PROBLEM SOLVING LEARNING ENVIRONMENT

My initial interpretation of a problem solving learning environment was to facilitate

students in identifying a problem then guiding them toward developing a solution. I
started to think about how can teenagers make better food choices and how can I help
them make those choices.
Below is an example of my proposed Microworlds
Students will be immersed in a Microworld. The Microworld will simulate scenes of the journey
Kamars from home to Caribbean High Junior High. The journey will include different tasks that will
Contribution require students to use mathematics and science skills to enable their avatar to successfully
s complete the required tasks based on selection of the best food choices. The students will be
afforded the opportunity to see the cause and effect relationship between the choices and the
long and short-term health impact on their avatar.
Example of Microworlds 1- Avatar (student created and named) is running late for school, to
catch the bus she needs to run 3 miles which requires 30 kJ of energy. The following foods are
available - cereal, pancakes, cheese sandwich. The student will be able to zoom in on nutritional
facts. Use the nutrition facts along with any additional information to calculate the best
breakfast option that will 30 kJ of energy.
Jonassen (2011) states that simulations are important to learning to solve problems. Although
Microworld vary from simulations in two ways in that they embody the simplest working model
of a domain and they offer a point of entry that matches the learners cognitive state
(Driscoll,2005). These two differences enhance the features of the Microworlds ability to create
a PSLE. Microworlds allows the learner to interact with a representation of the problem
(Jonassen, 2011).

The focus of the stint should be on the design however our paper presented focused on
the write-up. I would have incorporated visual representations of the various
Microworlds showcasing the tasks that the students will be required to do in each stage.

Kamars Secondly, the first iteration was a work placement that was based on an incorrect view
point relating to Cognitive Apprenticeship. I would have eliminated that iteration.
Changes
 Microworlds

Scene 1- Commute to School

The following images will appear as a movie mimicking the daily choices students make in
selecting foods.

You are running late for school, to catch the bus need to run 1 mile which requires 30 kJ of
energy.
You go to the breakfast and have the following foods available.

Pancakes = 227 calories, 10g of fat & 16 g of sugar

Fruit Bowl= 107 calories, 1g of fat & 20 g of sugar

a. Calculate the number of KJ present in pancakes and pancakes.
b. Which food would you chose to give the energy needed to catch the bus? Identify the pros
and cons of each option.
COMPUTER SUPPORTED COLLABORATIVE WORKSPACE

CSCW provides an idea for the type and use of the software in the name. My initial
thoughts were to design a CSCW in Axure that facilitate the needs of Public Health
Outreach workers. The features should include an environment where they meet
synchronously, share and edit files in real time.

Computer Supported Collaborative Workspace should facilitate participants are

able to co construct knowledge and mutual engagement of participants
(Lipponen,2006). The proposed CSCW posed features that would facilitate such
interactions via video chat, web conferencing that allow participants to be sharing
and constructing knowledge among participants using technology as their primary
means of communication or as a common resource (Stahl, Kotchmann &
Suthers,2006).
 Although I became proficient using Axure, the assignment didnt require developing a
prototype from scratch. I should have used an existing CSCW and used Axure to add
features that were aligned with our case.

Kamars

Changes

To the existing Google Doc, I would add video conferencing capabilities that can be
done outside of or within the tab.

Image of Google Docs with Video Conferencing

Video
Chat

Jabel

Kara

Gayon

Rhonda

Addition of a video conferencing has many benefits including but not limited to the
following:
a. No commuting
b. Enhance the interaction therefore visual cues can be observed
c. Synchronous discussion with multiple individuals (Unuth,20016)
 PERFORMANCE SUPPORT SYSTEMS

Performance Support System are tools that provide just in time assistance to solve a problem.
This stint showcased a tiered approach to PSS increasing in the level of sophistication. The
PSS designed for a team of new employees of Plan It! , an event company, were given 3
possible job aids to help with seating and layout. They were a checklist, You Tube how to
video and Plan It! intranet.

Below is my PSS Checklist

Kamars
Contributions

According to Van Thiem (2007) a checklist can be used when a performance involves
planning or requires the user to record data. A checklist is a simple easy to follow guide that
can be accessible with or without the internet. Lastly, the checklist is an ideal start to tier this
stint.

The checklist although simple is very effective. The checklist can be designed to be
adapted to various formats including audio and electronically. This multiple dynamic
format will ensure optimal learning.

Kamars

Changes
To provide support for the team at Plan It! in selecting layout and seating for a wedding, I
would follow up the check list with a whiteboard animation.

Scenes from animation

SCENE 1

How many guests attending the wedding? How many are couples? Are kids allowed at the
wedding? [ audio & text]

SCENE 2

50 guests & 50in round table. How many tables? [ audio& text]

Lets do the Math

50 6= 8 tables with 6 people .. 2 persons only at a table NO Remove 3 persons from the
other table

The whiteboard illustrations belong in the EPSS category. EPSS provide optimal
support includes quick and easy access to the information needed at the time the task is
being performed. EPSSs provide access to the discrete, specific information needed to
perform a task at the time the task is to be performed (Slieght,1993).
 Reflection

This course allowed me to explore my creativity side as I was tasked with developing three different
learning solutions.

PSLE

I found this environment to be most challenging as we were required to design an environment that allows
a student to identify a problem and develop various solutions. As an educator, I found it difficult to create
an ill-structured problem. I think the most challenging aspect of PSLE are the skills that the educator must
harness in students for them to be successful in a PSLE.

Additionally, I found Jonassen style of writing to be very complex and not provide much assistance in
addressing misconceptions. I tend to believe that book is written in a PSLE style.

CSCW

This stint was truly an eye-opener as I came to realise the importance of CSCW in distance education. I
was intrigued and eventually viewed CSCW conference submissions given in by participants. As the
capabilities of technology increases so will its impact on distance learning. This programme would be
difficult to undergo without Google docs, skype, zoom to name a few. This stint was easiest as it was
familiar to students. I enjoyed this stint and gained a new skill using Axure.

PSS

One aspect of instructional design that is ignored is that we can utilize items that we use every day to
improve performance. Simple items like checklist or annotated instructions are job aids used daily without
me being cognizant of its role in ID. This stint provides lots of room for creativity as many PSS exist. The
challenge was which to use and do they all have to be electronic to be consider successful.

Overall, I found it difficult to produce material that will solicit favourable feedback but I am thankful for the
experience.
References

Jonassen, D. (2004). Learning to solve problems: An instructional design guide. CA: John Wiley & Sons,
Inc.
Jonassen, D. H. (2010). Learning to Solve Problems: A Handbook for Designing Problem-Solving
Learning Environments. Abingdon: Routledge.
Lipponen, L., & Hakkarainen, K. (1997). Developing culture of inquiry in computer-supported
collaborative learning. In R. Hall, N. Miyake, & N. Enyedy (Ed.), Proceedings of CSCL '97: The Second
International Conference on Computer Support for Collaborative Learning (pp. 164-168). Mahwah, NJ:
Lawrence Erlbaum Associates.

Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical

perspective. In R. K. Sawyer (Ed.). Retrieved from http://GerryStahl.net/cscl/CSCL_English.pdf

Sleight, D.A. (1993). What is electronic performance support and what isnt? Retrieved from
https://msu.edu/~sleightd/epssyn.html
Van Tiem, D. M., Moseley, J. L., & Dessinger, J. C. (2012). Fundamentals of Performance Improvement,
3rd Edition. New Jersey: Pffeifer Publishing
Unuth, N. (2016, November 29). Seven benefits of video conferencing. Retrieved from
https://www.lifewire.com/benefits-of-video-conferencing-4108480