This chapter examines expertise in complex and ill-structured domains from the perspective of cognitive flexibility theory (CFT). The emphasis is on adaptation under conditions of “ordinary novelty.” An approach to situational novelty via meta-features of an adaptive mindset that generalizes across cases in ways that content does not, and that fosters the skill of novel rearrangement of previously encountered case features in ways that are adaptive to new situations, is presented. The chapter describes CFT’s theoretical and empirical approach to combating rigidity and oversimplification, and to accelerating expertise in assembling “schemas of the moment” with learning based on the principled development and application of computer-supported case-based environments. Receiving special emphasis are many new modes of deliberate practice of adaptive flexibility. The chapter concludes with societal implications for today’s rapidly changing and increasingly complex world.
and then his M.S. and Ph.D. in Computer Science from the University of California, Berkeley. His research considered various user interfaces for humancomputer interaction among users with a wide range of technology skills. Bell later completed a post doc at UC Berkeley focused on teaching programming to non-computer science majors, and the development of spatial reasoning abilities for engineering students. Bell has worked at Michigan State University since 1995. His work focused on the development of K-12 teacher abilities to use technology for teaching and learning. His recent research has focused on distance learning and collaboration through telepresence. One key aspect of this work is the study of embodied content for learning and collaboration. Embodied content includes collaborative textual environments as well as augmented/mixed reality. Other research includes idea-centered teaching and learning.
His research considered various user interfaces for humancomputer interaction among users with a wide range of technology skills. Bell later completed a post doc at UC Berkeley focused on teaching programming to non-computer science majors, and the development of spatial reasoning abilities for engineering students. Bell has worked at Michigan State University since 1995. His work focused on the development of K-12 teacher abilities to use technology for teaching and learning. His recent research has focused on distance learning and collaboration through telepresence. One key aspect of this work is the study of embodied content for learning and collaboration. Embodied content includes collaborative textual environments as well as augmented/mixed reality. Other research includes idea-centered teaching and learning.Mr. Timothy J. Hinds, Michigan State University TIMOTHY J. HINDS is the Academic Director of the Michigan State University College of Engineering CoRe (Cornerstone Engineering and Residential) Experience program and a Senior Academic Specialist in the Department of Engineering Undergraduate Studies. His current teaching and management responsibilities include development, delivery and administration of first-year courses in engineering design and modeling. He has also taught courses in machine design, manufacturing processes, mechanics, computational tools and international product design as well as graduate-level courses in engineering innovation and technology management. He has conducted research in the areas of environmentally-responsible manufacturing, globally-distributed engineering teaming and early engineering education development and has over 30 years of combined academic and industrial management experience. He received his BSME and MSME degrees from Michigan Technological University.
and then his M.S. and Ph.D. in Computer Science from the University of California, Berkeley. His research considered various user interfaces for humancomputer interaction among users with a wide range of technology skills. Bell later completed a post doc at UC Berkeley focused on teaching programming to non-computer science majors, and the development of spatial reasoning abilities for engineering students. Bell has worked at Michigan State University since 1995. His work focused on the development of K-12 teacher abilities to use technology for teaching and learning. His recent research has focused on distance learning and collaboration through telepresence.One key aspect of this work is the study of embodied content for learning and collaboration. Embodied content includes collaborative textual environments as well as augmented/mixed reality. Other research includes idea-centered teaching and learning.
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