‘Six Thinking Hats‘ is an important and powerful technique. It is used to look at decisions from a number of important perspectives (มุมมอง). This forces you to move outside your habitual thinking style, and helps you to get a more rounded view of a situation.
This tool was created by Edward de Bono in his book ‘6 Thinking Hats‘.
นักศึกษาที่ชื่อ น.ส.ศัลณ์ษิกา ไชยกุล ช่วยแปลจากคลิ๊ปให้ The Blue Hat
– What is our agenda?
วาระการประชุมของพวกเราคืออะไร
– What our next step and next hat?
หมวกต่อไปและก้าวต่อไปของพวกเราคืออะไร
– What is our decision?
การตัดสินใจของพวกเราคืออะไร
The White Hat
– What information is available?
ข้อมูลที่สามารถใช้ได้คืออะไร
– What information would we like and what do we need?
ข้อมูลอะไรที่ใช้ได้ และอะไรที่เราต้องการเพิ่ม
– How are we going to get the missing information?
พวกเราต้องทำอย่างไรเพื่อให้ได้รับข้อมูลที่สูญหายไป
The Yellow Hat
– What are the benefits?
ผลประโยชน์คืออะไร
– What are the positives and the values?
คุณค่า และการคิดบวกคืออะไร
– Is there a concept in the idea that makes it attractive?
พอจะมีความคิดอะไรในแนวคิดที่น่าสนใจหรือไม่
The Black Hat
– What could be the potential problems?
ปัญหาที่อาจจะเกิดขึ้นได้คืออะไร
– What could some at the difficulties be?
มีอะไรบ้างที่เป็นอุปสรรคหรือทำได้ยาก
– What are the points of caution and risk?
จุดที่ควรระมัดระวังและมีความเสี่ยงคืออะไร
The Green Hat
– Are there other ways that this can be done?
มีทางอื่นที่สามารถทำได้หรือไม่
– What else can be done?
มีอะไรที่ทำได้อีกบ้าง
– What will overcome our difficulties?
อะไรคือสิ่งที่จะเอาชนะอุปสรรคของพวกเรา
The Red Hat
– What are my feelings now?
ตอนนี้ความรู้สึกของฉันคืออะไร
– What does my intuition tell me?
สัญชาตญาณของฉันบอกอะไร
– What’s my gut reaction?
ปฎิกิริยาที่มาจากภายในคืออะไร
Many successful people think from a very rational, positive viewpoint. This is part of the reason that they are successful. Often, though, they may fail to look at a problem from an emotional, intuitive, creative or negative viewpoint. This can mean that they underestimate resistance to plans, fail to make creative leaps and do not make essential contingency (ฉุกเฉิน) plans.
Similarly, pessimists (ผู้มองในแง่ร้าย) may be excessively defensive, and more emotional people may fail to look at decisions calmly and rationally.
If you look at a problem with the ‘Six Thinking Hats’ technique, then you will solve it using all approaches. Your decisions and plans will mix ambition (ความใฝ่ฝัน), skill in execution, public sensitivity, creativity and good contingency (ฉุกเฉิน) planning.
How to Use the Tool:
You can use Six Thinking Hats in meetings or on your own. In meetings it has the benefit of blocking the confrontations (การเผชิญหน้า) that happen when people with different thinking styles discuss the same problem.
Each ‘Thinking Hat‘ is a different style of thinking. These are explained below:
— 1. White Hat: ใช้ข้อมูลข่าวสาร
With this thinking hat you focus on the data available (ข้อมูลที่มี). Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and either try to fill them or take account of them. This is where you analyze past trends, and try to extrapolate (คาดการณ์) from historical data.
— 2. Red Hat: ใช้อารมณ์ความรู้สึก
‘Wearing’ the red hat, you look at problems using intuition (การหยั่งรู้ การรู้โดยสัญชาติญาณ), gut (ลำใส้) reaction , and emotion(อารมณ์). Also try to think how other people will react emotionally. Try to understand the responses of people who do not fully know your reasoning.
— 3. Black Hat:ใช้การตั้งคำถามหรือตั้งข้อสงสัยมุมลบ
Using black hat thinking, look at all the bad points of the decision. Look at it cautiously and defensively. Try to see why it might not work. This is important because it highlights the weak points in a plan. It allows you to eliminate them, alter them, or prepare contingency plans to counter them.
Black Hat thinking helps to make your plans ‘tougher(ยากขึ้น)’ and more resilient (ยืดหยุ่น). It can also help you to spot fatal flaws and risks before you embark (เริ่มดำเนินการ) on a course of action. Black Hat thinking is one of the real benefits of this technique, as many successful people get so used to thinking positively that often they cannot see problems in advance. This leaves them under-prepared for difficulties.
