1. An Online Support System to Scaffold Real-World Problem Solving Presenter: Chih-Ming Chen Advisor: Min-Puu Chen Date: 11/10/2008 Ge, X., & Er, N. (2005). An online support system to scaffold real-world problem solving. Interactive Learning Environments, 13(3), 139-157.

2. 2 Introduction(1/2) Learning objects –Cost-effectiveness Wiley (2002) : –Using learning objects is not simply combining different pieces of information like assembling Lego blocks; rather it is a complex process involving applying instructional design principles that are grounded in cognitive theories Orrill (2002): –Our challenge in ‘‘teaching’’ students is not to identify key information they need to know and sequence it for delivery; but rather to provide an environment that is rich with learning experiences and resources.

3. 3 Introduction (2/2) Problem-Solving Support System (PSSS): –A reusable, open-ended learning environment is created to scaffold complex, ill-structured problem solving in real- world contexts

4. 4 The Design Framework Cognitive tools as a mind extension : –Develop students’ metacognitive and self-regulation skills Cognitive tools may present a challenge to novice problem solvers as to when and how to use them –Providing carefully structured and sequenced instructional scaffolding to novice learners PSSS is fulfilled by a suite of cognitive tools and functions –To help students develop a coherent argument to support solution for a particular case.

5. 5 Figure 1. Scaffolding process for reasoning, problem solving, and reflection

6. 6 The original and unique functionalities of PSSS (1/2) Real-World Cases and Case Library –Cases are designed to scaffold student memory and enhance cognitive flexibility (Jonassen, 1999). Question Prompt Generator –3 scaffolding levels –2 types of question prompts: (1) elaboration prompts (2) reflection prompts –Question prompts play an important role in engaging learners in activities such as self-explanation, self-questioning (e.g., King, 1991, 1992), and self-monitoring and reflection (e.g., Lin & Lehman, 1999)

7. 7 The original and unique functionalities of PSSS (2/2) Peer Review and Feedback Mechanism –Ge & Land (2003) : Peer review and feedback was effective in helping learners see multiple perspectives, alternative solutions, and consider things they have not noticed. Expert Response and Self-Reflection –To observe the cognitive processes of an expert in problem solving –To compare their own solution with that of an expert –To reflect on what they have learned from the expert and their peers

8. 8 Four Administrative Modules Case Customization –To customize the case library to suit the learner competence level Roles and Access –To governs the access rights User Groups –Learners are encouraged to form their own groups –3~5 peers per group Domain and Context –To select the corresponding pair of domain and context in the database

9. 9 A Walk-Through of the PSSS System The cases: –Pharmacists –About an asthma patient who overdosed her prescribed drugs Participants: –The third year pharmacy students –25 peer groups High scaffolding level

10. 10 Figure 2. Individual responses to the elaboration question prompts Top-level prompt Sub-level prompts Learner’s response The case description

11. 11 Figure 3. Case response revisions after reviewing peer responses My revised response Peer responses My initial response

12. 12 Figure 4. Self-reflection after reviewing expert responses Dr. Plana’s response If you do, what are those differences? What have you learn from Dr. Plana’s response?

13. 13 Initial Evaluation Results - Study 1 63 Instructional design graduate students were randomly assigned to the treatment or the control condition A case study on needs assessment To investigate the effects of question prompts The learners who had received question prompts significantly surpassed their peers in the control condition – In each of the problem solving processes –Increasing their competence level over the time Problem solving performance The treatment condition M=12.99, SD=1.09 The control conditionM=6.839, SD=1.11

14. 14 Initial Evaluation Results - Study 2 (1/3) 95 pharmacy students in a clinical communication course –Treatment 1 condition: receiving high scaffolding level, expert response, peer review and feedback, and self- reflection. –Treatment 2 condition: receiving low scaffolding level, expert response, and reflection. A case about an asthma patient overdosing her prescribed drugs and were asked to solve the problem

15. 15 Initial Evaluation Results - Study 2 (2/3) The question prompts: –Advantages: Organize their thoughts Guide them through the complex problem solving processes Remind them of the problem solving steps and the specifics which they might not have thought about explicitly. –However, the students who received detailed prompting with sub-questions tended to be much more thorough and articulate than the students in the Treatment 2 condition The expert response: –Great impact on their learning process –Readjusting the learners’ expectations and seting up new goals for developing their problem solving expertise

16. 16 Initial Evaluation Results - Study 2 (3/3) Peer feedback and revision: –Treatment 1 condition: The feeling of assurance and support in particular reading peers’ feedback. –Treatment 2 condition: Strongly recommending that the web-support system include peer feedback The reflection: –The students in Treatment 1 : reflection actually started when they were reviewing their peers’ responses and continued after viewing expert responses –The students in Treatment 2 condition indicated that viewing expert’s responses made them reflect.