1. E-Learning to Build Metacognitive Skills Teaching Creative Thinking

2. Creative and metacognitive skills. Using e-learning to teach

3. What are thinking skills A set of metacognitive skills used to creatively problem solve. Incorporates cognitive skills(fact-based), metaskills(plan, monitor, assess solutions), and motivation in order to be effective

4. Can creativity be taught? Scott, Leriz, and Mumford (2004) showed increased productivity following well designed creativity training. Most effective in professional, not academic setting.

5. Types of Thinking skills training Non-Verbal General/Specific Metacognitive skills Very general and transferable across jobs Uses imagery/metaphors and puzzle problems. Applies to broad spectrum of problem solving(gerneral) Focus on specific types of problem solving(specific) Shows more impact the more focused the skills being taught.

6. How to tell you’re in an effective metacognitive training: Focus on specific set of problem solving skills Context based skills focused on tasks the learner will be required to perform Practice in implementing skills in problem solving situations.

7. Simulations and games Harnessing the power of

8. Are today’s learners… Replacing textbooks with online simulations? “Hardwired” to learn in multi-media modes? More receptive to learning through hands on simulations? Less likely to follow directions and more likely to explore digital environments?

9. Games vs. Simulations Games Simulations Competitive activity Goal oriented Restrained by rules Framed within specific context/environment

10. Some games you may have seen…

11. Games vs. Simulations Games Simulations Competitive activity Goal oriented Restrained by rules Framed within specific context/environment Model of a real world system Operational – teach a specific procedure Conceptual – teach domain specific knowledge and skills

12. Some popular simulations.

13. How to leverage games/simulations for effective learning. Match the type of game/simulation to the learning goal. Make learning essential to progression through the game/simulation. Integrate guidance throughout to support the learner.

14. Match the game type to the learning goal. 1 A. Load Distribution B. Defensive Driving C. Dexterity D. Aeronautics E. Teamwork 2 3 4 5

15. Make learning essential to progression through the game. Identify 3 differences between games and simulations that impact learning.

16. Integrated Guidance Offer explanations of goals for the game and support for the learner as they navigate the game. Encourage(force) the learner to reflect on the learning at various points of the game. Manage the complexity/difficulty throughout the game. Increasing the challenge or reducing the support as the learner progresses through the game. Create an interface that is appropriate for the learning. The learner should be focused on the learning, not the digital environment. Integrate instructional support to reduce mental load of learner. Quick reference, suggested actions, “best practice” advice help the learner make correct decisions. Create an appropriate pace for learning to occur. To slow and the learner loses interest, too fast and the learner becomes overloaded with information.