1. Dr. Ronald J. Anderson, Texas A&M International University 1 Chapter 5 Designs for Problem Solving Teaching with Technology: Designing Opportunities to Learn Priscilla Norton & Karen M. Wilbur Teaching with Technology: Designing Opportunities to Learn Teaching with Technology: Designing Opportunities to Learn EDIT 5300 Instructional Design and Theory

2. 2Dr. Ronald J. Anderson, Texas A&M International University

3. 3 Memory A metaphor for memory is information processing. This metaphor likens memory to a set of transformations of information—a set of processes that organize and abstract things to be remembered as a network of concepts activated by the effort to remember.

4. 4Dr. Ronald J. Anderson, Texas A&M International University Concept Mapping Concept mapping is a technique for externalizing concepts and propositions by visually representing meaningful relationships between concepts or the component parts of a larger concept.

5. 5Dr. Ronald J. Anderson, Texas A&M International University Information-Extending Processes Inductive thinking is an information- extending process that starts with concrete or symbolic information and, by extrapolation or analogy, leads to generalizations or patterns. Learners must learn to sort out relevant from irrelevant information.

6. 6Dr. Ronald J. Anderson, Texas A&M International University Hypermedia The creation of hypermedia programs and writing tools supports problem solvers in their efforts to integrate information into a giant web of connections—to extend information through its combination and connection to other information. These programs support students as they rearrange, connect, and build relationships between chunks of information.

7. 7Dr. Ronald J. Anderson, Texas A&M International University Information-Rearranging Processes Deductive thinking is a systematic process of thought that leads from one set of propositions to another based on principles of logic. The purpose of logical principles is to guarantee that a deduction is true, and a deduction is valid only if its premises suffice to ensure the truth of its conclusion. Deductive thinking allows thinkers to extract implications from what is already given or known.

8. 8Dr. Ronald J. Anderson, Texas A&M International University Spreadsheet Activities Well-planned spreadsheet activities emphasize reasoning, problem solving, making connection, and communicating mathematical ideas. When students use spreadsheets and embed and/or create formulas to manipulate data, they are rearranging information to solve problems.

9. 9Dr. Ronald J. Anderson, Texas A&M International University Metacognition Metacognition is the monitoring and guiding of one’s own thought processes; it is mind observing itself and correcting itself. Learners need to think about their own thinking if they wish to improve it.

10. 10Dr. Ronald J. Anderson, Texas A&M International University Heuristics Students must be able to use general problem-solving strategies, called heuristics. These can be taught. In addition, students must develop self- monitoring abilities and conscious awareness or problem-solving strategies.

11. 11Dr. Ronald J. Anderson, Texas A&M International University Anchored Instruction At the heart of anchored instruction is an emphasis on the importance of creating an anchor or focus that generates interest and enables students to identify and define problems and to pay attention to their own perception and comprehension of these problems. Students can be introduced to information that is relevant to their anchored perceptions.

12. 12Dr. Ronald J. Anderson, Texas A&M International University Problem-Centered Learning One way to plan for anchored instruction is to use problem- based or problem-centered learning. A problem-centered curriculum is one that is built around the solution to a real- world problem of interest. Placing the problem at the center emphasizes students’ doing rather than their mastery of discrete pieces of information or skills. Foundations

13. 13Dr. Ronald J. Anderson, Texas A&M International University Problem Identification Inspiration pieces by monitoring your experiences and resources. Inspiration pieces by monitoring your experiences and resources. Pay careful attention to events in the current social context. Pay careful attention to events in the current social context. Think about the kinds of challenges various occupations confront. Think about the kinds of challenges various occupations confront. Students’ lives Students’ lives

14. 14Dr. Ronald J. Anderson, Texas A&M International University Authentic Activities Authentic activity is defined as the ordinary practices of a culture. Authentic activity is important for learners because it is the only way they gain access to the standpoint that enables practitioners to act meaningfully and purposefully in solving problems related to their practice.

15. 15Dr. Ronald J. Anderson, Texas A&M International University Knowledge-Building Activities Teaching a generous number of carefully chosen exemplary facts within a meaningful explanatory context is the most appropriate method for supporting the ability to engage in insightful thinking and problem solving. Teaching a broad range of factual knowledge is essential for effective thinking both within domains of knowledge and among domains.

16. 16Dr. Ronald J. Anderson, Texas A&M International University Usable Knowledge Usable knowledge is not the same as a list of facts. Experts’ knowledge is connected and organized around important concepts. It is specifically tied to the contexts in which it is applicable. It supports understanding and application to other contexts rather than only the ability to remember.

17. 17Dr. Ronald J. Anderson, Texas A&M International University Selecting Activities When selecting activities to support knowledge building, educators should ask: What learning environments will provide students with the opportunities to confront facts, ideas and concepts? What kinds of things can students “do” with these materials to help them extract and interpret facts, ideas, and concepts?

18. 18Dr. Ronald J. Anderson, Texas A&M International University Constructing Activities Constructing activities push students beyond building knowledge to using emerging knowledge to make or form something that represents their deepening understanding. Constructing activities are performance activities that ask students to expand, reform, apply, or extend their knowledge by making something, producing something, building something, or creating something.

19. 19Dr. Ronald J. Anderson, Texas A&M International University Sharing Activities Sharing activities allow students to test their understanding in public arenas, to receive feedback that supports their successes, or to be challenged with new evidence or missing evidence or faulty connections and applications. Students need opportunities to compare the meanings they have built about knowledge domains with those of others.