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Evidence-based e-Learning Methods to Build Creative Thinking Skills Ruth Clark, Clark Training & Consulting

206

E-Learning to build Creative Thinking Skills

While you are waiting, try the pretest on page 3!

Session 206 Tuesday April 15th : 1:00 – 2:00 PM e-Learning Guild Annual Gathering Ruth Colvin Clark, Ed.D. CLARK Training & Consulting www.Clarktraining.com [email protected]

602 230-9190

April 14-17, 2008 Orlando, FL

While you are waiting Try this pretest while you are waiting for the session to start 1. Creativity cannot be taught – you have it or you don’t

T

F

2. Skill building in imagery and metaphorical thinking will increase creative thinking

T

F

3. Expertise in a work domain is a prerequisite for creativity

T

F

4. e-Learning can be used to teach creative thinking skills

T

F

5. Problem-based learning is effective

T

F

6. Students like problem-based learning better than traditional curriculum

T

F

Session Topics o o o o o o

Introductions The what and why of innovation Can creativity be trained? Guideline 1: Use job-specific cases as a context Guideline 2: Making thinking processes explicit Guideline 3: Offer guidance

What is Creativity?

The production of original potentially workable solutions to novel, ill-defined problems of relatively high complexity – Scott et al, 2004

Creativity Training Programs

In organizational settings, creativity training was more effective than in academic settings with an effect size of 1.41 – Scott et al, 2004

Session 206 – Evidence-based e-Learning Methods to Build Creative Thinking Skills – Ruth Clark, Clark Training & Consulting

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April 14-17, 2008 Orlando, FL Types of Creativity Training Programs 1. Imagery and Puzzle Approach Starting from any point, draw 4 continuous lines WITHOUT lifting your pencil so each of the 9 dots has at least one line running through it

2. 2. General Thinking Skills Approach Techniques to generate ideas: o Brainstorm o Visualize o Create Metaphors o Mind mapping 3. Domain or Job-specific Approach: Bioworld Example

Session 206 – Evidence-based e-Learning Methods to Build Creative Thinking Skills – Ruth Clark, Clark Training & Consulting

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April 14-17, 2008 Orlando, FL Guideline 1: Use Job-specific cases as a context to teach problemsolving skills Example: Loan Analysis Your Critique: A. Case-based Learning Vs Traditional in Medical Education Case based Traditional

ES = .9

- Kumpta et al, 2003

B. Acceleration of Expertise: Sherlock Pretest Posttest

Trained

Untrained Advanced - Gott & Lesgold, 2000.

Session 206 – Evidence-based e-Learning Methods to Build Creative Thinking Skills – Ruth Clark, Clark Training & Consulting

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April 14-17, 2008 Orlando, FL Your Creativity Training Plan: Defining the job and problem

Write down a job in your organization that requires creative problem solving:

List some of the types of problems that workers in that job solve:

Describe the setting in which problems are solved:

Guideline 2: Make thinking processes explicit Metacognition: The brain’s operating system. During problem solving: sets goals, plans approaches, monitors progress, adjusts as needed. Techniques to Make Thinking Skills Explicit Technique Model thinking processes

Description As a performer is solving a job-specific problem, her thoughts and rationale for actions taken are illustrated

Practice thinking processes

Learner makes choices that reflect job-specific heuristics Learner performs tasks AND states reasons for action steps

Feedback on

Program tracks and displays choices, action paths taken by

Session 206 – Evidence-based e-Learning Methods to Build Creative Thinking Skills – Ruth Clark, Clark Training & Consulting

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April 14-17, 2008 Orlando, FL thinking processes

learners Program shows choices or action paths taken by experts

Your Creativity Training Plan: Teaching Thinking Processes Sketch a layout to help learners solve one of the problems you listed above. Show how you could: 1. model, give practice and feedback in thinking skills.

