Sunday, January 17, 2010

Problem-solving methods during the learning process

When researching problem-solving methods during the learning process, I found a brief article in the Encyclopedia of Applied Developmental Science in the Encyclopedias from Sage database. This article discussed Robert Sternberg's "...triarchic theory of human intelligence that can be adopted in classrooms to teach problem solving encompassing three types of problems encountered in daily lives: analytical, creative, and practical" (Shook Cheong, 2004).


Shook Cheong states that applying the triarchic model in the classroom can "...help ensure that students are prepared for the complex problem-solving tasks that will be required in the 21st century" (Shook Cheong, 2004). However, she provides vague information at best regarding how this is done. The limited information she provides about the three types of problems certainly whets the appetite. "Analytical problem solving requires students to analyze, evaluate, compare and contrast, judge, and critique" (Shook Cheong, 2004). "...Creative problem solving...requires students to create, invent, discuss, imagine and hypothesize. Creative problem solving is important to success in a changing, unpredicatble, and challenging world" (Shook Cheong, 2004). "...In practical problem solving, [learners] are required to use, apply, transfer, and implement these skills to problems encountered in daily living" (Shook Cheong, 2004). To become more familiar with this model, it is recommended that further reading of Robert Sternberg's material be done. Specifically, he has co-authored with W.M. Williams, a text entitled Intelligence, Instruction and Assessment. In this text, Sternberg and Williams discuss applying this theory in the classroom.


It was also through Shook Cheong's article that I was introduced to the concept of problem-based learning (PBL). I found what little she shared on this subject to be intriguing as well. She states, "In PBL, teachers and students integrate concepts and skills from one or more subjects while investigating a problem. PBL engages students in developing long-term projects. PBL also develops social and intrapersonal skills through collaborative and cooperative work" (Shook Cheong, 2004).


I decided to look for more specifics regarding PBL, and I came across an interesting website that is a knowledge base of instructional design theories and models. Unfortunately, the author of this site does not identify him/herself very well. I was able to determine that the indivdual has, or perhaps had, some association with Penn State University, but was unable to locate anything on their site regarding "Hsiuwei." Nevertheless, this knowledge base has a module on problem-based learning which outlines the PBL cycle:
  • problem scenario
  • identify facts
  • generate hypotheses
  • id knowledge deficiencies
  • apply new knowledge
  • abstraction

If you click on the "concept map" link at the top of the page, it takes you to a nice flowchart of these stages, and provides a little more detail about each. "PBL is well suited to helping students become active learners because it situates learning in real-world problems and makes students responsible for their learning. It has a dual emphasis on helping learners develop strategies and construct knowledge (Hmelo-Silver, 2004)" (Hsiuwei, 2007). There are 5 goals to PBL:

  1. Constructing Extensive and Flexible Knowledge
  2. Developing Effective Problem-Solving Skills
  3. Developing Self-Directed Learner (SDL) Skills
  4. Becoming Effective Collaborators
  5. Becoming Intrinsically Motivated

With respect to problem-solving skills, "one indicator of effective problem-solving skills is the ability to transfer reasoning strategies to new problems. Although research on the influence of PBL on strategy transfer is limited, it does provide some evidence that students in PBL learn problem-solving and reasoning strategies that are transferable to new problems (Hmelo-Silver, 2004)" (Hsiuwei, 2007).

I find these two theories, the triarchic model and problem-based learning (PBL), to be interesting because they identify various types of problem-solving methods during the learning process that warrant further study.


