Download - Mental Modeling
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Mental Modeling: A Tool for Adult Learning
John O’LaughlinEDUC-8101-6 How Adults Learn:
Theory and Research
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Learn concepts of mental modeling
Collaborate to test learning
Apply concepts of mental modeling
Use adult learning theory to learn, test and apply
Objectives
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Adult learning theory will be applied during the mental modeling presentation by:
• Collaborating to construct understanding
• Recognizing similarities and differences to related theories and concepts
• Using critical thinking to reflect and expand on the learning
• Identifying a way to apply the learning
Applied Use of Adult Learning Theory
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Mental Modeling: Introduction
What you can learn in :30 seconds about a two-hour movie
A Hollywood high-concept is a brief compelling description of a complex production
From that simple model or concept, comes a series of steps that contribute to creating the whole production
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Mental Modeling: Introduction
A mental model for creative work
http://johnolaughlin.com/classtools/workflow.swf
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Complex made simple (DeKleer & Brown, 1981)
Understanding what it means to understand a complex system
Discovering principles that help the learner construct a complex system
What is Mental Modeling?
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Having a clear notion of what must be learned and exploring inter-related purposes (DeKleer & Brown, 1981)
Using the process of creating a model as a framework to learn how to answer unanticipated questions or to predict consequences
Isolating functions in the model so they are independent of the overall systems for context-free evaluation
What is Mental Modeling?
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Xerox evaluated and updated their training process based on evaluating an inefficient and expensive model.
A Mental Modeling Example
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Storytelling as a Mental Model (Brown, 2001)
Xerox technicians used collaboration and storytelling to gain an understanding of the machine and processes to fix it
The use of communication devices replaced manuals of instruction to empower learning
A Mental Modeling Example
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Comprehension
Helping students link, connect and integrate ideas increases understanding of the subject matter (Marzano, Pickering, & Pollack, 2001)
Similarities and Differences
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Extreme Programming• Isolating functions required for the program• Developing the most important function first • Refining the code to increase efficiency• Adding new functions based on priority
Similar Theories and Concepts
ArchitecturalSpike
ReleasePlanning
Iteration AcceptanceTests
SmallReleases
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Mind Mapping• Developing flow charts of complex ideas
Similar Theories and Concepts
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Similar Theories and Concepts
Rapid Prototyping• Creating a simplified version of a project• Testing out functions• Applying success to the real project
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Collaborating with Mental Modeling
Shifting from learning content to learning activities (Brown & Adler, 2008)
Teaching others is one of the best ways to retain learning (Dale, 1969)
Adult learner motivations include using life experiences and applying the learning(Knowles, Holton, & Swanson, 1998, p. 64 - 69)
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Applying the Concepts of Mental Modeling
How to use mind mapping software to create a mental model
http://screenr.com/NYh
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Applying the Concepts of Mental Modeling
Create a mental model of a process related to a field of interest to you
http://bubbl.us username: learning_guest password: contribute
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Conclusion: Reflection and Learning
Critical thinking is a process of questioning the content to gain new insight (Brookfield, 2005)
Synopsis of the presentation and the learning experience
Questions and dialogue
http://mentalmodeling.blogspot.com/
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Evaluations
Click the link below to take a brief quantitative and qualitative survey regarding this presentation
http://www.surveymonkey.com/s/HB8W9QN
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References
Brookfield, S.D. (2005) The power of critical theory for adult learning and teaching, New York, NY: McGraw Hill,
p. 1-38
Brown, J.S. (2001). Storytelling: Xerox: How copiers actually get repaired. Retrieved from
http://www2.parc.com/ops/members/brown/storytelling/JSB8-Xerox-Eureka.html
Brown, J.S., & Adler, R.P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. Educause
Review, 43(1), p. 16-32
Dale, E. (1946, 1954,1969). Audio-visual methods in teaching. New York, NY: Dryden.
De Kleer, J., & Brown, J.S. (1981). Cognitive skills and their acquisition [p. 285-309]. (Google Books), Retrieved
from http://books.google.com/books?
id=7oEtr1KvMbgC&pg=PA285&dq=mental+modeling+john+brown&cd=1#v=onepage&q=&f=false
Knowles, M. S., Holton, E. G., & Swanson, R. A. (1998). The adult learner: The definitive classic in adult
education and human resources development. Houston, TX: Gulf Publishing Company.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: Association
for Supervision and Curriculum Development.
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About The Author
John O’Laughlin is a training and development specialist and instructor earning a doctorate in higher education and adult learning with a focus on technology and teaching. (Ed.D., Walden University, 2012)
http://www.johnolaughlin.com