problem solving training- using anderson 2d model of educational objectives

8/6/2019 Problem Solving Training- Using Anderson 2D Model of educational objectives

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R. Attri Training and Learning Management Series, Paper No. 5, June 2011

PROBLEM SOLVING TRAINING

DEVELOPING TRAINING OBJECTIVESANDASSESSMENT USINGANDERSON'S 2D MODEL:

MOVINGAWAY FROMBLOOMS TAXONOMY TO 5CC

TAXONOMY

Raman K. Attri Copyright 2009

1

Copyright(c)2009RamanK.Attri



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DESIGNING A PROBLEM SOLVING BASED TRAINING IN SOME

SPECIALIZED DOMAIN? USING BLOOMS TAXONOMY? NOT

GETTING THE RESULTS? HERE IS WHY..

ALL THE WAY YOU MAY BE USING1-DIMESION OFANDERSON'S REVISION TO BLOOMS

TAXONOMY OR ALWAYS THINKING THAT PYRAMID OF COGNITIVE PROCESSES

(MISUNDERSTOOD AS LEARNING LEVELS) IS ALL THAT YOU NEED TO DESIGN YOUR

COURSE. THIS IS BECAUSE MOST OF WHAT EDUCATORS WERE GIVEN IN TRAINING

CONSISTED OF A SIMPLE CHART WITH THE LISTING OF LEVELS AND RELATED

ACCOMPANYING VERBS.

BIGGEST MISCONCEPTION IS ASSUMINGANDERSON'S REVISION TO BLOOM'S TAXONOMY

AS 1-DIMENSIONAL. WHEREAS IT IS INDEED 2-DIMENSION. THIS MOSTLY

MISUNDERSTOOD OR FORGOTTEN2-DIMESION IS THE KEY TO PROBLEM SOLVING.

T

HE BIGGEST ISSUE IS THAT60YEAR OLD SYSTEM HAS SOME FLAWS AND EITHER FLAWS

IN THAT SYSTEM ARE NOT PROPERLY PUBLISHED OR NOT PROPERLY UNDERSTOOD.

THIS CONCISE PRESENTATION SHOULD BE ABLE TO PROVIDE INSTRUCTIONAL DESIGNER

AND TRAINING PROFESSIONAL WITH A TOOL AND RIGHT DIRECTION TO USE 2-D

TAXONOMY BYANDERSON FOR DESIGN OF PROBLEM SOLVING TRAINING.

2 Copyright (c) 2009 Raman K. Attri


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GENERALLY NOT KNOWN ABOUTBLOOMSTAXONOMY

Meets 1956 needs of writing educational objectives in academic settings for

school education but holds no grounds for modern day training issues and

complex problem solving course

Wrongly advocated or

understood as learning levelsof increased complexity!!!

Rather these are cognitive and

learning processes the way mind

process the information not

necessarily increasing in

complexity.

Blooms confuses knowledge with recall. Give knowledge

and then think!!!

Rather, Knowledge /= Recall. Blooms ignored the fact that

knowledge is an achievement and comes out of rational use of mental

processes and requires critical reflection and thinking to acquire. Not

understood without use of complex cognition process of application,

analysis, synthesis and evaluation - in no particular order.

Based on wrong

presupposition of presence ormastery of lower level

learning to achieve higher

order learning!!!

Trying to teach facts,

principles and concepts in

isolation from thinking

skills!!!

Rather, a complex interplay of use

of application, analysis, and

other higher order processes are

needed to comprehend the

information.

Intentionally or wrongly assumed no effect of

affective domain or Attitude on learning!!

Rather attitude, approach, behavior and methods

have profound effect on achieving knowledge and

learning.



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GENERALLY NOT KNOWN ABOUTANDERSON'S MODEL

More contemporary needs of 2001 in terms of emphasis on thinking based

curriculum for higher education but hold no grounds for problem solving

based complex technical training

Wrongly read as thinking

levels of increased

complexity and notion that

higher order thinking comesafter lower order thinking!!!

