The Leader's Guide to Lateral Thinking Skills: Unlocking the Creativity and Innovation in You and Your Team, 2nd ed. by Paul Sloane

2008 ◽  
Vol 25 (3) ◽  
pp. 305-307
Author(s):  
Carla L. Kuesten
Keyword(s):  
Thinking Skills ◽  
Lateral Thinking ◽  
Creativity And Innovation

scholarly journals Design Thinking in Medical Education: The Key Features and Practical Application

2020 ◽  
Vol 7 ◽  
pp. 238212052092651
Author(s):  
John Sandars ◽  
Poh-Sun Goh
Keyword(s):  
Design Thinking ◽  
New Product ◽  
Thinking Skills ◽  
World Health ◽  
Complex World ◽  
Practical Application ◽  
Medical Educators ◽  
Key Features ◽  
Thinking Process ◽  
Creativity And Innovation

Design thinking is a process that applies both creativity and innovation to iteratively develop and implement a new product. The design thinking process also enhances design thinking skills that are essential for personal and professional life in a complex world. Health care is increasingly being faced with complex problems, and the education of current and future doctors in design thinking is an important curricular challenge for all medical educators. Medical educators will need to enhance their own design thinking skills to enable them to effectively respond to this challenge.

scholarly journals METODE PENCEGAHAN PLAGIARISME PADA KELAS TUTORIAL

2018 ◽  
Vol 19 (2) ◽  
pp. 58-64
Author(s):  
Fitri Amilia
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Activities ◽  
Higher Order Thinking Skills ◽  
Online Tutorial ◽  
Professional Educator ◽  
Creativity And Innovation

Plagiarism is an act of  taking or stealing ideas of others, whether intentionally or not. This plagiarism can happen anywhere, by anyone, and in various forms of writing. This plagiarism is referred to as academic crime, so it must be avoided by all parties. This article will examine ways to prevent plagiarism. The scope of this study is in the Indonesian online tutorial at Universitas Terbuka. This article is written based on observations and practices in tutorial activities. In the context of this discussion, plagiarism means writing the same answers from several students during the learning activities. The similarity of answers may be obtained from similar sources. The similariries occur because there is no attempt to write with the correct citation, or paraphrase it. Therefore, it demands  creativity and innovation from  the tutor in conducting  the learning or tutorial, both during discussion time and tutorial task. Creativity is applied in selecting and designing the problem form in discussion activities. This creativity is also related to the skills of the tutor in higher order thinking skills to the students. The concept of innovation is applied in the dynamics of the problem in the tutorial task. Dynamic tutorial will be an indicator of professional educator in performing his duties as tutor. Through the creativity and innovation of tutors, students are indirectly required to answer honestly, thoroughly, and comprehensively. Besides, students are also required to always open the material and questions, because the tutor creates the tutorial class to be dynamic, not static. In this way, the tutorial activities will be a medium and place oflearning for students and tutors.

scholarly journals The Effect of Problem-Based Learning on Lateral Thinking Skills

2020 ◽  
Vol 13 (1) ◽  
pp. 463-474
Author(s):  
Romy Faisal Mustofa ◽  
◽  
Yeni Ratna Hidayah ◽  
Keyword(s):  
Problem Based Learning ◽  
Thinking Skills ◽  
Lateral Thinking

Play, Think, Design

2017 ◽  
pp. 179-211
Author(s):  
Rémi Leclerc
Keyword(s):  
Design Education ◽  
Design Thinking ◽  
Cultural Influences ◽  
Thinking Skills ◽  
Simultaneous Application ◽  
Iterative Development ◽  
Design Learning ◽  
The Subject ◽  
Cultural Agency ◽  
Creativity And Innovation

Designing requires the simultaneous application of diverse modes of thinking and making; the administration of a set of competences, among them creativity, ranked most important by Hong Kong Polytechnic University School of Design faculty members. An introductory design thinking subject offered by the School uses Play as a means to foster best design learning experiences. It leverages Play's integrative cultural agency to facilitate students' acquisition of creative and instrumental thinking skills. From the formulation of a hypothesis and identification of a context, to subsequent iterative development and testing of a design proposition, the acquisition of fundamental creative design thinking skills are facilitated by play and demonstrated over the course of a project. A survey questionnaire (N=219) and subsequent factor analysis revealed positive student feedback. This chapter describes how the subject was implemented, and suggests how this blend of international cultural influences informing design education could serve China's creativity and innovation industries.