— 4. Yellow Hat: ใช้การมองในแง่ดี และมีความหวัง
The yellow hat helps you to think positively. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it. Yellow Hat thinking helps you to keep going when everything looks gloomy (มืดมน) and difficult.
— 5. Green Hat:ใช้การคิดอย่างสร้างสรรค์
The Green Hat stands for creativity. This is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas. A whole range of creativity tools can help you here.
— 6. Blue Hat: ใช้การควบคุมความคิดทั้งหมดให้มองเห็นภาพรวมของการคิด
The Blue Hat stands for process control. This is the hat worn by people chairing meetings. When running into difficulties because ideas are running dry, they may direct activity into Green Hat thinking. When contingency plans are needed, they will ask for Black Hat thinking, etc.
— A variant of this technique is to look at problems from the point of view of different professionals (e.g. doctors, architects, sales directors, etc.) or different customers.
* look at problems, decisions, and opportunities systematically
* use Parallel Thinking™ as a group or team to generate more, better ideas and solutions
* make meetings much shorter and more productive
* reduce conflict among team members or meeting participants
* stimulate innovation by generating more and better ideas quickly
* create dynamic, results oriented (มุ่งเน้น) meetings that make people want to participate
* go beyond the obvious to discover effective alternate solutions
* spot opportunities where others see only problems
* think clearly and objectively
* view problems from new and unusual angles
* make thorough evaluations
* see all sides of a situation
* keep egos and “turf (สนามหญ้า) protection” in check
* achieve (การทำให้สำเร็จ) significant and meaningful results
6. สอน Short – Form และ Long – Form Journalism โดยเฉพาะการเขียนข่าวแบบ Long – Form Journalism ซึ่งต้องมีการวิเคราะห์ มีเหตุผล มีประเด็น แสดงความคิดเห็น พร้อมหาข้อมูลอ้างอิงประกอบเพื่อให้น่าสนใจ และต้องเขียนได้ทั้งในมิติสั้น ยาว ลึก
7. สอนการใช้ Social Media for Investigative Reporting หรือการรายงานข่าวเชิงสืบสวนสอบสวน หากใช้ Social Media เป็น จะสามารถระดมความคิด และข้อมูลจากคนจำนวนมาก (Crowd Sourcing) เพื่อนำมาใช้ในการรายงานข่าวเชิงลึกได้
ปิดท้ายด้วยคำถามชวนคิด ว่า “แล้วใครจะสอนครู?” แม้ว่าจะยังไม่มีข้อสรุปในประเด็นนี้ อย่างน้อยการบรรยายพิเศษครั้งนี้ คุณสุทธิชัย หยุ่น ก็ได้ทำหน้าที่เป็นคนสอนครูตัวเล็กๆ อย่างดิฉัน ให้ Adapt … Not to Die in a Perfect Storm.
During the past Human Factors in Computer Systems conference in San Jose, California there was a lot of attention on the One Laptop Per Child (OLPC) project (see a video). The project goal is: “To provide children around the world with new opportunities to explore, experiment and express themselves.” In the mission statement the website claims that OLPC has been “extensively field-tested and validated among some of the poorest and most remote populations on earth“. While this could be used in conjunction with current teaching, part of the goal is to support self-exploration without the aid of formal teaching.
We had the privilege of hearing from some leading usability researchers in developing countries about their opinions of the OLPC project. I’ve included those references that I could find along with some anecdotal notes that I recorded during plenary talks and individual conversations with leading researchers in the field. While other articles focus on financial/deployment issues, this article focuses on Education and how children will interact with OLPC.
This article is a compilation of ten key issues facing the OLPC project mentioned by other researchers and through conversation. There is a concern about how OLPC might fit into the larger infrastructure of education in developing nations. I personally feel that technology has a large role to play in the future of education (this is already seen with the exploding growth of companies like Smart Technologies that focus on the education market) but there is a need to understand how the technology fits within the ecology of education in developing nations.
This article is not meant to condemn the OLPC project as its aims are focused on goal that would benefit society as a whole (these comments could apply to projects such as Intel’s Classmate PC as well). Rather it asks: how can OLPC be improved? Is this the right approach? What other approaches could be used? Before massively deploying such a technology, it is crucial that we have this debate.
I hope you find this article informative, please feel free to leave any comments.
