learning to learn aim - uio.no · enter changed formula e 2. understanding ... errors remain. 2....

Jens Kaasbøll

INF 3280 – 22 Feb 2017

c

Learning to learn • Aim

– To be able to design activities where people can become better learners of IT

– Input for Assignment 3

• Core literature: – Textbook chapter 5

• Additional literature – Grigoreanu et.al.(2012). End-user debugging strategies: A sensemaking

perspective

– Novick, Elizalde & Bean (2007) Toward a more accurate view of when and

how people seek help with computer applications.

Write down 1-3 ways in which you solve IT

use problems.

1

1. Skills – doing

2. Understanding – talking about it

3. Problem solving competence

Models and confrontations of misconceptions

Scaffolds for learning problem solving

1. Le

arnin

g

Instructions

0. Related competence

2. Le

arnin

g

3. Le

arnin

g

Metacognition Knowing how to learn Higher order cognitive skills

2

Jens Kaasbøll

INF 3280 – 22 Feb 2017

Module for Problem solving

1. Introduction

a. Usefulness of problem solving method

b. Presentation of problem solving method

2. Practical hands-on exercises

a. Exercise requiring problem solving

3. Summary

a. Discuss problem solving approach

3

Categories of problem solving methods

1. Research cycle

2. Stages of the research cycle

3. Strategies for iteration

4. Innovative research cycles

4

Jens Kaasbøll

INF 3280 – 22 Feb 2017

4. M

ak

e

se

nse

of

ou

tpu

t.

3. Enter input.

1. Generate hypothesis and plan input.

5. Compare output with hypothesis 2

. Navig

ate

Research cycle

Exploration skill.

IT skill and understanding

Rep

ea

ting

the

cyc

le fo

r

•F

un

,

•C

urio

sity,

•L

ea

rnin

g, …

1. Research cycle

4. M

ake

sense

of

outp

ut.

3. Enter input.


5. Compare output with hypothesis.

2. N

avig

ate.

Troubleshooting Experimentation

4. M

ake

sense

of

outp

ut.

3. Enter input.



2. N

avig

ate.

Two types of problem solving

• Triggered from understanding

• It can do this, can it do that?

• Triggered from unexpected result

• How can I fix it?

1. Research cycle 6

Jens Kaasbøll

INF 3280 – 22 Feb 2017

1.

Err

on

eo

us

Ou

tpu

t

5. O

utp

ut

of

ne

w f

orm

ula

4. Enter changed formula

6. Compare output with expected

3. W

he

re to

ch

an

ge

Debug spreadsheets

Grigoreanu et.al.(2012)

1.

Err

on

eo

us

Ou

tpu

t

5. O

utp

ut

of

ne

w f

orm

ula

4. Enter changed formula

6. Compare output with expected

3. W

he

re to

ch

an

ge

2. Understanding 1. Skill

Troubleshooting skill.

Corrected the errors.

No new competence.

Errors remain.

2. Detecting suspicious formulas 2. Guessing what can be wrong

1. Research cycle

3a. Im

itate an

d

Re

pe

at rese

arch cycle

3a. Research cycle skill. IT skill and understanding

3b. Understanding generation of IT use understanding

3b

. Co

mp

are scaffo

ld

and

execu

tion

of

rese

arch cycle

4. M

ake

sense

of

outp

ut.

3. Enter input.



2. N

avig

ate.

Pair working

2. Understanding

Learning the research cycle

1. Research cycle

Jens Kaasbøll

INF 3280 – 22 Feb 2017

Guiding precise observation

This worked last time, why did the computer do something else now?

No worries. Start over again. Go slowly and observe precisely what you are typing.

You know, I often mistype myself. That is normally the reason why surprising things happen on the screen.

Trainer refering to own mistakes

Learner understands that he is not stupid

2. Stages of the research cycle 9

3d

. Co

mp

are scaffo

ld an

d

ob

servatio

ns

3c. R

ep

eat

•o

bse

rve b

utto

ns p

resse

d

•take

no

tes

•m

ake scre

en

sho

ts

3d. Understanding precise observation

3c. Skill for precise observation.

Functional IT understanding.

Without knowing

what happened

Cannot know

which input change

that caused output

changes.

2. Understanding

4. M

ake

sense

of

outp

ut.

3. Enter input.

Learning precise observation

Without knowing the

input

Cannot know why

the output appeared.


Jens Kaasbøll

INF 3280 – 22 Feb 2017

Interpreting search results

From software producer

Another pdf reader

A file

Non-commercial

Date

An introductory tutorial to the software


Efficiency in problem solving

• Inefficient

– Trial-and-error

– Consulting documentation

• More efficient

– Switching between trial-and-error and documentation Andrade, et al., 2009

Reviewing training material is

twice as successful as searching for help

Novick et al 2009

Same material in

training and

documentation

12

Jens Kaasbøll

INF 3280 – 22 Feb 2017

Pro

ble

m s

olv

ing

str

ate

gie

s

Direct observation (bold lines) Interviews (thin lines) Self-reports through diaries (dotted lines)

No

vick

, Eliz

ald

e, &

Bea

n, 2

007

13

3h

. Co

mp

are issu

e an

d h

elp

re

ceive

d to

jud

ge th

e ch

oice

o

f pe

rson

asked

for h

elp

3g. Im

itate an

d R

ep

eat

•A

sk colle

ague

s for h

elp

•

Ask IT su

pp

ort fo

r he

lp

3h. Understanding help seeking

3g. Help seeking skill. IT skill and understanding

IT support

Colleagues,

including

superusers

4. M

ake

sense

of

outp

ut.

