{"id":188,"date":"2024-07-13T12:11:36","date_gmt":"2024-07-13T11:11:36","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/?page_id=188"},"modified":"2024-07-28T02:37:12","modified_gmt":"2024-07-28T01:37:12","slug":"skills","status":"publish","type":"page","link":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/skills\/","title":{"rendered":""},"content":{"rendered":"<h3>\u00a0The Role of AI in Education<\/h3>\n<p><video controls=\"controls\" width=\"480\" height=\"270\" data-mce-fragment=\"1\"><source src=\"https:\/\/content.jwplatform.com\/videos\/fKdOT8Aq-Htu9T5Nf.mp4\" type=\"video\/mp4\" \/>Your browser does not support the video tag.<\/video><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: left;\">The processes of acquiring, building, and creating knowledge with maps can enhance specific types of thinking skills: critical, systemic, and creative. <iframe loading=\"lazy\" style=\"border: none;\" src=\"https:\/\/www.thinglink.com\/view\/scene\/1868625579918492516\" width=\"960\" height=\"671\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\" data-original-width=\"1704\" data-original-height=\"1192\"><\/iframe><script async src=\"\/\/cdn.thinglink.me\/jse\/responsive.js\"><\/script><br \/>\n<a href=\"https:\/\/www.thinglink.com\/view\/scene\/1868625579918492516\/accessibility\" target=\"_blank\" rel=\"noopener noreferrer\" >Click the numbers in the triangle or here to view the accessible version of this interactive content<\/a>.<\/p>\n<p>Here&#8217;s how they differ:<\/p>\n<ol>\n<li><strong>Acquiring Knowledge with Critical Thinking<\/strong>:\n<ul>\n<li><strong>Definition<\/strong>: This involves obtaining information while actively analyzing, evaluating, and questioning the information&#8217;s validity, sources, and implications.<\/li>\n<li><strong>Process<\/strong>: Rather than passively absorbing information, critical thinking requires skepticism and analytical skills. It involves understand concepts assessing arguments, identifying biases, and considering multiple perspectives.<\/li>\n<li><strong>Example<\/strong>: A student reads a historical text\u00a0 and critically examines the author&#8217;s perspective, cross-referencing with other sources to assess accuracy and bias.<\/li>\n<li><strong>Mapping skills and techniques:<\/strong>\n<ul>\n<li><em>problematising<\/em> with dialogue map and inquiry map<\/li>\n<li><em>researching<\/em> with concept map and argument map<\/li>\n<li><em>aloving\/decising<\/em> with raking\u00a0 map and decisin tree map<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><strong>Building Knowledge with Systemic Thinking<\/strong>:\n<ul>\n<li><strong>Definition<\/strong>: This involves integrating and organizing information in a holistic and interconnected manner, understanding how different pieces of information relate to one another within a larger system.<\/li>\n<li><strong>Process<\/strong>: Systemic thinking requires recognizing patterns, interdependencies, and the broader context in which information exists. It involves connecting new knowledge with existing frameworks and understanding the relationships between different elements.<\/li>\n<li><strong>Example<\/strong>: A healthcare professional integrates knowledge from various medical disciplines to develop a comprehensive treatment plan that considers the patient&#8217;s overall health and system interactions.<\/li>\n<li><strong>Mapping skills and techniques:<\/strong>\n<ul>\n<li><em>designing<\/em> with system thinking map and system dynamic mapping<\/li>\n<li><em>analysing<\/em> with MCA map and Causal loop map<\/li>\n<li>evaluating with SEA map (strategic environmental analysis) and M&amp;E map (monitor\/evaluate)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><strong>Creating Knowledge with Creative Thinking<\/strong>:\n<ul>\n<li><strong>Definition<\/strong>: This involves generating new ideas, theories, or products through imaginative and innovative approaches.<\/li>\n<li><strong>Process<\/strong>: Creative thinking requires thinking outside the box, experimenting with new concepts, and applying original ideas. It often involves brainstorming, exploring possibilities, and taking risks.<\/li>\n<li><strong>Example<\/strong>: An engineer designs a new type of renewable energy device by combining principles from different fields in novel ways and experimenting with unconventional materials.<\/li>\n<li><strong>Mapping skills and techniques:<\/strong>\n<ul>\n<li><em>imagining<\/em> with mind map and backcasting map<\/li>\n<li><em>synthetising<\/em> with rich picture mapping and web map<\/li>\n<li><em>innovating<\/em> with activity map and sequence map<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p><strong>Summary<\/strong>:<\/p>\n<ul>\n<li><strong>Acquiring Knowledge with Critical Thinking<\/strong>: Focuses on receiving information with an analytical and evaluative approach.<\/li>\n<li><strong>Building Knowledge with Systemic Thinking<\/strong>: Focuses on integrating information within a broader context, recognizing relationships and patterns.<\/li>\n<li><strong>Creating Knowledge with Creative Thinking<\/strong>: Focuses on generating new and original ideas through innovative and imaginative processes.<\/li>\n<\/ul>\n<p>Each type of thinking enhances the respective process of knowledge development by adding depth, context, and originality. Critical thinking ensures the reliability of acquired knowledge, systemic thinking provides a cohesive and interconnected understanding, and creative thinking drives the generation of novel ideas and advancements.<\/p>\n<p><strong>Cite:\u00a0<\/strong> Okada (2024). Knowledge Mapping skills. https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/skills\/<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0The Role of AI in Education Your browser does not support the video tag. &nbsp; The processes of acquiring, building, and creating knowledge with maps can enhance specific types of thinking skills: critical, systemic, and creative. Click the numbers in the triangle or here to view the accessible version of this interactive content. Here&#8217;s how [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-188","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/pages\/188","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/comments?post=188"}],"version-history":[{"count":8,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/pages\/188\/revisions"}],"predecessor-version":[{"id":418,"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/pages\/188\/revisions\/418"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rrimap\/index.php\/wp-json\/wp\/v2\/media?parent=188"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}