Humanity is overburdened by an overwhelming challenges, problems and failures that are plaguing global development system, in general, and global educational system in specific. Transparent Thinking Approach (TTA) is developed in response to these multi scale and multi domain problems by offering a generic reform approach that enable the thinker to employ a multi perspective, maneuvering, and modeling tools while looking for a solution. TTA is a newly developed value-engrained and thinking based educational reform approach. It is generic and unique features enables it to easily diffuse in all domains (Aliedeh, M. A., 2015 a, b, c, 2016, 2017 and 2018).
The main goal of this interactive workshop is to help the participants to “taste the real fruits” of TTA by “grasping the ability” to employ different TTA perspective, modeling, and maneuvering tools in producing a new instructional materials.
Note
special_requests: round tables to do group activities Projector for power point presentation Internet connection
Abstract Humanity is overburdened by an overwhelming challenges, problems and failures that are plaguing global development system, in general, and global educational system in specific. Transparent Thinking Approach (TTA) is developed in response to these multi scale and multi domain problems by offering a generic reform approach that enable the thinker to employ a multi perspective, maneuvering, and modeling tools while looking for a solution. TTA is a newly developed value-engrained and thinking based educational reform approach. It is generic and unique features enables it to easily diffuse in all domains (Aliedeh, M. A., 2015 a, b, c, 2016, 2017 and 2018). The main goal of this interactive workshop is to help the participants to “taste the real fruits” of TTA by “grasping the ability” to employ different TTA perspective, modeling, and maneuvering tools in producing a new instructional materials. The TTA workshop will be enhanced by the following interactive features: Creating a Living Example of TTA instructional Material: Implementing Seeds-Roots-Branches-Fruits (SRBF) Instructional Design Framework in designing the “growth” of the enhanced TTA workshop activities. Specifying the starting and end points: Declaring the main theme of the enhanced workshop as the conversion of a traditional Instructional material (Starting Point) to TTA-Based Form (End Point). “Connecting the Dots” between the start and the end by devising a Highly Structured and Graphically Visible Agenda that forms a complete “jig saw puzzle” picture of the whole workshop (Pieces serving whole). The connection between the dots will be accomplished through the four SRBFframework stages : Seeds Activities: “Minds-on” Activities that help the participant to “taste” the TTA way of thinking (New perspective on Thinking) Roots Activities: “Hands-on” Activities that bridge the gap between the physical and the abstract through TTA Maneuvering Tools. Branches Activities: Implementing an extended TTA Modeling Tools (Graphics, Animation, Analogy, Humor, Comics, Concepts Maps, Drama, …etc.) in remodeling the instructional material concepts. Fruits Activities: Assembling the remodeled activities into a coherent whole of the new TTA-Based Instructional Material. In summary, TTA workshop interactive method of delivery will be in the form of the hands-on and minds-on activities that is structured in an innovative sequence to create a coherent and integrated whole. Professors, instructors, lecturers, teachers and students from all educational fields will be the intended participants. These activities will be designed to be completed in 1:15 minutes session. The participant at the end of the workshop will carry with them a real sample of a TTA-based instructional material. References: Aliedeh, M. A. (2015a). JHETP, 15(5), 103-130. Aliedeh, M. A. (2015b). JHETP, 15(6), 113-140. Aliedeh, M. A. (2015c). JHETP, 15(7), 121-142. Aliedeh, M. A. (2016). JHETP, 16(5), 80-108. Aliedeh, M. A. (2017). JHETP, 17(3). 11-44. Aliedeh, M. A. (2018). JHETP, 18(1). Accepted. JHETP=Journal of Higher Education Theory and Practice