10. Focus: The focus of OLPC has been completely on the technology with the goal that a new technology will change how we educate children. This is like evaluating the quality of our education based on the type of glue that is used to bind textbooks or the images on the cover pages. There is a lack of focus on education and improved learning. People dismiss (ยกเลิก) the importance of teachers suggesting that computers and self directed learning will be a suitable replacement. Teachers, be they your peers, parents, or trained individuals are a crucial part of feedback system of learning.
9. Readability: “Many who test displays contend that in order for a display to be readable in sunlight, it must have a maximum brightness of at least 500 nits and a contrast ratio of at least 2 to 1. Some manufacturers of outdoor displays go for 1000 or even 1500 nits, but laptop and notebook screen brightness comes no where near 500 nits.” [Gerber, 2005]
8. Existing infrastructure: A recent study found 97 percent of people in Tanzania said they could access a mobile phone, while only 28 percent could access a landline [Prahalad, 2004]. While OLPC does not leverage (พลัง) such infrastructure, a simple voting system could dramatically improve a teachers’ understanding of how well their students were learning class material. Also, Internet is accessed mainly through cell phones and Internet cafés in developing nations. Thus equipping a classroom, particularly one that is not in a building (e.g., children sitting under a tree) poses serious infrastructure issues.
7. Not all learning can be done with an OLPC: Studies have shown that certain learning tasks such as mathematics are very difficult to learn using a computer keyboard and mouse and consequently result in decreased academic performance for students [Oviatt, 2006]. In particular, it has been shown that using a keyboard and mouse for solving mathematical questions requires significantly more time and results in more errors than using pen and paper. Researcher have also noticed that this decrease in performance is increased among the students that are struggling (ฝ่าฟัน) the most in the classroom as they are stuck trying to master both the course concepts and the technology at the same time.
6. Lack of content: content provision is a serious issue for these devices. If it is the expectation that teachers will produce all of their own content, using an OLPC could be more work that just buying a book and sharing it among students. Content needs to be provided free of charge. OLPC claims to be providing infrastructure but without content providers it will be impossible to use. This is the critical mass problem: what good is a fax machine if only one person in the world has one.
5. Keyboards: We need to ask ourselves what current practice is in the learning environment and design solutions that would fit the current practices of students and teachers. For example, if students are more used to using a slate (กระดานชนวน) , perhaps the keyboard and mouse metaphor (อุปมา) of existing systems is inappropriate. Similarly, if people are familiar with cell phone technology it may be useful to develop systems to support their current practices with cell phones. Perhaps what we need are more (touch sensitive) slates and (digital) black boards rather than OLPCs alone [Buxton, 2005].
4. Scalability: Lets say a teacher wants to get all 49 of their students in a single class to perform a particular exercise. Given that the instructor cannot see all 49 screens at once, how do they gage if students are confused or not understanding the task at hand? Each student is looking at their own private display rather than looking at the teacher/blackboard making it harder to gauge student engagement (ข้อตกลง) at a glance (ชำเรือง). Would it not be better to have a single large digital display than a classroom full of individual PCs? Take for example, the Smart Technologies Senteo system where each student can have a clicker to respond to polls in the classroom. The total cost of ownership would probably be less than the cost of a $100 laptop per student.
3. Ergonomics (เหมาะกับการทำงาน) : the fact that OLPC is designed as a laptop leads to ergonomical problems as students may not have a table that they can put the computer on. Thus they will likely have to place it on their laps for extended periods of time leading to discomfort that can also hinder (ขัดขวาง) learning.
2. Wrong Problem: While the One Laptop Per Child project focuses on providing technology to children in developing nations the major issue affecting student outcomes seems to be the training of teachers [Vegas, 2007]. With student to teacher ratios reaching 43:1 in primary Sub-Saharan African schools with only 69% of primary school teachers receiving any sort of formal training it seems that technology would only exacerbate (ทำให้รุนแรง) existing issues in the education system.
1. The Community of Learning vs. The Cult of the North American Individual: The name OLPC is a problem as the focus is on Personal Computers for Individuals ignoring the fact that community feedback is crucial part of learning. Self directed learning cannot be effective without feedback from peers, parents and teachers. Even when parents and peers are not available children will often huddle (จับกลุ่ม) around a single computer to collaborate and provide constructive feedback [Pawar, et al, 2006]. Developers can push this learning configuration further by providing interactivity for each child on the same display (through multiple mice and keyboards). Studies have shown that this configuration results in students being more engaged, faster and more accurately able to do problem solving tasks [Scott, et al., 2003]. Students need a learning community to provide the feedback needed to fully understand the material they are investigating. OLPC will likely do the opposite by pushing students away from each other to their own computers.
