Pete Fleenor's Webinar


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Pete Fleenor's Webinar

  1. 1. E-Learning to Build Metacognitive Skills<br />Teaching Creative Thinking<br />
  2. 2. Creative and metacognitive skills.<br />Using e-learning to teach<br />
  3. 3. What are thinking skills<br />A set of metacognitive skills used to creatively problem solve.<br />Incorporates cognitive skills(fact-based), metaskills(plan, monitor, assess solutions), and motivation in order to be effective<br />
  4. 4. Can creativity be taught?<br />Scott, Leriz, and Mumford (2004) showed increased productivity following well designed creativity training.<br />Most effective in professional, not academic setting.<br />
  5. 5. Types of Thinking skills training<br />Non-Verbal<br />General/Specific Metacognitive skills<br />Very general and transferable across jobs<br />Uses imagery/metaphors and puzzle problems.<br />Applies to broad spectrum of problem solving(gerneral)<br />Focus on specific types of problem solving(specific)<br />Shows more impact the more focused the skills being taught.<br />
  6. 6. How to tell you’re in an effective metacognitive training:<br />Focus on specific set of problem solving skills<br />Context based skills focused on tasks the learner will be required to perform<br />Practice in implementing skills in problem solving situations.<br />
  7. 7. Simulations and games<br />Harnessing the power of<br />
  8. 8. Are today’s learners…<br />Replacing textbooks with online simulations?<br />“Hardwired” to learn in multi-media modes?<br />More receptive to learning through hands on simulations?<br />Less likely to follow directions and more likely to explore digital environments?<br />
  9. 9. Games vs. Simulations<br />Games<br />Simulations<br />Competitive activity<br />Goal oriented<br />Restrained by rules<br />Framed within specific context/environment<br />
  10. 10. Some games you may have seen…<br />
  11. 11. Games vs. Simulations<br />Games<br />Simulations<br />Competitive activity<br />Goal oriented<br />Restrained by rules<br />Framed within specific context/environment<br />Model of a real world system<br />Operational – teach a specific procedure<br />Conceptual – teach domain specific knowledge and skills<br />
  12. 12. Some popular simulations.<br />
  13. 13. How to leverage games/simulations for effective learning.<br />Match the type of game/simulation to the learning goal.<br />Make learning essential to progression through the game/simulation.<br />Integrate guidance throughout to support the learner.<br />
  14. 14. Match the game type to the learning goal.<br />A. Engineering Principles<br />B. Good driving habits<br />C. Hand-Eye Coordination<br />D. Piloting/Targeting<br />E. Squad Based Tactics<br />
  15. 15. Make learning essential to progression through the game.<br />Identify 3 differences between games and simulations that impact learning.<br />
  16. 16. Integrated Guidance<br />Offer explanations of goals for the game and support for the learner as they navigate the game. <br />Encourage(force) the learner to reflect on the learning at various points of the game.<br />Manage the complexity/difficulty throughout the game. Increasing the challenge or reducing the support as the learner progresses through the game.<br />Create an interface that is appropriate for the learning. The learner should be focused on the learning, not the digital environment.<br />Integrate instructional support to reduce mental load of learner. Quick reference, suggested actions, “best practice” advice help the learner make correct decisions.<br />Create an appropriate pace for learning to occur. To slow and the learner loses interest, too fast and the learner becomes overloaded with information.<br />