| ix | ||
| x | ||
| xii | ||
| xv | ||
| xvii | ||
| Selection of frameworks | 2 | |
| Description and evaluation of individual frameworks | 3 | |
| How to use this handbook | 4 | |
| Overview of what follows | 5 | |
| Perspectives on thinking | 8 | |
| What is thinking? | 10 | |
| Psychological perspectives | 14 | |
| Sociological perspectives | 16 | |
| Philosophical perspectives | 18 | |
| Thinking skills in education | 23 | |
| Bringing order to chaos | 33 | |
| Objects of study | 34 | |
| Utility | 39 | |
| Examples | 41 | |
| Conclusion | 42 | |
| Introduction | 44 | |
| Time sequence of the instructional design frameworks | 47 | |
| Description and evaluation of the instructional design frameworks | 49 | |
| Bloom's taxonomy of educational objectives: cognitive domain | 49 | |
| Feuerstein's theory of mediated learning through Instrumental Enrichment | 55 | |
| Gagné's eight types of learning and five types of learned capability | 62 | |
| Ausubel and Robinson's six hierarchically-ordered categories | 67 | |
| Williams' model for developing thinking and feeling processes | 71 | |
| Hannah and Michaelis' comprehensive framework for instructional objectives | 75 | |
| Stahl and Murphy's domain of cognition taxonomic system | 79 | |
| Biggs and Collis' SOLO taxonomy: Structure of the Observed Learning Outcome | 85 | |
| Quellmalz's framework of thinking skills | 90 | |
| Presseisen's models of essential, complex and metacognitive thinking skills | 94 | |
| Merrill's instructional transaction theory | 99 | |
| Anderson and Krathwohl's revision of Bloom's taxonomy of educational objectives | 102 | |
| Gouge and Yates' ARTS Project taxonomies of arts reasoning and thinking skills | 112 | |
| Some issues for further investigation | 117 | |
| Introduction | 119 | |
| Time sequence of the productive-thinking frameworks | 120 | |
| Description and evaluation of productive-thinking frameworks | 122 | |
| Altshuller's TRIZ Theory of Inventive Problem Solving | 122 | |
| Allen, Feezel and Kauffie's taxonomy of concepts and critical abilities related to the evaluation of verbal arguments | 128 | |
| De Bono's lateral and parallel thinking tools | 133 | |
| Halpern's reviews of critical thinking skills and dispositions | 140 | |
| Baron's model of the good thinker | 148 | |
| Ennis' taxonomy of critical thinking dispositions and abilities | 152 | |
| Lipman's three modes of thinking and four main varieties of cognitive skill | 157 | |
| Paul's model of critical thinking | 164 | |
| Jewell's reasoning taxonomy for gifted children | 170 | |
| Petty's six-phase model of the creative process | 174 | |
| Bailin's intellectual resources for critical thinking | 177 | |
| Some issues for further investigation | 183 | |
| Introduction | 185 | |
| Time sequence of theoretical frameworks of cognitive structure and/or development | 187 | |
| Description and evaluation of theoretical frameworks of cognitive structure and/or development | 189 | |
| Piaget's stage model of cognitive development | 189 | |
| Guilford's Structure of Intellect model | 195 | |
| Perry's developmental scheme | 200 | |
| Gardner's theory of multiple intelligences | 206 | |
| Koplowitz's theory of adult cognitive development | 213 | |
| Belenky's ‘Women's Ways of Knowing’ developmental model | 217 | |
| Carroll's three-stratum theory of cognitive abilities | 221 | |
| Demetriou's integrated developmental model of the mind | 225 | |
| King and Kitchener's model of reflective judgment | 231 | |
| Pintrich's general framework for self-regulated learning | 235 | |
| Theories of executive function | 243 | |
| Some issues for further investigation | 248 | |
| Introduction | 250 | |
| Time sequence of the all-embracing frameworks | 251 | |
| Description and evaluation of seven all-embracing frameworks | 252 | |
| Romiszowski's analysis of knowledge and skills | 252 | |
| Wallace and Adams’ ‘Thinking Actively in a Social Context’ (TASC) | 259 | |
| Jonassen and Tessmer's taxonomy of learning outcomes | 266 | |
| Hauenstein's conceptual framework for educational objectives | 271 | |
| Vermunt and Verloop's categorisation of learning activities | 278 | |
| Marzano's new taxonomy of educational objectives | 282 | |
| Sternberg's model of abilities as developing expertise | 290 | |
| Some issues for further investigation | 295 | |
| Overview | 296 | |
| Thinking, learning and teaching | 296 | |
| How are thinking skills classified? | 297 | |
| Using thinking skill frameworks | 300 | |
| Which frameworks are best suited to specific applications? | 302 | |
| Developing appropriate pedagogies | 304 | |
| Other applications of the frameworks and models | 306 | |
| In which areas is there extensive or widely accepted knowledge? | 308 | |
| In which areas is knowledge very limited or highly contested? | 310 | |
| Constructing an integrated framework | 312 | |
| Summary | 317 | |
| 319 | ||
| 349 | ||
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A practical guide for using generative ai in account-based marketing.
