📖 D4T


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💭 Thinking Operations

Última atualização Apr 20, 2023

Designing for Thinking

  1. Design for Thinking: A Strategy for Effective Decision-Making in Instructional Design
  2. Reflections on D4T and its Implications: A Comprehensive Overview
  3. Terminology of Design for Thinking: A Glossary of Key Concepts
  4. Analyzing the Environment: A Crucial Phase in Design for Thinking
  5. Inertial Behaviors: Recognizing and Establishing Goals, Directions, and Priorities
  6. ➡️ Thinking Operations: Making Decisions and Choices for Effective Learning Solutions
  7. Central Problem: Identifying the Core Issue for Effective Instructional Design
  8. Collaborating with SMEs: Conducting Effective Meetings to Identify Challenges and Solutions
  9. Content Coding: Structuring Information in a Logical and Consistent Manner
  10. Learning Arc: Guiding the Design of Learning Solutions
  11. Case Study: Designing an Effective Credit Real Estate Course Using D4T
  12. Step-by-Step Guide to D4T: A Comprehensive Guide for Applying the Strategy in Your Projects

Thinking Operations

  1. ➡️ Intro
  2. Comparison
  3. Summary
  4. Observation
  5. Classification
  6. Interpretation
  7. Criticism
  8. Seeking Assumptions
  9. Imagination
  10. Data Collection and Organization
  11. Hypotheses
  12. Application of Facts and Principles to New Situations
  13. Decision
  14. Project Planning

# Operations of Thought for Training and Learning Development

The majority of individuals recognize that stimulating thought is a fundamental objective of learning, and that training and development must do everything possible to offer opportunities for thinking. However, how is it possible to achieve this objective? What techniques do instructional designers use to promote thinking? And what activities, tasks, and learning solutions tend to stimulate thought?

In this article, we will present some suggestions to assist instructional designers in stimulating thought in the learning process. Although some of these ideas may be new, they are not entirely novel. The goal is to provide an organized overview of thought operations that can be used by instructional designers when evaluating learning solutions.

The development of thought is crucial for effective learning, and training and development should do everything possible to stimulate it. To aid instructional designers in assessing whether their learning solutions are genuinely stimulating thought, we have listed below some thought operations that can be used as a check:

  1. Comparison: comparing and contrasting information to identify similarities and differences.
  2. Summary: summarizing information to understand the big picture.
  3. Observation: paying attention to details and patterns to understand information.
  4. Classification: organizing information into categories to better understand it.
  5. Interpretation: interpreting information to understand its meaning.
  6. Criticism: evaluating information based on criteria and reliable sources.
  7. Seeking Assumptions: identifying and questioning assumptions underlying information.
  8. Imagination: using imagination to create solutions and ideas.
  9. Data Collection and Organization: collecting and organizing information to better understand it.
  10. Hypotheses: formulating hypotheses to explain information and predict outcomes.
  11. Application of Facts and Principles to New Situations: using acquired knowledge in new situations.
  12. Decision: making decisions based on information and criteria.
  13. Project Planning: planning and organizing projects to achieve objectives.

These thought operations can be incorporated into the learning process in various ways, including individual activities, group work, discussions with professionals, projects, and creative solutions. The important thing is that the instructional designer is aware of these elements and includes them strategically and meaningfully in the learning solution.

Remember that this list is not exhaustive, and thought operations can be combined and used differently depending on the situation. The goal is to provide a foundation for improving thought through training and development.

Additionally, it is important to remember that stimulating thought does not happen overnight. It is a continuous process that requires time, effort, and dedication from both students and instructional designers. However, by incorporating these thought operations into the learning process, it is possible to develop deep understanding and effective application of knowledge.