REFERENCES:

Hsiuwei. (2007, April 22). Problem-based learning. Knowledge Base of Instructional Design Theories and Models. Retrieved January 17, 2010, from http://www.personal.psu.edu/hoh5021/kb/pbl.htm

Shook Cheong, Agnes Chang. (2004). Problem Solving. Encyclopedia of Applied Developmental Science. SAGE Publications. Retrieved January 17, 2010, from
http://www.sage-ereference.com/applieddevscience/Article_n338.html









Sunday, January 10, 2010

The Doorway to Professional Learning Communities

The first blog that I feel will have relevant content related to my work as an instructional design professional is TLT at Franklin and Marshall. TLT stands for teaching, learning and technology. Franklin & Marshall College (F&M) is located in Lancaster, PA, and has existed since 1787. This blog, as a part of F&M, was formed "for IET staff and others interested in teaching, learning, and technology to add comments, links, etc. about cool technology, interesting sites, new ideas, and all things related to the business of IET — supporting tools to augment and enhance teaching and learning with technology" (Retterer, 2009). The Information Technology Services (ITS)department at F&M, "...through the group Instructional & Emerging Technologies (IET), consults and collaborates with College faculty and students to support instructional technology as tools to enhance instruction" ("Technology Support for Teaching and Learning," 2009). Because our Instructional Design & Technology program at Walden University has an emphasis on utilizing technology in instructional design, I think this will be an invaluable site for staying abrest of technology resources that can be used in an instructional capacity, particularly since new technologies are becoming available at a more rapid pace than ever before.

The second blog that I will follow was developed by Tracy Lee. Tracy and I both belong to the LinkedIn.com group, International Society for Technology in Education. Tracy has been an educator for more than 10 years, and is currently pursuing her doctoral degree at Pepperdine University in Learning Technologies. As Tracy states, "My research interests include social networking as a tool for developing young writers, technology as a learning tool for special needs' students, and the development of new media literacy skills for the 21st century learner" (Lee, 2009). Because I also have an interest in special needs students, I am hopeful that there will be much that I can learn from her research experience in this area. I helped my sister, Miriam Lundell, open the FIRST school for children with Autism in our county, The Chase Academy. It is my hope that these children will be the beneficiaries of what I glean from Tracy.

While searching for and exploring various blogs and resource sites relevant to the field of instructional design and education, I came across The Educator's PLN ~ The personal learning network for educators. I also located a blog by Jamie Bowring. His posting, "Tweets, Wiki's, Blog's and Glog's," caught my eye. I suppose by now you have caught on to the fact that I am really intrigued by where all of this technology is leading us. Because Jamie's blog is brand new, I did not select it as one to follow for this course, but I will follow it just in case he shares more that is of interest to me.

Taking note of this focus on technology myself, I realized that I really needed to find a blog that is specific to instructional design. I came across the Langevin blog. Langevin Services is the world's largest train-the-trainer company. Since a large portion of my professional career has been dedicated to train-the-trainer instruction and design, I chose this blog as my final blog to follow. I believe this blog will have a lot of useful information for me relative to both the design side and the training side of instruction. One post that I found particularly insightful is "Designing e-Learning? Don’t Forget the Basics!" This post discusses "the benefits of applying formal design principles to the world of e-learning" (Koltookian, 2009).

REFERENCES:

Technology support for teaching and learning. (2009). Franklin and Marshall College, Information Technology Services. Retrieved January 10, 2010, from http://its.fandm.edu/iet/


Koltookian, L. (2009, August 10). Designing e-learning? Don’t forget the basics! Message posted to Langevin blog, archived at http://www.langevin.com/blog/2009/08/10/designing-e-learning-don%e2%80%99t-forget-the-basics/


Lee, T. (2009). Tracy Lee's summary. Retrieved January 10, 2010, from http://www.linkedin.com/in/tracyrenee70


Retterer, O. (2009, April 5). Welcome to the new TLT blog! Message posted to TLT at Franklin & Marshall, archived at http://tlt.fandm.edu/

Welcome to EDUC 6115 Learning Theories and Instruction

Hello, everyone!

My name is Eileen Taft, and I live in New Smyrna Beach, FL. I am a student at Walden University in the Masters of Science, Instructional Design and Technology program. EDUC 6115 is my second course in the program, and I am very excited about becoming familiar with the various learning and instructional technology tools and resources available today. What a different world we live in today from just even 10 years ago. I find all of the new technology (blogs, wikis, etc) that are being utilized in the 21st century pedagogy to be very thrilling.

I hope that this blog will enlighten you to some new instructional tools and resources, and help you with your professional development.

Thank you for joining me!