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CEO of Momentum ITSMA , helping firms develop, embed and enable Account-Based Marketing strategies, and author of The ABM Effect.
Generative AI continues to dominate discussions in 2024. In the fast-paced world of enterprise buying, innovation is key, and, in the long run, generative AI looks to be the next game-changer.
However, studies shed light on a surprising reality: Despite its potential, generative AI remains underutilized by many marketing and sales teams.
A McKinsey study reveals only 10% to 14% of companies consistently integrate generative AI into their go-to-market strategies. And a benchmark report from my company shows fewer than 5% of account-based marketing (ABM) programs are fully adopting it.
Why, in a domain that stands to benefit so immensely, are firms not yet embracing generative AI? This guide looks at this critical gap and offers a comprehensive framework to fully leverage AI's potential for driving account growth.
Navigating Trust Decline
While AI offers unprecedented value, its growing use in the buying process is also intensifying competition. Enterprise accounts are increasingly evaluating a multitude of providers, and the number of trusted advisors is plummeting.
If you want to strengthen trust in accounts throughout the go-to-market process, consider these questions:
• Are your data assets reliable and accessible, fostering informed decision-making?
• Are you deliberately structuring your experimentation with the right mix of team involvement?
• Does the integration of AI free up time for greater human connection and inspiration in existing relationships and trust-building efforts?
• Have you established a framework for the development and maintenance of AI projects within your existing martech and ecosystem?
The Opportunity For Go-To-Market Excellence
At my company, we’ve delved into many workflow productivity use cases for AI including research, copyediting and account prioritization. Based on this experience, here are a few real-world cases that demonstrate how integrating generative AI into marketing can help you scale personalization, fine-tune targeting strategies and streamline your operational processes:
• Account prioritization. With generative AI's prowess in analyzing datasets and recognizing patterns, you can optimize account scoring models, pinpointing the most promising accounts and streamlining the pipeline for more impactful results.
• Tailored content workflows. Generative AI can dynamically personalize content based on user behavior and preferences. You can harness this capability to craft customized experiences for each account, creating deeper engagement.
• Sandbox how you stress test on accounts. Use generative AI tooling to better understand individuals and the companies they operate in. Culturally what will work best? Which tone is most likely to resonate?
• Precision with generative analytics. By tapping into AI-driven analytics, you can identify the next best actions for high-value accounts. This approach ensures your efforts are directed precisely where they can yield the most significant impact.
A Framework For Prioritizing Use Cases
It's important to keep in mind that generative AI is about reshuffling tasks, not replacing jobs. In other words, it should be set to augment, not substitute.
Therefore, emphasizing the human touch in nurturing existing relationships and fostering trust is paramount. Embracing AI is not a binary decision; think of it more as finding a thoughtful path forward. You want to make sure to strategically incorporate it in a way that does not require blind leaps of faith.
Assessing The Opportunities
As you gauge the short- and medium-term value of generative AI, here are some steps to consider:
• Develop a go-to-market strategy. Evaluate corporate growth objectives, account relationship performance, existing account-based marketing capabilities, sales and marketing alignment and investment.
• Optimize resources. Assess your AI knowledge base, existing technology infrastructure, data readiness, format, architecture, accessibility and depth of customer insights.
• Consider cultural fit. Consider adaptability, leadership support for new initiatives, expectations about AI requirements and team participation mix.
• Prioritize use cases. Understand your available accounts and resources to effectively prioritize use cases. Identify target scenarios, map out available data sources and assess the values based on desired outcomes and alignment.
• Build and enable. Configure and build identified AI use cases, establish data and LLM, identify upskilling needs and enable each workstream with learning integrated into daily tasks.
• Evaluate iteratively. Continuously revisit and recalibrate your AI transformation roadmap. Acknowledge the ever-evolving AI landscape and prioritize the human side of transformation.
A Pragmatic Roadmap: Three Actions To Guide You
We're at the dawn of a monumental shift with AI soon to be integrated into almost every aspect of our lives and work. I believe that many organizations underestimate the long-term impact of AI, focusing on the near-term goals of minimizing risks and driving standardized adoption.
It's important to recognize that AI isn't just a tool or a shortcut; it's a new way of working. Like the internet, it should permeate across software programs and beyond, influencing day-to-day workflows.
To harness the true power of generative AI in marketing, critical thinking is paramount. It's about more than automating workflows; it's about leveraging AI to develop a genuine understanding of your accounts.