Rather representation is just to

show or explain the difference in

nomenclature and swapping of two

levels as compared to Blooms

Still wrongly considered as learning levels

or thinking levels!!!

Knowledge acquisition, information processing and

higher order thinking is processed by mind through

complex interplay of various cognitive processes like

Remembering,, understanding, applying, analyzing,

applying evaluating and creating

Facts:

No thinking No Knowledge

Understanding First level of thinking

Remembering + Understanding Knowledge



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PROBLEM SOLVING TRAINING IS A UNIQUE TRANSFERFUNCTION WHICH TRANSLATES CERTAIN INPUTS (USUALLY

PRE-REQUISITE KNOWLEDGE WHETHER OR NOT PROVIDED

RIGHT WITHIN TRAINING) INTO CERTAIN OUTPUT (USUALLY

JOB-SPECIFIC SUCCESS FACTORS OR TERMINAL TASKS) BY

BUILDING THEENABLING PROBLEM SOLVING AND CRITICAL

THINKING COMPETENCIES WITHIN TRAINING.

Input Problem Solving TrainingTransfer Function On-the-jobSkills



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TRADITIONALMODEL OFLEARNINGDESIGN & ASSESSMENT ACROSS

COGNITIVE PROCESSES FORPROBLEMSOLVINGTRAINING

Input

= Remember +Understand

Problem Solving TrainingTransfer Function

= Apply + Analyze+ Evaluate

On-the-jobSkills

= Create

Knowledge Application /

Procedural

Analysis Troubleshooting On-the-job

functions / skills

Popular misconceived

categorization of

learning objectives

Knowledge Remembering+ Understanding

Issues with alternatecategorization

Procedural Application

Problem Solving Analysis

Troubleshooting Evaluation

On-The-job ready

Facts:

These are different cognitive processes (mechanisms) pre existing in mind through which information is

processed. (but for what?)

These do NOT represent progressively complex level of learning, understanding or thinking.

Complex recursive interplay of various processes is involved in problem solving in no particular order and with

no boundaries between processes.6 Copyright (c) 2009 Raman K. Attri


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SEGREGATION OF EDUCATIONAL OBJECTIVES AND ASSESSMENT

ACROSS COGNITIVE PROCESSES DOES NOT GENERATE JOB-

SPECIFIC SUCCESS INDICATORS FOR COMPLEX JOB SETTINGS

Every learning inherently and implicitly uses thinking at one or more of

mental cognitive process invisibly in the mind in a complex manner in no

defined order and hence segregation required for instructional design of aproblem solving training is not possible within cognitive processes.



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ACTUAL2-DIMENSIONALREPRESENTATION OFANDERSONSMODEL FOR

LEARNINGDESIGN ANDASSESSMENT

Progressively increase in higher order knowledge

from factual (or concrete) to abstract knowledge

but for what?

Crucial piece for Problem solving based instructional design

Meta-cognitive knowledge = Problem Solving + Critical Thinking +

Troubleshooting + Meta comprehension + Abstract knowledge +

Thinking about thinking8 Copyright (c) 2009 Raman K. Attri


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THE 2-D ANDERSON'S MODEL BASICALLY DEPICTS THE INTERSECTIONS AS THE PROCESSES

IMPACT THE LEVELS OF KNOWLEDGE. USING A SIMPLE CROSS IMPACT GRID OR TABLE,

TRAINERS OR INSTRUCTIONAL DESIGNER CAN MATCH EASILY ACTIVITIES AND OBJECTIVES TO

THE TYPES OF KNOWLEDGE AND TO THE COGNITIVE PROCESSES AS WELL. IT IS A VERY USEFUL

TOOL TO USE IN ASSESSING HOW INSTRUCTION IS ACTUALLY IMPACTING LEVELS OF LEARNING .

TRAINERS CAN ALSO USE IT TO TRACK WHICH LEVELS OF COGNITION THEY ARE REQUIRINGFROM STUDENTS,AS WELL AS WHICH DIMENSIONS OF KNOWLEDGE.

