Innovations in Learning Technologies Career Readiness ... · PDF fileInnovations in Learning Technologies Career Readiness Issues: Domain ... Torrance Tests of Creative Thinking, Torrance

Innovations in Learning Technologies Career Readiness Issues: Domain

Specific Creative Thinking

Harry ONeilCRESST/University of Southern

California

2015 CRESST ConferenceIntegrating Technology, Games, and

Assessment in Teaching and LearningAugust 19, 2015

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Context

College and Career Readiness Common Core State Standards Smarter Balanced State of California Career Readiness Issue Domain Specific Creative Thinking Learning Technologies

Games, simulations Instruction, assessment

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Problem of Career Readiness

Many high school and community college graduates lack the necessary knowledge, skills, and attributes (KSA) to be productive members of a workforce that focuses on high-demand, high-skill, and high-wage careers.

This development means that much more is expected of even entry-level members of the American workforce. Our K-12 schools and community colleges to provide

this type of workforce.

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Changing World Longer lives Multiple careers

3 or 4 over lifetime Globalization Urgent unforeseen societal problems will always

spring up and need to be solved Problems and solutions will diffuse more rapidly

because of technology and the media Problems will be very complex in unpredictable

environments Companies need to be agile, innovative, creative

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Increase in Technology

Results in an increase in cognitive complexity. Instead of performing simple procedural and

predictable tasks, a worker becomes responsible for inferences, diagnosis, judgment, and decision making, often under severe time pressure.

These skills are not currently explicitly taught or assessed in our schools.

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Definitions of KSAs Career readiness frameworks, studies,

literature reviews, meeting of experts, etc. Earlier 1990s SCANS work, a recent source

is the CCSSO study which included industry sources, international benchmarks.

PISA defined collaborative problem solving and it will be assessed in PISA 2016.

NAEP is also designing a collaborative problem solving assessment which will be added to future NAEP assessments.

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Knowledge, Skills, & Attributes

Knowledge is domain-specific Skills are either domain-specific or

domain-independent Attributes are relatively domain-

independent. Attributes are considered as widely applicable

but hard to train. The term attribute is usually considered

interchangeable with the term competency.

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Career Readiness Skills (edited)State of California (2015) CCSSO (2013) ACT (2014) ONeil (2014)

Utilize critical thinking

Demonstrate creativity and innovation

Communicate

Develop an education and career plan aligned with personal goals

Apply technology

Practice personal health and understand financial literacy

Act as a responsible citizen

Model integrity, ethical leadership, and effective management

Work productively in teams

Employ valid and reliable research strategies

Understand the environmental, social, and economic impacts of decisions

Critical thinking

Creativity & innovation

Communicating effectively

Problem solving

Communicating effectively

Metacognition & self-awareness

Study skills & learning how to learn

Time/goal management

Working collaboratively

Critical thinking

Collaboration skills

ICT

Adaptive Problem Solving

Communication

Decision Making

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Career Readiness: AttributesCCSSO (2013) ACT (2014) ONeil (2014)

Agency (self-efficacy

Initiative

Resilience

Adaptability

Leadership

Ethical behavior & civic

responsibility

Social awareness & empathy

Self-control

Self-efficacy

Fit

Integrity

Interests

Personality

Self-esteem

Values

Self-efficacy

Creative thinking

Metacognition

Teamwork

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A 21st Century Career Readiness Model

Knowledge

Teamwork

Attributes/Competencies

Creative Thinking

MetacognitionAdaptive Expertise

Prerequisites DomainKnowledge

Adaptability Situation Awareness

Skills

Communication DecisionMaking

Adaptive Problem Solving

21st Century Readiness

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Whats Missing

Conceptual clarity for the KSAs How to measure

The development of assessments to measure these KSAs in high schools and community colleges.

How to measure performance assessment approaches (e.g., portfolios, game simulations knowledge maps)

Criteria (e.g., validity, fairness, transfer and generalizability, cost, and efficiency);

Type of technology (e.g., paper-and-pencil, computer).

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Prior Research: 21st Century Skills Adaptive problem solving involves the ability to invent solutions to

problems that the problem solver has not encountered before. In adaptive problem solving, problem solvers must adapt to their existing knowledge to fit the requirements of a novel problem (Mayer, 2014). Adaptive problem solving has also been conceptualized by ONeil (2014) as being composed of content understanding, problem solving strategies, and self-regulation

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21st Century Skills Communication is the timely and clear provision of information and the

ability to know whom to contact, when to contact, and how to report (Hussain, Bowers, & Blasko-Drabik, 2014)

Decision Making involves the use of situational awareness information about the current situation to help evaluate a course of action and judge its effectiveness. It involves the ability to follow appropriate protocols, follow orders, and take the initiative to complete a mission (Hussain & Bowers, 2014)

Teamwork is a trait of the individual that predisposes the individual to act as a team member. There are six teamwork processes: (a) adaptability, (b) coordination, (c) decision-making, (d) interpersonal, (e) leadership, and (f) communication. A complementary definition is provided by Bowers and Cannon-Bowers (2014). Their definition of teamwork includes knowledge of teamwork, leadership, mutual performance monitoring back up, communication, interpersonal skills and positive teamwork attitudes

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21st Century Skills (contd) Metacognition is awareness of ones thinking and is composed of two

components: planning and self-monitoring. Planning means that tone must have a goal (either assigned or self-directed) and a plan to achieve the goal. Self-monitoring means one needs a self-checking mechanism to monitor goal achievement (ONeil, 1999)

Situation Awareness involves being aware of what is happening around you, to understand how information, events, and your own actions will affect your goals and objectives, both now and in the near future. More formally, situation awareness can be defined as the (perception) of elements in the environment within a volume of time and space, the (comprehension) of their meaning, and the (projection) of their status in the near future (Endsley, 1995, p. 36)

Domain-specific creativity

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Creative Thinking

Creative thinking

Fluency (ability to produce a large number of ideas)

Novel/originality (the number of unusual categories of ideas judge by expert raters or by statistical infrequency)

Flexibility (produce or use of different categories of ideas)

Elaboration (ability to fill in details)

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Creative Thinking (contd)

Domain-general measures of ideational fluency (e.g., Torrance Tests of Creative Thinking, Torrance, 1974, 1999).

The problems presented to respondents to be solved are very different from the kinds of problems that people encounter in everyday life.

Name all the ways to use a newspaper

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Domain-Specific Creativity Creative thinking was long considered domain-general Individuals who score high on the test of creative

thinking ability would be able to generate divergent or original ideas in a wide variety of domains

More recently, however, scholars have presented evidence indicating that creative thinking is domain- or task-specific and not domain-general as long believed

Measures of creative thinking ability typically provide scores on fluency (the number of ideas or solutions), flexibility (the number of different categories of ideas), originality (the number of unusual categories of ideas judged by expert raters or by statistical infrequency), and/or elaboration (the number of details involved)

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Domain-Specific Creativity In domain-general creative thinking measures, the

problems presented to respondents to be solved are very different from the kinds of problems that people encounter in everyday life. For example, when responding to ideational fluency measures, respondents are asked to name all the ways to use a newspaper

A few measures have been developed that are designed specifically to assess domain-specific creative thinking. The Ariel Real Life Problem Solving developed (Milgram & Hong, 2000-2009), for example, provides respondents with the opportunity to utilize domain-specific creative thinking ab