2. Understanding

Learning help seeking


Jens Kaasbøll

INF 3280 – 22 Feb 2017

3i. Im

itate an

d R

ep

eat

plan

nin

g chan

ges

3i. Skill of planning changes

Pair working

3j. Understanding experimental control

Identical input identical output.

Two changes in input Not always

possible to know which input

change that caused output changes.

3j. C

om

pare

scaffold

an

d p

lans fo

r chan

ges

2. Understanding

1. Plan input.

.

Learning experimental control


Guideline for Experimental control

1. Make one change at a time:

a. Ill-structured chart change Series, Category, Filter.

b. Values of Categories and Filters change Organisation units or Periods.

c. Values which the graph displays change Indicators, Data elements or

Reporting rates.

d. Title, trend lines, target lines, axis etc. change Options

2. Click Update 3. Repeat

The general way of improving charts


Jens Kaasbøll

INF 3280 – 22 Feb 2017

Guiding to improve self-efficacy • Strength of one's belief in one's own ability to complete tasks and reach goals

I never get this right. I give up

Let’s try. I find the edit button there. … No. Too small number. We need to divide by 100 000 and not 100. Edit again. There it says percentage. What are the other options? Per100k, does that mean 100000? … Save … Calculate … Yessss.

Watching a peer struggle and succeed is the best way of strengthening self efficacy


3l. C

om

pare

you

rself

with

colle

ague

s.

3k. O

bse

rve co

lleagu

es

solvin

g pro

ble

ms.

Take p

art in gro

up

s so

lving p

rob

lem

s.

3l. Understanding own efficacy 3k. Higher self efficacy.

IT skill and understanding

Colleagues

3. Enter input.

1. Self-efficacy

A group which succeeds in

problem solving

Learning self efficacy 2. Understanding own self-efficacy


Jens Kaasbøll

INF 3280 – 22 Feb 2017

Guiding for generating hypotheses

Now I have opened each picture in the editor, adjusted its size to the standard and saved it again. There must be an easier way

Normally, when you repeat the same over and over again, there is some function in the computer which can do it. We just need to find it.


3r. Im

itate an

d R

ep

eat

gen

eratin

g hyp

oth

ese

s

3r. Skill of generating hypotheses.

Understanding usefulness of IT in own tasks

Repeating the same sequence of

operations Software may exist with

which repetitions can be avoided.

3s. Understanding generation of hypotheses

3s. C

om

pare

scaffold

an

d ge

ne

ration

of

hyp

oth

ese

s

2. Understanding

1. Generate

hypotheses.

Learning generation of hypotheses

Additional effort during planning is paid

back through more efficient operation.


Jens Kaasbøll

INF 3280 – 22 Feb 2017

3v. C

om

pare

scaffold

wih

th

e se

qu

en

ce o

f rese

arch

cycles

3u

. Imitate

and

rep

eat

backtrackin

g

3v. Understanding backtracking 3u. Backtracking skill. IT understanding

Pair working

21

2. Understanding

Start with erroneous output.

Proceed backwards in the process

which created the output and test

all steps.

1. Plan input. 4

. M

ake

sense

of

outp

ut.

3. Enter input. 2

. Nav

igate.


Backtracking

User’s computer WiFi Internet service provider Remote hosts

Browser

Network

software

Network hardware

Elimination


Jens Kaasbøll

INF 3280 – 22 Feb 2017

3aa. Skill for changing routines. Skill and understanding of new routine

Learning new work routine

Repeated, consistent

feedback 3

z. Co

mp

are

scaffold

s with

exp

erie

nce

d

effects

2. Understanding

3y. R

ep

eat

•Carry o

ut n

ew

ro

utin

e

•Discu

ss pu

rpo

se

of n

ew

rou

tine

Discuss purpose of

new routine

3z. Understanding changing routines


Guiding giving feedback

• Consistent, repeated feedback make people change behaviour

François, you have to tell the customers that we no longer respond to e-mails to individual staff members. They have to use the web-portal, such that we can track all requests.

3. Strategies for iteration 24

Jens Kaasbøll

INF 3280 – 22 Feb 2017

3t. Im

itate an

d R

ep

eat

•Se

arch fo

r •

Do

wn

load

•

Install so

ftware

. •

Re

mo

ve if n

ee

de

d.

3t. Skill of installing software. IT understanding

Software is data.

Software can be downloaded.

Software can be installed.

3u. Understanding installing software

3u

. Co

mp

are scaffo

ld

and

installatio

n o

f so

ftware

Software can be malicious

Search for reviews.

Remove if needed.

2. Understanding, skill for (3e) search for help and (3g) help seeking

Learning installing software


Workaround

That web-shop requires me to fill a field called State, but Benin is not divided into states. Since this address data is probably going to be glued to the package, I’d better not mislead the post office. Just let me repeat the city name Cotonou.


Jens Kaasbøll

INF 3280 – 22 Feb 2017

3ad. Understanding workaround 3ac. Skills for workaround. Skill and understanding of

the particular solution

3ad

. Co

mp

are scaffo

lds

with

expe

rien

ced

effects

1. Observe that IT operation

does not fit business goal

2. Determine wanted output

3. Compare wanted output with

result of other IT operations

Pair working

3 ac.R

ep

eat re

search

cycle

un

til ou

tpu

t me

ets b

usin

ess n

ee

ds

2. Understanding and 3a, 3e and 3g.

Learning workaround


4. Train users so that they can solve problems and learn on their own.

28

learning to learn aim - uio.no · enter changed formula e 2. understanding ... errors remain. 2....

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