De Bono’s Thinking Hats & Wiki Task Analysis

This post is a reflection and analysis on my personal experience in the wiki based de Bono’s Hats activity. It will also analyse the design and purpose of the activity and consider the learning theories and scaffolding that support the design and learning outcomes of the activity.

The activity was centred on a wiki which had a clear topic that was to be discussed and explored using de Bono’s six Thinking Hats. The wiki was set with a space for members of a group to write a small paragraph or insert a link/pictures into each thinking hat. This provided a simple framework and allowed the user to direct their thinking and attention in a particular direction. The activity was scaffolded in a way in which the participant needed to use higher order thinking and linked closely to the top of the Blooms Taxonomy; analysis and evaluation. Viewing each group members perspective, through focused parallel thinking, provided a balanced argument. According to Terry Anderson (2011), “without a range of perspectives, analysis was neither feasible nor robust” (Moodle, 2015).

Learning theories clearly supported this task and the most recognisable were connectivism and cognitive constructivism. The connectivism framework can be described as a learning community where knowledge is passed and distributed across an information network and can be stored in a multiplicity of digital formats (Kop & Hill, 2008). Referring to the connectivism learning theory Snowman (2004) states, “a community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together” (Kop & Hill, 2008). This learning theory clearly supported the design of the activity, as it was evident throughout the activity that group members were distributing knowledge and opinions using a wiki as a digital format. The task allowed for interaction and sharing of ideas, through a digital learning community.

Cognitive constructivism also supported this activity. Throughout the activity users added their existing knowledge and developed new knowledge as others group members added their inputs. The activity provided a collaborative environment in which active assimilation and learning could occur. According to Snowman & Biehler (2000), meaningful learning occurs when students can “filter new ideas through existing knowledge structures” (College Cengage, 2015).

Overall the wiki-based activity was very beneficial, due to the learning theories, which supported the design, and the scaffolding of the activity through the use of de Bono’s Thinking Hats. Being able to view other users thoughts and opinions on a topic allowed for self-questioning and higher order thinking. The scaffolding provided through the six Thinking Hats allowed for critical thinking and higher order thinking on the topic that was provided, and ran parallel with Blooms cognitive domain. Through analysis and evaluation the user was able to discuss, critique, examine, justify and conclude on the topic that was provided.

The wiki was easy to navigate and simple to edit and add text. Using an activity similar to explore a topic within a classroom setting would be beneficial for students and engage them in a higher order thinking processes, providing the wiki is carefully monitored by the teacher, and students are made aware of safe, legal and ethic practice online.

References

College.cengage.com,. (2015). Redirection to Equivalent @ Cengage. Retrieved from http://college.cengage.com/education

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distributed Learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1103

Moodle.cqu.edu.au,. (2015). CQUniversity Login. Retrieved from https://moodle.cqu.edu.au