Audrey M. Murphy is an innovator in the adult learning experience within the context of professional life. She has over 22+ combined years of experience in the aerospace and technology industry at NASA-Jet Propulsion Laboratory (JPL) and the California Institute of Technology (Caltech). In her role as an information systems practitioner at JPL and Caltech, Audrey championed the paradigm shift of tell and practice routines of knowing information to applying higher-order thinking strategies for learning opportunities. Her contributions earned a reputation for promoting unconventional means of learning that facilitated fresh ways of thinking and learning for technical and non-technical staff members. Broadening the scope of professional practice, Audrey is a candidate for the Ph.D. in an interdisciplinary research study at the intersection of Cognitive Psychology and Social Systems with a specialization in Metacognition. Applying a scholar-practitioner model, she has published peer review papers at the national and international level where she received a nomination for Best Ph.D. Student Paper Award. In addition, Audrey has been an invited guest speaker for professional organizations that include the Western Academy of Management, Grant McEwan University School of Business, Project Management Institute, The Society of Hispanic Professional Engineers, and scheduled invited guest speaker in the upcoming 2017 In2:InThinking Network 16th Annual Forum sponsored by Aerojet Rocketdyne. Audrey is also a contributor in the InThinking Network Ongoing Discussions and participant in the series of InThinking Roadmap seminars, workshops, and overviews within Aerojet Rocketdyne.
Metacognition in Professional Life: Exploring Fluency and Disfluency for Solving Complex Problem
Audrey M. Murphy is an innovator in the adult learning experience within the context of professional life. She has over 22+ combined years of experience in the aerospace and technology industry at NASA-Jet Propulsion Laboratory (JPL) and the California Institute of Technology (Caltech). In her role as an information systems practitioner at JPL and Caltech, Audrey championed the paradigm shift of t...read more
Emerging challenges for global organizations involved in multidisciplinary, competitive and technology-driven decisions continue to present new demands and expectations for 21st century thinking skills. Demands for higher-order thinking skills in particular have been cited by scholars, practitioners, and thought leaders around the world as a research and practice perspective of “soaring importance.” In this respect, novel ways of addressing this critical issue validates a new maturity to conceptualize and reconsider metacognition (thinking about thinking) as a timely topic for discussion. Various tools and techniques have proven to be successful in defining problems, raising valid questions and developing new approaches to solve complex problems. At the same time, these paradigms seemingly imply thinking about thinking as opposed to the explicit interpretation of fundamental principles in the thinking process. Grounded in a scholar-practitioner model, this presentation augments current tools and techniques for solving complex problems by exploring thinking along a continuum of fluency and disfluency through the lens of metacognition. Fluency refers to information that is familiar, which requires the least amount of effort to process. Disfluency refers to information that is fuzzy, unfamiliar, and difficult, which requires greater effort to process. The importance of fluency and disfluency suggest a deliberate and abstract approach to thinking. Understanding thinking along a continuum is presented to enrich and encourage possibilities for deep and flexible thinking skills essential to solving complex problems in professional life.
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