‘No Mental Surplus’: Workplace Innovation from Problem Solving to Problem Framing

Author(s):  
Charlotte Wegener ◽  
Britta Vesterager Stenholt ◽  
Iben Lovring
Author(s):  
Martin Dzbor ◽  
Zdenek Zdrahal

Design is usually considered a reflective and ill-structured process. This paper presents a new, sequential model of such a process. Design is modelled as an interplay of two conceptually distinct activities — an explicit specification of a problem and a solution to it. The approach is novel in defining an operation of framing, i.e. interpretation of a given problem using certain conceptual commitments. So far, the interpretation of design problems enjoyed less rigorous investigation as the aspect of problem solving in both design theory and methodology. In this paper we model three reasoning patterns for (re-)interpreting design problems. These patterns are complemented by an operational framework based on abstracted similarity, and illustrated by extracts from experimental studies.


Author(s):  
Mark Girod

Teacher education is currently facing pressures to demonstrate efficacy in preparing teachers who can affect P-12 student learning gains. Teacher work sampling is one pedagogical framework useful in helping candidates connect their teaching actions to the learning of students. The Cook School District simulation is a web-based environment in which teacher candidates can practice this “connecting teaching and learning” using the framework of teacher work sampling. Though expert-novice investigations were popular during the 1970s and 80s, recent methodological, conceptual, and technical developments have occurred and teacher education may benefit by revisiting these types of studies in an effort to gather empirical knowledge of teacher problem solving and the support of P-12 student learning. In this vein, teacher problem solving was explored using the Cook simulation and important differences between more and less experienced teachers were found on problem framing, problem analyzing, and solution development activities.


Author(s):  
Troy C. Payne ◽  
Kathleen Gallagher ◽  
John E. Eck ◽  
James Frank

2009 ◽  
Vol 8 (2) ◽  
pp. 152-172 ◽  
Author(s):  
Peter Sleegers ◽  
Hartger Wassink ◽  
Klaas van Veen ◽  
Jeroen Imants

2018 ◽  
Vol 7 (1) ◽  
pp. 20
Author(s):  
Gregory P. Samsa

Collaborative biostatistics is the creative application of statistical tools to biomedical problems. The relativelymodest literature about the traits of effective collaborative biostatisticians focuses on four core competencies: (a)technical and analytical; (b) substance-matter knowledge; (c) communication; and (d) problem solving and problemframing. Most statistical education concentrates on the technical and analytical competency; here, we focus on theremaining ones. Case studies describing consultations about study design and data analysis are presented, and thetask is to deconstruct the knowledge used by an experienced collaborative biostatistician into components which aremore explicit (and, ultimately, teachable). These components include specific and concrete information aboutstatistical procedures; substance-matter knowledge about biology and medicine; general knowledge about biomedicalstudies, especially study design; insights about the process of effective collaboration; and high-level synthesis.Implications for curriculum design are discussed. To follow up on these qualitative and provisional efforts, the nextstep in scholarly research about to teach communication, problem framing and problem solving within the context ofcollaborative biostatistics should focus on a finer-grained and evidence-based description of what these competenciesactually entail.


2021 ◽  
Vol 9 (2) ◽  
pp. 19
Author(s):  
Robert J. Sternberg ◽  
Vlad Glaveanu ◽  
Sareh Karami ◽  
James C. Kaufman ◽  
Shane N. Phillipson ◽  
...  

A deeper understanding of the processes leading to problem framing and behind finding solutions to problems should help explain variability in the quality of the solutions to those problems. Using Sternberg’s WICS model as the conceptual basis of problem solving, this article discusses the relations between creative, analytical, practical, and wisdom-based approaches as bases for solutions to problems. We use a construct of meta-intelligence to encompass understanding, control, and coordination between these constructs. We propose that constraints can act at each of three levels—individual, contextual, and interactive. Individual constraints include the metacomponents (executive processes) that underpin each of the four kinds of solutions. Contextual constraints direct which of the four approaches are preferred under what circumstances. Finally, interactive constraints involve individual and contextual constraints directly impacting each other’s actions. The model of meta-intelligence and its functioning helps to explain the variability in the ways that individuals frame problems and, as a consequence, in the solutions that are found. The model of meta-intelligence also helps explain why some solutions to problems are so much more comprehensive, and often better, than others.


Author(s):  
Clifton Fordham ◽  

Building design and delivery activities, from programming to commissioning, draw on different strengths of architects including a unique form of problem solving that appears mysterious and personal. More common early in the design process, an intuitive approach, and a paucity of arguments connected to the financial interests of owners, masks the capacity of architects to provide valued adding integral sustainable design solutions which others can effectively provide. An inclination toward intuition, and simulating early phase design problem solving, is consistent with how architecture schools teach, supplementing core studio curriculum with course work structured to introduce detailed knowledge. Within schools, this division is supported by the perception that numerical, and technical considerations, inhibit creativity and fluid output.


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