KNOWLEDGE PROGRESSES FROM FACTUAL TO META-COGNITION PRETTY EXPLICITLY. THIS

EXPLICIT PROGRESSION MAKES IT EASY FOR INSTRUCTIONAL DESIGNER TO DESIGN COMPLEX

PROBLEM SOLVING TRAINING WITH TANGIBLE AND VISIBLE RESULTS.

USE PROGRESSION OF KNOWLEDGE DIMENSIONS IN FORM A 2-D GRID OF KNOWLEDGE

DIMENSIONS AND COGNITIVE PROCESSES ALLOW INSTRUCTIONAL DESIGNER TO PRODUCE

MORE TANGIBLE AND MEASURABLE OBJECTIVES AND DESIGN CONTENTS AND ACTIVITIES

WHICH HAS DISTINCT PROGRESSION.

KEY TO EFFECTIVE PROBLEM SOLVING TRAINING (WHICH REQUIRES HIGHER ORDER

THINKING AS FUNDAMENTAL SKILL) IS TO DECOUPLE THE SILOS ACROSS COGNITIVE

PROCESSES ALONE.


USING2-DIMENSIONALANDERSON'SMODEL FOR TANGIBLE PROBLEM SOLVING

TRAINING


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ANDERSONS2D MODEL FORLEARNINGDESIGN ANDASSESSMENT OF

PROBLEMSOLVINGTRAINING

Knowledge (Input)

1. Factual Knowledge

2. Conceptual knowledge

3. Procedural Knowledge

Problem Solving Training Transfer

function

= Meta-cognitive knowledge & thinking

Strategic, reflective , contextual or conditional knowledge

and thinking dimensions how to go about problem

solving.

1. Meta-memory

2. meta-comprehension (thinking about thinking)

3. Problem Solving

4. Critical thinking

5. Troubleshooting thinking (new!!)

Performance or

Output1. On-the-job readiness

2. Success indicators

Ignores that: problem solving as

second nature is deeply controlled by

Attitude or Affective domains(behavior, mindsets, approach,

techniques etc10 Copyright (c) 2009 Raman K. Attri


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PROCESSED THROUGH VARIOUS THINKING COGNITIVE PROCESSES,

VERTICAL KNOWLEDGE DIMENSION PROVIDES

PROGRESSION FROM FACTUAL KNOWLEDGE TO HIGHER ORDER ABSTRACT

KNOWLEDGE

SITUATIONAL AND JUDGMENTAL CAPABILITIES FOR COMPLEX ON-THE-JOB

SITUATIONS

DECISION MAKING AND CRITICAL EVALUATION CAPABILITY

ABILITY TO FIGURE OUTAND SOLVE THE PROBLEMS

ABILITY TO EVALUATE ONES OWN THINKING AND COMPREHENSION



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META COGNITION DOMAIN IS MAJOR BREAKTHROUGH IN COGNITIVE

RESEARCH AND HAS BEEN IDENTIFIED AS KEY TO DESIGN OF PROBLEM

SOLVING TRAINING

Meta cognition domain represent strategic or reflective knowledge about how to goabout solving problems and how to best use contextual and conditional knowledge for

thinking in different situations. it includes knowledge about when and how to use

particular strategies for learning or for problem solving. Metacognition refers to

higher order thinking that involves active control over the thinking processes

involved in learning.

Meta cognition domain promarily split into following in context of problem solving

training:-

1. Meta-memory and meta-comprehesnsion: Self-interrogation and evaluation

to realize ones own understanding of subject matter.

2. Problem Solving

3. Critical Thinking

4. Troubleshooting thinking


BROADER MEANING OFMETA-COGNITION IN CONTEXT OFPROBLEMSOLVING

TRAINING


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INSTRUCTIONAL DESIGN TANGIBLES INMETA-COGNITION FORDESIGNING

PROBLEMSOLVINGTRAINING TRANSFER FUNCTION

Problem Solving

Training Transfer

function

1. Problem Solving abilities

2. Critical thinking abilities

3. Troubleshooting abilities


1. Problem Solving: Higher level of cognition which involves assessing the overall situation to

pursue a goal, evaluate possibilities and making a pathway especially when it is uncertain. WHAT

IS THE SITUATION (WHAT IS WRONG)?

