiarities in the case of remote experiment

In the last two decades digital technology has become an important part of everyday life. More than that, “digital technologies” have gained the status of “social community.” This paper presents the remote experiment argument between the concepts of “technological determinism” - which considers that culture is a passive element and technology the active element, and of “socio-economic determinism” - which considers that culture is an active element and technology the passive element. From this dichotomy the concept of “embedded determinism” has emerged. In this landscape remote experimentation as a part of digital creativity has changed the philosophy of laboratory works from - “imposing rigid rules” - proper for the “face-to-face” labs towards “freedom to create.” Remote experimentation (RE) as a new tool for teaching and learning in the virtual space introduced some new characteristics in the e-culture environment: · RE has led the change in the learning environment, putting the existing rules to the test; · Due to the ability to compare one experiment with another experiment created in another part of the world, mistakes are discovered quickly by the students, putting applied education in a glass house; · RE has moved the individual work towards community and cooperation in the network; · RE is a part of an e-world, characterized by decentralization and quite out of control. This aspect contradicts existing teaching and learning systems which are centralized; · RE introduced the dynamics of Internet into the education system. Some considerations regarding these ideas will be presented in the paper.