Session 206 – Evidence-based e-Learning Methods to Build Creative Thinking Skills – Ruth Clark, Clark Training & Consulting

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April 14-17, 2008 Orlando, FL Guideline 3: Manage the flounder factor to ensure learning success and reduce wasted time and effort. Technique Virtual Experts

Description Advice from diverse relevant sources can be accessed on demand. Experts can be preprogrammed or can be ‘live’ via email or discussion boards. Example: Consultants in medical ethics course

Online Agents

Agent can offer hints and suggestions or refer learners to other resources Example: Customer service training

ILT tutors

Instructors can meet with learners (in groups or individually) to review and discuss case scenarios. Example: PBL in orthopedics rotation

Process worksheets

A high-level list of problem-solving heuristics used by experts Example: Writing a legal plea course

Explanatory feedback

- Intrinsic FB - Instructional FB - Corrective - Explanatory

Your Creativity Training Plan: Offer Guidance Sketch a layout to offer guidance to learners during their problem-solving exercises

Session 206 – Evidence-based e-Learning Methods to Build Creative Thinking Skills – Ruth Clark, Clark Training & Consulting

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April 14-17, 2008 Orlando, FL Resources and References Clark, R.C. (in press) Building Expertise – 3rd Edition. San Francisco: CA: Pfeiffer. Clark, R.C. and Mayer, R.E. (2008). E-Learning and the Science of Instruction. San Francisco:, CA: Pfeiffer. See Chapter 14 David, P.A., and Foray, D. (2003). Economic fundamentals of the knowledge society, Policy

Futures in Education, 1 (1), 20-49. Dochy, F., Segers, M., Van den Bossche, P., Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction (13), 533-568. Johansson, F. (2006) The Medici Effect. Boston, MA Harvard Business School Publishing. Jonassen, D.H. (2003). Learning to solve Problems: An Instructional Design Guide. San Francisco, CA: Pfeiffer. Kamin, C.S., O’Sullivan, P.S., and Deterding, R. & Younger, M. (2003). A comparison of critical thinking in groups of third-year medical students in text, video, and virtual PBL case modalities.

Academic Medicine, 78(2), 204-211. Kelly, T (2001). The Art of Innovation: Lessons in creativity fromIDEO. New York: NY, Doubleday. Kumta, S.M., Psang, P.L., Hung. L.K. and Chenge, J.C.Y (2003). Fostering critical thinking skills through a web-based tutorial programme for first year medical students – A randomized controlled study. Journal of Educational Multimedia and Hypermedia, 12 (3), 267-273. Mamede, S., Schmidt, H.G., and Norman, G.R. (2006). Innovations in problem-based learning: What can we learn from recent studies? Advances in Health Sciences Education, 11, 403-422. Mayer, R.E. (2004). Should there be a three-strikes rule against pure discovery learning: The case for guided methods of instruction. American Psychologist, 59(1), 14-19.

Session 206 – Evidence-based e-Learning Methods to Build Creative Thinking Skills – Ruth Clark, Clark Training & Consulting

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April 14-17, 2008 Orlando, FL Mayer, R.E. and Wittrock, M.C. (2006). Problem-solving transfer. In Handbook of Educational

Psychology, D.C. Berliner and R.C. Calfee (Eds.) New York: Simon & Schuster Macmillan. Pink, D.H. (2005). A whole new mind: Why right-brainers will rule the future. New York: Penguin Group. Schoenfeld, A.H. (1987). What’s All the Fuss About Metacognition? In A. Schoenfeld, (ed.),

Cognitive Science and Mathematics Education. Hillsdale, NJ: Lawrence Erlbaum Associates. Scott, G., Leritz, L.E., & Mumford, M.D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361-388. Weisberg, R.W. (2006). Modes of expertise in creative thinking: Evidence from case studies. In K.A. Ericsson, N. Charness, P.J. Feltovich, & Hoffman, R.R. The Cambridge Handbook of

Expertise and Expert Performance. New York: NY, Cambridge University Press.

Workshops: Designing Problem-based Learning Training Environments 2 Day ILT Workshop OR 4 Virtual Sessions See www.Clarktraining.com or call 602 230-9190 About Clark Training Clark Training is an industry leader in use of evidence-based training methods for classroom, asynchronous, and synchronous e-learning. We offer keynote speeches, workshops, books, and consulting in design and development of workforce learning environments that lead to achievement of organizational operational goals. Ruth Clark has her doctorate in instructional psychology from USC and is the author of six books on instructional methods for workforce learning. Ruth was the 2006 recipient of the Thomas Gilbert Distinguished Professional Achievement Award by ISPI and was featured as a Legend Speaker at the ASTD 2007 conference. Ruth is a popular keynote speaker at conferences and events. Contact her at [email protected]

Session 206 – Evidence-based e-Learning Methods to Build Creative Thinking Skills – Ruth Clark, Clark Training & Consulting

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