2. Critical thinking: A distinct function to problem solving but complementary to problem solving.

Both has to co-exist. Involves evaluating and judging situations and ideas. Takes specific formsdepending upon domain or subject area. WHAT COULD HAVE CAUSED THE SITUATION?

3. Troubleshooting thinking: A distinct ability to use process of elimination and use a logical and

systematic approach to solve problems quickly and efficiently. to identify the true source of a

problem. WHAT ACTUALLY CAUSED THE SITUATION?


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ANDERSONS2D MODEL FORLEARNINGDESIGN ANDASSESSMENT OF

PROBLEMSOLVINGTRAINING

PS

CT

TS



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NO ONE-TO-ONE MAPPING EXIST BETWEEN KNOWLEDGE

DIMENSIONS AND COGNITIVE PROCESSES. COMPLEX INTERPLAY OF

COGNITIVE PROCESSES IS INVOLVED IN PROGRESSIVE KNOWLEDGE

ACQUISITION.

Factual or Conceptual Knowledge Remembering+ Understanding

Procedural Knowledge Application Problem Solving Analysis

Critical thinking Analysis or Evaluation




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KNOWLEDGE (K) AND SKILLS (S) ARE NOT SUFFICE IN

PROVIDING GOOD PROBLEMSSOLVINGTRAINING. PROBLEMSOLVING REQUIRES A MINDSET OR ATTITUDE TO SOLVE THE

PROBLEMS.

THE SUCCESS OF TRANSFER FUNCTION DEPENDS UPON HOW

WELLAFFECTIVE DOMAINIS INTEGRATED IN CURRICULUM

TO TEACH THINKING SKILLS.

AFFECTIVE DOMAIN PERTAINS TO ATTITUDE (A) WHICH

INCLUDES MINDSET, APPROACHES, METHODS, TECHNIQUESAND DISPOSITION REQUIRED TO SOLVE A PROBLEM

EFFECTIVELY AND EFFICIENTLY.


SIGNIFICANCE OFATTITUDE IN DESIGNING AND DELIVERING APROBLEM

SOLVINGTRAINING


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KNOWLEDGE+ SKILLS = ABILITIES

(You can do it. You have been equipped to do it, but we are yet to see the

disposition how effectively you do it)



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ABILITIES+ ATTITUDE = COMPETENCE

(You can do it !! You have right disposition to do it!! Given right

opportunity you should be able to do it, but you have not proved it yet in

real-life situation)

A=Attitu

de,

Behavior,Approa

ch,

Methods,

Techniques,

Mind-set



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COMPETENCE+ENVIRONMENT = PERFORMANCE

(You are actually able to do it!! You have proved it in some real-life or

closer to real-life situations!! but you may not have gained the mastery yet)

A=Attitu

de,

Behavior,Approach,

Methods,

Techniques,Mind-set

E=Actual

Jobenvironment,Clo

ser-to-l

ifeissueorproblem,

Real-

lifeScenario

s



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COMPETENCE+ENVIRONMENT = PERFORMANCE

(You are actually able to do it!! You have proved it in some real-life or

closer to real-life situations!! but you may not have gained the mastery yet)

PERFORMANCE+ REPRODUCIBILITY= PROFICIENCY

(You have proved the mastery multiple times consistently reproduced in

multiple real-life or closer to real-life situations)

A=Attitu

de,

Behavior,Approach,

Methods,

Techniques,

Mind-set

E=Actual

Jobenvironment,Clo

ser-to-l

ifeissueorproblem,

Real-

lifeScenario

s

R= Repeatability, Soundness of skills, Consistency,Reproducibility, Mastery to certain level20 Copyright (c) 2009 Raman K. Attri


