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A mind map is a diagram used to visually organize information into a hierarchy, showing relationships among pieces of the whole. It is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas.
Visual thinking, also called visual or spatial learning or picture thinking, is the phenomenon of thinking through visual processing. Visual thinking has been described as seeing words as a series of pictures. It is common in approximately 60–65% of the general population. "Real picture thinkers", those who use visual thinking almost to the exclusion of other kinds of thinking, make up a smaller percentage of the population. Research by child development theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be true "picture thinkers".
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that “by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills”. In a report from the Association for the Study of Higher Education (ASHE), authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.
The picture superiority effect refers to the phenomenon in which pictures and images are more likely to be remembered than are words. This effect has been demonstrated in numerous experiments using different methods. It is based on the notion that "human memory is extremely sensitive to the symbolic modality of presentation of event information". Explanations for the picture superiority effect are not concrete and are still being debated.
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
A mental model is an explanation of someone's thought process about how something works in the real world. It is a representation of the surrounding world, the relationships between its various parts and a person's intuitive perception about their own acts and their consequences. Mental models can help shape behaviour and set an approach to solving problems and doing tasks.
Soft systems methodology (SSM) is an organised way of thinking and it can be used to tackle general problematic situations that arise in the real world and in the management of change by using action. Developed in England by academics at the Lancaster Systems Department, by utilising a ten-year action research programme.
Solution-focused (brief) therapy (SFBT) is a goal-directed collaborative approach to psychotherapeutic change that is conducted through direct observation of clients' responses to a series of precisely constructed questions. Based upon social constructivist thinking and Wittgensteinian philosophy, SFBT focuses on addressing what clients want to achieve without exploring the history and provenance of problem(s). SF therapy sessions typically focus on the present and future, focusing on the past only to the degree necessary for communicating empathy and accurate understanding of the client's concerns.
Eye tracking is the process of measuring either the point of gaze or the motion of an eye relative to the head. An eye tracker is a device for measuring eye positions and eye movement. Eye trackers are used in research on the visual system, in psychology, in psycholinguistics, marketing, as an input device for human-computer interaction, and in product design. Eye trackers are also being increasingly used for rehabilitative and assistive applications . There are a number of methods for measuring eye movement. The most popular variant uses video images from which the eye position is extracted. Other methods use search coils or are based on the electrooculogram.
Study skills or study strategies are approaches applied to learning. Study skills are an array of skills which tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They are discrete techniques that can be learned, usually in a short time, and applied to all or most fields of study. More broadly, any skill which boosts a person's ability to study, retain and recall information which assists in and passing exams can be termed a study skill, and this could include time management and motivational techniques.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.
A genogram is a pictorial display of a person's family relationships and medical history. It goes beyond a traditional family tree by allowing the user to visualize hereditary patterns and psychological factors that punctuate relationships. It can be used to identify repetitive patterns of behavior and to recognize hereditary tendencies.
An argument map or argument diagram is a visual representation of the structure of an argument. An argument map typically includes the key components of the argument, traditionally called the conclusion and the premises, also called contention and reasons. Argument maps can also show co-premises, objections, counterarguments, rebuttals, and lemmas. There are different styles of argument map but they are often functionally equivalent and represent an argument's individual claims and the relationships between them.
Critical systems thinking (CST) is a systems approach designed to aid decision-makers, and other stakeholders, improve complex problem situations that cross departmental and, often, organizational boundaries. CST sees systems thinking as essential to managing multidimensional 'messes' in which technical, economic, organizational, human, cultural and political elements interact. It is critical in a positive manner because it seeks to capitalize on the strengths of existing approaches while also calling attention to their limitations. CST seeks to allow systems approaches such as systems engineering, system dynamics, organizational cybernetics, soft systems methodology, critical systems heuristics, and others, to be used together, in a responsive and flexible way, to maximize the benefits they can bring.
The term Engineers Without Borders is used by a number of non-governmental organizations in various countries to describe their activity based on engineering and oriented to international development work. All of these groups work worldwide to serve the needs of disadvantaged communities and people through engineering projects. Many EWB national groups are developed independently from each other, and so they are not all formally affiliated with each other, and their level of collaboration and organizational development varies. The majority of the EWB/ISF organizations are strongly linked to academia and to students, with many of them being student-led.
In archaeology, phenomenology is the application of sensory experiences to view and interpret an archaeological site or cultural landscape in the past. It views space as socially produced and is concerned with the ways people experience and understand spaces, places and Landscapes. Phenomenology became a part of the Post-processual archaeology movement in the early 1990s and was a reaction to Processual archaeology's proposed 'scientific' treatment of space as an abstract and empty locus for action. In contrast, phenomenology proposes a 'humanized' space which is embedded with meaning and is created through praxis. Phenomenology therefore treats the landscape as a network of places, each of which bears meaning and is connected through movements and narratives.
Systems-oriented design (S.O.D.) uses system thinking in order to capture the complexity of systems addressed in design practice. The main mission of S.O.D. is to build the designers' own interpretation and implementation of systems thinking. S.O.D. aims at enabling systems thinking to fully benefit from design thinking and practice, and design thinking and practice to fully benefit from systems thinking. S.O.D. addresses design for human activity systems, and can be applied to any kind of design problem ranging from product design and interaction design, through architecture to decision making processes and policy design.
Raymond L. (Ray) Ison is an Australian-British cybernetician, systems scholar/scientist, and Professor of Systems at the Open University in the UK. He is currently President of the International Federation for Systems Research (IFSR). He was also Professor Systems for Sustainability at Monash University, and fellow at the Centre for Policy Development, and President of the International Society for the Systems Sciences in the year 2014-15. He is known for his work on systems praxeology within rural development, sustainable management, systemic governance and the design and enactment of learning systems.
Problem structuring methods (PSMs) are a group of techniques used to model or to map the nature or structure of a situation or state of affairs that some people want to change. PSMs are usually used by a group of people in collaboration to create a consensus about, or at least to facilitate negotiations about, what needs to change. Some widely adopted PSMs include soft systems methodology, the strategic choice approach, and strategic options development and analysis (SODA).
Chemical game theory is an alternative model of game theory that represents and solves problems in strategic interactions, or contested human decision making. Differences with traditional game theory concepts include the use of metaphorical molecules called “knowlecules”, which represent choices and decisions among players in the game. Using knowlecules, entropic choices and the effects of preexisting biases are taken into consideration. A game in chemical game theory is then represented in the form of a process flow diagram consisting of unit operations. The unit operations represent the decision-making processes of the players, and have similarities to the garbage can model of political science.
References
- ↑ Avison, D. E.; Golder, P. A.; Shah, H. U. (1 January 1992). "Towards an SSM toolkit: rich picture diagramming". Eur J Inf Syst. 1 (6): 397–408. doi:10.1057/ejis.1992.17. S2CID 62607566.