Here are three actions to guide you toward a more thoughtful and effective use of AI for both the near term and long term:
1. Inspire critical thinking, not only use cases.
Share examples of effective AI use cases as starting points for creative thinking. Encourage your teams to explore potential applications for their specific needs and outcomes, fostering a culture of critical thinking.
2. Learn to learn, not do more.
Enable your teams on how to structure prompts effectively, emphasizing that it's about engaging in a dialogue, not just seeking answers. Make sure to correct AI when necessary and direct it to relevant sources that can enhance the learning process.
3. Focus on practice, not just information transfer.
While understanding AI basics is crucial, most training should involve live practice. Use real marketing scenarios to facilitate group problem-solving, enabling marketers to apply AI insights to their own accounts.
Generative AI is not just martech to do more with less; it's a learned skill that demands a shift in mindset. As marketing leaders guide their teams through this transformative journey, the emphasis should be on deep intelligence, curiosity, critical thinking and a profound understanding of customers.
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Higher Education. the Cambridge Life Competencies FrameworkThe Cambridge Life Competencies Framework is made up of six Competencies - Creative Thinking, Critical Thinking, Learning to Learn, Communication, ollaboration and Social Responsibilities. Each broad competency is broken down into Core Areas that d.
Understanding the Cambridge Life Competencies Framework The Cambridge Life Competencies Framework is made up of six Competencies - Creative Thinking, Critical Thinking, Learning to Learn, Communication, Collaboration and Social Responsibilities. Each broad competency is broken down into Core Areas that describe these competencies in more detail.
Understanding the Cambridge Life Competencies Framework The Cambridge Life Competencies Framework is made up of six Competencies - Creative Thinking, Critical Thinking, Learning to Learn, Communication, Collaboration and Social Responsibilities. Each broad competency is broken down into Core Areas that describe these competencies in more detail.
This handbook focuses on the thinking processes necessary for learning. It provides descriptions and evaluations of 42 major frameworks including Bloom's taxonomy, de Bono's lateral and parallel thinking tools, Gardner's theory of multiple intelligences and Paul's model of critical thinking. Unique in its comprehensive coverage and ...
There are various assessments and qualifications involving Critical Thinking available from Cambridge Assessment and other agencies. Critical Thinking (CT) has been available in the UK as an AS/A level since 2001 when 130 schools entered just over 2,000 candidates. By 2009 this had increased to over 1000 schools entering over 22,000 candidates.
Glaser defined critical thinking as: (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experience; (2) knowledge of the methods of logical enquiry and reasoning; and (3) some skill in applying those methods. Critical thinking calls for a persistent effort to examine ...
Primary. Secondary. Higher Education. the Cambridge Life Competencies FrameworkThe Cambridge Life Competencies Framework is made up of six Competencies - Creative Thinking, Critical Thinking, Learning to Learn, Communication, ollaboration and Social Responsibilities. Each broad. competency is broken down into Core Areasthat d.
1.1.1 John Dewey and 'refl ective thinking'. People have been thinking about 'critical thinking' and researching how to teach it for about 100 years. In a way, Socrates began this approach to learning over 2,000 years ago, but John Dewey, the American philosopher, psychologist and educator, is widely regarded as the 'father' of the ...
The common framework used in the ARTS reasoning taxonomies: 115: 4.1: The CoRT thinking tools: 134: 4.2: De Bono's six types of thinking: 136: 4.3: An example of one of the critical thinking skills specified by Halpern: 141: 4.4: Halpern's categorisation of critical thinking skills: 142: 4.5: Cognitive strategies (formerly 'elements of ...
of Critical Thinking and some of the implications for assessment of Critical Thinking.There are a number of protagonists within the field,and their definitions of what constitutes the construct of Critical Thinking vary enormously:'chaos at the core'as Benderson wrote in 1990. The early work of Robert H.Ennis,University of Illinois,propounded a
Specifically, the book provides a modern, detailed, accessible and integrative model of critical thinking that accounts for critical thinking sub-skills and real-world applications; and is commensurate with the standards of twenty-first century knowledge. ... Critical thinking: Conceptual perspectives and practical guidelines. Cambridge ...
Description and evaluation of seven all-embracing frameworks. 252. Romiszowski's analysis of knowledge and skills. 252. Wallace and Adams' 'Thinking Actively in a Social Context' (TASC) 259. Jonassen and Tessmer's taxonomy of learning outcomes. 266. Hauenstein's conceptual framework for educational objectives.
the Cambridge Life Competencies FrameworkThe Cambridge Life Competencies Framework is made up of six Competencies - Creative Thinking, Critical Thinking, Learning to Learn, Communication, ollaboration and Social Responsibilities. Each broad competency is broken down into Core Areas that d.
To harness the true power of generative AI in marketing, critical thinking is paramount. It's about more than automating workflows; it's about leveraging AI to develop a genuine understanding of ...