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5 CORECOMPETENCIES(5CC) MODEL OFLEARNINGDESIGN ANDASSESSMENT

OFPROBLEMSOLVINGTRAINING

Domain Understanding (Input)

1. Operations (Factual, Conceptual,Procedural knowledge) and Inter-dependencies

Problem Solving Training

Transfer function

2. Problem Solving Competencies

3. Critical thinking Competencies

4. Troubleshooting thinking

Competencies

On-The-job Readinesscompetencies (Output)

5. On-the-job terminal tasks or successindicators A

=

Attitude,

Behavior,

Approach,

Methods,Techniques,

Mind-se

t

E=

ActualJobenvironm

ent,Closer-to-l

ifeissueorproblem,

Real-

lifeScenarios

R=Repeatability,

Soundnessofskills,

Consistency,

Reproducibility,

Mas

terytocertainlevel



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5 CORECOMPETENCIES(5CC) MODEL FORLEARNINGDESIGN AND

ASSESSMENT OF ORPROBLEMSOLVINGTRAINING

Domain Understanding (Input)

1. Domain Operations (Factual,Conceptual, Procedural knowledge)and Inter-dependencies

Problem Solving Training

Transfer function

2. Problem Solving Competencies

3. Critical thinking Competencies4. Troubleshooting thinking

Competencies

On-The-job Readiness

competencies (Output)5. On-the-job terminal tasks or success

indicators

CORE COMPETENCY 1: Domain Understanding- What is ideal and

non-ideal behavior of a given object?

CORE COMPTENCY 2:

Problem Solving- What is the situation(what is wrong)?

CORE COMPENCY 3:

Critical Thinking- What could have causedthe situation?

CORE COMPETENCY: 4

Troubleshooting thinking- What actuallycaused the situation?

CORE COMPTENCY: 5

On-the-readiness terminal tasks - Whatshould be done to correct , eliminate or prevent

situation?



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PROBLEMSOLVINGLEARNINGDESIGNEQUATIONS

Meta-Cognitive knowledge (and higher-order judgmental knowledge) =

Problem Solving + Critical Thinking + Troubleshooting + Meta-

Comprehension+ Higher Order Thinking

Knowledge Recall

Knowledge Remembering + Understanding

Factual or Conceptual Knowledge Remembering+ Understanding

Procedural Knowledge Application

Total understanding = Factual + Conceptual + Procedural Knowledge

Problem Solving Analysis

Critical thinking Analysis or Evaluation




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LEARNINGDESIGNPOSTULATIONS

Knowledge is an achievement through critical reflection via complex interplay of

cognitive processes

Design problem Solving training objectives and assessment around vertical axis

of Andersons Model using free play of cognitive processes



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ABOUT THE AUTHOR

Author is Global Learning and Training Consultant specializing in the area of

performance technology. He has worked extensively in proficiency based

training, advanced instructional design, learning design\, systems engineering

techniques and management models. He has professional, research and

management experience for over 17 years. He holds MBA in Operations

Management, Executive MBA, Master degree in Technology and Bachelor

degree in Technology with specialization in Electronics and Communication

Engineering. He has earned numerous international certification awards -

Certified Management Consultant (MSI USA/ MRA USA), Certified Six Sigma

Black Belt (ER USA), Certified Quality Director (ACI USA), Certified

Engineering Manager (SME USA), Certified Project Director (IAPPM USA), to

name a few. In addition to this, he has 60+ educational qualifications,

credentials and certifications in his name.

Raman K. AttriGlobal Learning Consultant and Performance Based Training Specialist

Contact: +44 20 7979 1979

E-mail: [email protected]

Website: http://sites.google.com/site/ramankumarattri

LinkedIn: http://www.linkedin.com/in/rkattri/

Other Publications:http://www.,slideshare.net/rkattri/

Copyright Raman K. Attri

All rights reserved. Copyright 2010 Raman K. Attri. No part of this document can be reproduced orused or copied without permission of author.

problem solving training- using anderson 2d model of educational objectives

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