Conclusion

2020 ◽  
pp. 277-288
Author(s):  
Pat Croskerry
Keyword(s):  
Artificial Intelligence ◽  
Decision Making ◽  
Medical Education ◽  
Cognitive Bias ◽  
Distributed Cognition ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Thinking Skills ◽  
System Error ◽  
Lateral Thinking

In the past two decades, there has been growing interest in the process of clinical decision making (CDM). Importantly, a strong interest has flourished in the process of diagnosis, particularly its failure rate. Two major strategies have been proposed to ameliorate diagnostic failure: minimizing system error and strategies to promote optimal clinical decision making. Many health care environments are not optimal. A variety of factors have been identified that influence the safe operation of the system, and clinicians need to be cognizant of them. In this chapter, a number of strategies are reviewed to optimize the CDM that occurs within the system, including the promotion of rationality, metacognition, thinking skills, flexibility, innovation and creativity in thinking, lateral thinking, cognitive bias mitigation, the incorporation of artificial intelligence, and distributed cognition. Instead of assuming that competence in CDM will be tacitly acquired in the course of medical education, clinicians need to advocate for explicit interventions that are known to raise the caliber of CDM.

scholarly journals PENDEKATAN NEUROSAINS MENINGKATKAN KETRAMPILAN BERPIKIR TINGKAT TINGGI SISWA PENDIDIKAN DASAR DI ABAD 21

2020 ◽  
Vol 8 (1) ◽  
pp. 83
Author(s):  
Rahmi Rivalina
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
High Order ◽  
Early Age ◽  
Learning Competencies ◽  
And Function ◽  
Creativity And Innovation ◽  
High Order Thinking

The demands of 21st learning is to enable students use High Order Thinking Skills (HOTS) through    problem solving and critical thinking, communication and collaboration, and creativity and innovation. In its implementation, the teachers are the first persons to earlier master the concept of HOTS supported by understanding Neuroscience. The problem discussed in this review is why the teachers need to implement the neuroscience approach in learning their student and  how the teacher's strategy implements it   so   students  are able to achieve the 21st learning. The objective of this review is to describe: (1) the importance of teachers to comprehend the neuroscience approach in learning, and (2) the strategy of teachers in implementing the neuroscience approach   to achieve the 21st learning.The method used in writing this article is reviewing various documents, both in the form of laws and regulations, the results of research and development as well as studies,   various scientific works that are presented in print/written and networking. The result of the review is that to achieve 21st Century skills and competencies, ideally teachers must understand neuroscience,     such as brain development and function ranging from the early age to adults and student intelligence types, and teacher methods of teaching students. The conclusion of this study states that the achievement of 21st century skills and learning competencies is carried out using the Neuroscience approach as one of the solutions. AbstrakTuntutan pembelajaran abad 21 mengharuskan siswa untuk menggunakan keterampilan berpikir tingkat tinggi (High Order Thinking Skills/HOTS) melalui pemecahan masalah dan berpikir kritis, komunikasi dan kolaborasi, dan kreativitas dan inovasi. Untuk mengimplementasikannya guru terlebih dahulu harus memahami konsep HOTS dibantu dengan pemahaman Ilmu Neurosains. Masalah yang dibahas dalam kajian ini   mengapa guru perlu menerapkan pendekatan neurosains di dalam membelajarkan peserta didiknya dan bagaimana strategi guru menerapkannya sehingga siswa dapat mencapai pembelajaran abad 21. Tujuan penelitian ini adalah untuk  mendeskripsikan: (1) pentingnya guru memahami pendekatan neurosains dalam pembelajaran, dan (2) strategi  guru  menerapkan pendekatan neurosains  untuk  mencapai pembelajaran  abad ke-21. Metode penelitian yang digunakan di dalam penulisan artikel ini adalah mengkaji berbagai dokumen, baik yang berupa perangkat peraturan perundang-undangan, hasil-hasil penelitian dan pengembangan serta kajian, maupun berbagai karya ilmiah yang disajikan secara cetak/tertulis dan jejaring. Untuk memperkaya tulisan ini, penulis juga melakukan wawancara secara terbatas. Hasil kajian mengungkapkan bahwa untuk mencapai kompetensi keterampilan dan kecakapan abad 21,   idealnya guru harus memahami   ilmu neurosains   seperti perkembangan dan fungsi otak mulai dari balita sampai dewasa dan  tipe kecerdasan siswa, dan metode guru membelajarkan  siswa. Kesimpulan kajian ini menyatakan pencapaian kompetensi keterampilan dan kecakapan pembelajaran abad 21 dilakukan dengan pendekatan Neurosains sebagai salah satu solusi.

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