Mental Modeling: A Tool for Adult Learning

John O’LaughlinEDUC-8101-6 How Adults Learn:

Theory and Research

Learn concepts of mental modeling

Collaborate to test learning

Apply concepts of mental modeling

Use adult learning theory to learn, test and apply

Objectives

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

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

Mental Modeling: Introduction

A mental model for creative work

http://johnolaughlin.com/classtools/workflow.swf

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?

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?

Xerox evaluated and updated their training process based on evaluating an inefficient and expensive model.

A Mental Modeling Example

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

Comprehension

Helping students link, connect and integrate ideas increases understanding of the subject matter (Marzano, Pickering, & Pollack, 2001)

Similarities and Differences

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

Mind Mapping• Developing flow charts of complex ideas

Similar Theories and Concepts

Similar Theories and Concepts

Rapid Prototyping• Creating a simplified version of a project• Testing out functions• Applying success to the real project

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)

Applying the Concepts of Mental Modeling

How to use mind mapping software to create a mental model

http://screenr.com/NYh

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

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/

Evaluations

Click the link below to take a brief quantitative and qualitative survey regarding this presentation

http://www.surveymonkey.com/s/HB8W9QN

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.

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