BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 15.4//EN BEGIN:VTIMEZONE TZID:Central Standard Time BEGIN:STANDARD DTSTART:20251102T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYHOUR=2;BYMINUTE=0;BYMONTH=11 TZNAME:Central Standard Time TZOFFSETFROM:-0500 TZOFFSETTO:-0600 END:STANDARD BEGIN:DAYLIGHT DTSTART:20250301T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYHOUR=2;BYMINUTE=0;BYMONTH=3 TZNAME:Central Daylight Time TZOFFSETFROM:-0600 TZOFFSETTO:-0500 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DESCRIPTION:The Challenge: Complex problem solving and critical thinking ar e required in today’s medical\, design\, and engineering professions. Know ledge in these domains must frequently be presented in the form of an argu ment\, particularly alternative application scenarios in context-specific cases. However\, much of our teaching and assessment \;is still focuse d on empirically definite facts\, and procedures that produce single\, app arently ‘correct’ answers.\nThe Project: The general problem addressed by this project is how to teach and assess ‘complex epistemic performance’ su ch as critical thinking that weighs up alternatives\, and problem solving that is context- and case-sensitive. Our solution uses the Scholar platfor m developed by U of I researchers to support multimodal knowledge represen tation and structured peer feedback\, focusing on critical disciplinary pr actices and metacognitive strategies. We are also exploring computational possibilities\, both around structured peer and instructor data and comput ational approaches that mine unstructured or semi-structured data emerging through all stages of the learning process.\nThe Intervention: With the s upport of the Illinois Learning Science Design Initiative (ILSDI)\, these possibilities are now being explored in the area of critical clinical thin king. Experiments are underway in first year medical curricula on campus: the Vet Cases Scholar community is home to Clinical Correlations cases in the College of Veterinary Medicine \;and the Cardiovascular Physiology community houses case analyses on this subject in the College of Medicine .\nJoin the project team for a presentation on this project\, with a discu ssion of these educational challenges\, as well as the emerging computatio nal and learning-analytic approaches.\nProject Team:\nPI: Duncan C. Fergus on\, V.M.D.\, Ph.D.\, Dept. of Comparative\nBiosciences\, College of Veter inary Medicine\n \;\nCIs: ChengXiang Zhai\, Ph.D.\, Dept. of Computer Sciences\,\nCollege of Engineering\n \;\nWilliam Cope\, Ph.D.\, Dept. of Education Policy\, Organization\nand Leadership\, College of Education\ n \;\nWillem Els\, Ph.D.\, Molecular and Integrative Physiology\, Coll ege\nof Liberal Arts and Sciences\, and College of Medicine\n \;\nChas e Geigle\, graduate student\, Dept. of Computer Sciences\,\nCollege of Eng ineeringCost:Free and open to the publicContact:Bill Copebillcope@illinois .eduSponsor:Bill Cope DTEND:20151109T183000Z DTSTAMP:20260911T233131Z DTSTART:20151109T170000Z LOCATION:IL\,USA\,Champaign SEQUENCE:0 SUMMARY:Complex problem solving and critical thinking workshop: Online tool s and computational approaches UID:RFCALITEM639247482914857561 X-ALT-DESC;FMTTYPE=text/html:

The Challenge: Complex pro blem solving and critical thinking are required in today’s medical\, desig n\, and engineering professions. Knowledge in these domains must frequentl y be presented in the form of an argument\, particularly alternative appli cation scenarios in context-specific cases. However\, much of our teaching and assessment \;is still focused on empirically definite facts\, and procedures that produce single\, apparently ‘correct’ answers.

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The Project: The general problem addressed by this project is how to teach and assess ‘complex epistemic performance’ such as critica l thinking that weighs up alternatives\, and problem solving that is conte xt- and case-sensitive. Our solution uses the Scholar platform developed b y U of I researchers to support multimodal knowledge representation and st ructured peer feedback\, focusing on critical disciplinary practices and m etacognitive strategies. We are also exploring computational possibilities \, both around structured peer and instructor data and computational appro aches that mine unstructured or semi-structured data emerging through all stages of the learning process.

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The Intervention: With the support of the Illinois Learning Science Design Initiative (ILSD I)\, these possibilities are now being explored in the area of critical cl inical thinking. Experiments are underway in first year medical curricula on campus: the Vet Cases Scholar community is home to Clinical Correlation s cases in the College of Veterinary Medicine \;and the Cardiovascular Physiology community houses case analyses on this subject in the College of Medicine.

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Join the project team for a presentation on this proj ect\, with a discussion of these educational challenges\, as well as the e merging computational and learning-analytic approaches.

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Pr oject Team:

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PI: Duncan C. Ferguson\, V.M.D.\, Ph.D.\, Dep t. of Comparative

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Biosciences\, College of Veterinary Medicine

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 \;

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CIs: ChengXiang Zhai\, Ph.D.\, Dept. of Computer Scie nces\,

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College of Engineering

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 \;

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William Cope \, Ph.D.\, Dept. of Education Policy\, Organization

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and Leadership \, College of Education

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 \;

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Willem Els\, Ph.D.\, Molec ular and Integrative Physiology\, College

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of Liberal Arts and Scie nces\, and College of Medicine

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 \;

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Chase Geigle\, grad uate student\, Dept. of Computer Sciences\,

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College of Engineering

Cost:

Free and open to the pub lic

Contact:

Bill Cope

billcope@illinois.edu

Sponsor:

Bill Cope

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