This paper begins by briefly looking at two of the dominant perspectives on computational creativity; focusing on the creative artefacts and the creative processes respectively. We briefly describe two projects; one focused on (artistic) creative artefacts the other on a (scientific) creative process, to highlight some similarities and differences in approach. We then look at a 2- dimensional model of Learning Objectives that uses independent axes of knowledge and (cognitive) processes. This educational framework is then used to cast artefact and process perspectives into a common framework, opening up new possibilities for discussing and comparing creativity between them. Finally, arising from our model of creative processes, we propose a new and broad 4-level hierarchy of computational creativity, which asserts that the highest level of computational creativity involves processes whose creativity is comparable to that of the originating process itself.