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‘SYSTEM 1 LEARNING’
Implementing Kahneman’s ‘thinking modes’ pedagogically– James Dalby
SYSTEM 1 LEARNING Implementing Kahnemans thinking modes - - PowerPoint PPT Presentation
SYSTEM 1 LEARNING Implementing Kahnemans thinking modes - - PowerPoint PPT Presentation
SYSTEM 1 LEARNING Implementing Kahnemans thinking modes pedagogically James Dalby QAA/SEEC Benchmarks Level 6 - Ability to work with minimal supervision in unpredictable and unfamiliar contexts, and to take
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QAA/SEEC Benchmarks
- Level 6 - ‘Ability to work with minimal supervision in
unpredictable and unfamiliar contexts, and to take responsibility for outcomes’
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Modes of Thinking
- System 1
- Intuitive
- System 2
- Deliberate
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Modes of Thinking
- System 1
- Intuitive
- ‘Cognitive Ease’
- Creative
- Abstractive
- Superficial
- Can be ‘fooled’
- System 2
- Deliberate
- Cognitive Effort/Strain
- Problem-solving
- Fewer errors
- Less creative
- Can be ‘lazy’
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Cognitive Load – Ego Depletion
- Concentration usually requires effort
- Hard to sustain (unless in ‘Flow’ – Csikszentmihalyi)
- Self control leads – ultimately – to Ego Depletion
- Exacerbated by concerns (progress, lack of understanding,
making mistakes, keeping-up with class)
- Less intuitive; harder to assimilate new information to
existing
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‘The Associative Machine’
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Associative Activation & Coherence
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Gamifying – ‘Preparing the ground…’
- Preferencing System 1 approaches at the top of the
session
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Preparing the ground…
- Preferencing System 1 approaches at the top of the
session
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Preparing the ground…
- Preferencing System 1 approaches at the top of the
session
- Making objects with blu-tac!
- ‘Walking lectures’
- Post-It note activities
- Gamestorming
- Group-solve puzzles
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Remote Association Tests (Mednick)
- Cottage – Swiss – Cake = Cheese
- Dive – Light – Rocket = Sky
- Cream – Skate – Water
- Aid – Rubber – Wagon
- Post-structural – Object – Simulation
- Flake – Mobile - Cone
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Free Association
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Substitution
- Faced with a complex
question, we may substitute it for one easier to answer without realising
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PBL & ‘Threshold Experiences’
- Problem-based learning
- Experiential variants of ‘threshold concepts’
- Ideomotor effect – actions influenced by ideas
- ‘Blurred-edge’ modules & assessments