Learning to learn Aim To be able to design activities where people - PDF document

INF 3280 – 22 Feb 2017 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 . c Write down 1-3 ways in which you solve IT use problems. 1 0. Related competence 1. Learning Instructions 1. Skills – doing 2. Learning Models and confrontations of misconceptions 2. Understanding – talking about it 3. Learning Scaffolds for learning problem solving 3. Problem solving competence 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 Research cycle 1. Generate hypothesis and plan input. • Learning, … • Curiosity, • Fun, Repeating the cycle for 5. Compare output with hypothesis of output. 2. Navigate 4. Make sense 3. Enter input. Exploration skill. IT skill and understanding 1. Research cycle Two types of problem solving 1. Generate hypothesis and plan input. 1. Generate hypothesis and plan input. 5. Compare output with hypothesis. 5. Compare output with hypothesis. of output. 2. Navigate. of output. 2. Navigate. 4. Make 4. Make sense sense 3. Enter input. 3. Enter input. Troubleshooting Experimentation • • Triggered from understanding Triggered from unexpected result • • It can do this, can it do that? How can I fix it? 6 1. Research cycle Jens Kaasbøll

INF 3280 – 22 Feb 2017 Debug spreadsheets 2. Understanding 1. Skill 2. Detecting suspicious formulas 2. Guessing what can be wrong 6. Compare output with expected 6. Compare output with expected 3. Where to change 3. Where to change Erroneous Erroneous 5. Output of new formula 5. Output of new formula Output Output 1. 1. 4. Enter changed formula 4. Enter changed formula No new competence. Troubleshooting skill. Errors remain. Corrected the errors. 1. Research cycle Grigoreanu et.al.(2012) Learning the research cycle 2. Understanding research c y cle and execution of 3b. Compare scaffold Repeat research cycle 3a. Imitate and Pair working 1. Generate hypothesis and plan input. 5. Compare output with hypothesis. 2. Navigate. of output. 4. Make sense 3. Enter input. 3a. Research cycle skill. 3b. Understanding generation IT skill and understanding of IT use understanding 1. Research cycle Jens Kaasbøll

INF 3280 – 22 Feb 2017 Guiding precise observation This worked ed last t time, e, No worr rries es. . Start t over er why did the compute puter r do again. . Go slowly y and someth mething g else now? observ erve e preci cisel ely y what t you are e typing. g. You know, , I often en misty type pe mysel elf. . That t is norma mally y the reason why surpr prising g things gs happen pen on the screen een. Trainer refering to own mistakes  Learner understands that he is not stupid 9 2. Stages of the research cycle Learning precise observation 2. Understanding • make screen shots • take notes • observe buttons pressed 3c. Repeat observations 3d. Compare scaffold and Without knowing the Without knowing input what happened  Cannot know why  Cannot know the output appeared. which input change that caused output changes. 4. Make sense of output. 3c. Skill for precise 3d. Understanding precise observation. observation Functional IT understanding. 3. Enter input. 2. Stages of the research cycle Jens Kaasbøll

INF 3280 – 22 Feb 2017 Interpreting search results A file Non-commercial Date Another pdf reader From software producer An introductory tutorial to the software 11 2. Stages of the research cycle Efficiency in problem solving • Ineff fficien cient – Trial-and-error – Consulting documentation • More efficien ficient – Switching between trial-and-error and documentation Andrade, et al., 2009 Reviewing training material is Same material in twice as successful as training and searching for help documentation Novick et al 2009 12 Jens Kaasbøll

INF 3280 – 22 Feb 2017 ies Direct observation (bold lines) Interviews (thin lines) Self-reports through diaries (dotted lines) ategie ing strate m solvin lem Proble Novick, Elizalde, & Bean, 2007 13 Learning help seeking 2. Understanding • Ask IT support for help • Ask colleagues for help 3g. Imitate and Repeat of person asked for help received to judge the choice 3h. Compare issue and help Colleagues, including superusers IT support 4. Make sense of output. 3g. Help seeking skill. 3h. Understanding IT skill and understanding help seeking 2. Stages of the research cycle Jens Kaasbøll

INF 3280 – 22 Feb 2017 Learning experimental control 2. Understanding and plans for changes 3j. Compare scaffold planning changes 3i. Imitate and Repeat Pair working Identical input  identical output. Two changes in input  Not always possible to know which input change that caused output changes. 3j. Understanding 3i. Skill of 1. Plan input. experimental control . planning changes 2. Stages of the research cycle Guideline for Experimental control The general way of improving charts 1. Make one change at a time: Ill-structured chart  change Series, Category, Filter. a. b. Values of Categories and Filters  change Organisation units or Periods. Values which the graph displays  change Indicators, Data elements or c. Reporting rates. d. Title, trend lines, target lines, axis etc.  change Options 2. Click Update 3. Repeat 16 2. Stages of the research cycle 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 er get this Let’s try. I find the edit right. . I give e up button there. … No. Too small number er. . We need to divide e by 100 000 and not 100. Edit t again. . There it says ys percen centa tage. ge. What t are the other er opti tions ons? Per100k, , does es that mean 100000? … Save … Calculate … Yessss. Watching a peer struggle and succeed is the best way of strengthening self efficacy 17 2. Stages of the research cycle Learning self efficacy 2. Understanding own self-efficacy 1. Self-efficacy solving problems. Take part in groups solving problems. 3k. Observe colleagues with colleagues. 3l. Compare yourself Colleagues A group which succeeds in problem solving 3k. Higher self efficacy. 3l. Understanding own efficacy 3. Enter input. IT skill and understanding 2. Stages of the research cycle Jens Kaasbøll

INF 3280 – 22 Feb 2017 Guiding for generating hypotheses Norma mally, y, when you repea eat t the same me over er Now I have e open ened ed each ch and over er again, , there e picture ure in the edito tor, , is some me functi tion on in adjus uste ted its size e to the the compu mpute ter r which standard rd and saved ed it can do it. We just t need again. . There e must t be to find it. an easier er way 2. Stages of the research cycle Learning generation of hypotheses 2. Understanding hypotheses and generation of 3s. Compare scaffold generating hypotheses 3r. Imitate and Repeat Repeating the same sequence of operations  Software may exist with which repetitions can be avoided. Additional effort during planning is paid back through more efficient operation. 3r. Skill of generating 3s. Understanding generation 1. Generate hypotheses. hypotheses. of hypotheses Understanding usefulness of IT in own tasks 2. Stages of the research cycle Jens Kaasbøll

INF 3280 – 22 Feb 2017 Backtracking 2. Understanding backtracking 3u. Imitate and repeat cycles the sequence of research 3v. Compare scaffold wih Pair working Start with erroneous output. Proceed backwards in the process which created the output and test all steps. 1. Plan input. 4. Make sense of output. 2. Navigate. 3u. Backtracking skill. 3v. Understanding backtracking IT understanding 3. Enter input. 21 3. Strategies for iteration Elimination Browser Network software Network hardware User’s computer WiFi Internet service provider Remote hosts 3. Strategies for iteration Jens Kaasbøll