scholarly journals A technology enhanced course for communication incorporating empathy

2013 ◽  
pp. 359-374
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Curriculum Development ◽  
General Education ◽  
Natural Disaster ◽  
Communication Skill ◽  
Course Design ◽  
Logical Thinking ◽  
View Point ◽  
Problem Solving Process

This paper aims at the dissemination of a new course design, which reports and shares our experience of designing a new course to meet the new needs in the society. The higher education has been focusing on developing students’ logical thinking or reasoning skills through debate, believing that such skills would make the students succeed in the society after graduation. However, from the view point of resilience in the society after a natural disaster, which usually demolishes the fundamental infrastructure as well as human bonding through trust, the communication with empathy to build trust seems to play a more important role than the skill to debate. Is there any way to incorporate such advanced communication skill with empathy in the higher education responding to the current needs from the society before the students become members of the society? Kansai University has developed a new experimental course for advanced communication with empathy to be implemented in the general education enhanced with ICT. This paper reports Kansai University’s successful problem-solving process and endeavor in the curriculum development for the communication with empathy.

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

Investigating Different Approaches for Front-Loading Problem Solving in Product Development: Evidence From Engine Engineering

2006 ◽  
Author(s):  
Farhad Ameri ◽  
Khurshid Qureshi
Keyword(s):  
Problem Solving ◽  
Product Development ◽  
Development Process ◽  
Product Development Process ◽  
View Point ◽  
Design Problems ◽  
Intelligent Decision Making ◽  
Intelligent Decision ◽  
Loading Problem ◽  
Problem Solving Process

Front-loading problem solving is a strategy that seeks to improve product development performance by shifting the identification and solving of design problems to the earlier phases of product development process. Front-loading reduces the development time by speeding up problem solving process and eliminating the total number of problems solved in a project. Furthermore, it supports intelligent decision making through loading problem solving tasks with required pieces of knowledge. In this work, front-loading is studied from a conceptual view point. Also different approaches for front-loading are investigated and classified. To support the discussions with practical examples, front-loading in studied in the context of engine engineering.

Implementing Effective Student Support Teams

2016 ◽  
pp. 248-262
Author(s):  
Tricia Crosby-Cooper ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
General Education ◽  
Teacher Perceptions ◽  
Student Support ◽  
Special Education Eligibility ◽  
Support Teams ◽  
Student Support Teams ◽  
Problem Solving Process ◽  
K 12

Pre-service teachers in a K-12 setting, encounter students in need of academic and behavioral supports. One method of providing supports to struggling students in the general education and special education setting is through the problem-solving process of pre-referral intervention, hence forth referred to as Student Support Teams (SST) within Response-to-Intervention. During the SST process, student's academic and/or behavioral difficulties are considered through a multidisciplinary approach. Research demonstrates the use of a multi-tiered problem solving approach as a means to provide supports for students prior to special education eligibility and placement. Additionally, there are concerns regarding implementation and teacher perceptions (Powers, 2001) on the effectiveness of the intervention and collaboration between general education and special education teachers (Graden, 1989). This chapter discusses historical aspects, purpose and process, best practices, and challenges of SSTs, while presenting strategies for teachers and educators to effectively implement the SST process.

Implementing Effective Student Support Teams

2020 ◽  
pp. 163-178
Author(s):  
Tricia Crosby-Cooper ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
General Education ◽  
Teacher Perceptions ◽  
Student Support ◽  
Special Education Eligibility ◽  
Support Teams ◽  
Student Support Teams ◽  
Problem Solving Process ◽  
K 12

Pre-service teachers in a K-12 setting, encounter students in need of academic and behavioral supports. One method of providing supports to struggling students in the general education and special education setting is through the problem-solving process of pre-referral intervention, hence forth referred to as Student Support Teams (SST) within Response-to-Intervention. During the SST process, student's academic and/or behavioral difficulties are considered through a multidisciplinary approach. Research demonstrates the use of a multi-tiered problem solving approach as a means to provide supports for students prior to special education eligibility and placement. Additionally, there are concerns regarding implementation and teacher perceptions (Powers, 2001) on the effectiveness of the intervention and collaboration between general education and special education teachers (Graden, 1989). This chapter discusses historical aspects, purpose and process, best practices, and challenges of SSTs, while presenting strategies for teachers and educators to effectively implement the SST process.

scholarly journals "Knowledge Management Practices in Higher Education Institutes: A Different Approach "

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Gholamreza Shams Mourkani
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Problem Solving ◽  
Organizational Performance ◽  
Management Practices ◽  
Two Dimensions ◽  
Transfer Of Knowledge ◽  
Organizational Goals ◽  
Knowledge Management Practices ◽  
Problem Solving Process

A wide variety of organizational practices have been proposed to support the creation, storage and transfer of knowledge, yet it is often unclear how these practices relate to one another in their contribution to organizational performance. This study develops a categorization system for knowledge management practices in higher education based on two dimensions: the practices' role in the problem-solving process, and the type of problem they address. Analysis of survey data supports the proposed framework and uncovers two higher order factors that correspond to the concepts of exploration and exploitation. By focusing attention on the importance of problem-solving in transforming knowledge into business value, this research suggests a new way to understand the connection between knowledge management practices and organizational goals.

Curriculum Wisdom and Educational Leadership

2020 ◽  
Author(s):  
Daniel J. Castner ◽  
Jennifer L. Schneider ◽  
James G. Henderson
Keyword(s):  
United States ◽  
Educational Leadership ◽  
Problem Solving ◽  
Curriculum Development ◽  
The United States ◽  
Ancient Greek ◽  
Wisdom Traditions ◽  
Problem Solving Process ◽  
Ethical Vision

Curriculum wisdom was developed by curriculum theorists in the United States and has roots tracing back to Ancient Greek wisdom traditions as well as the European Enlightenment. Curriculum wisdom envisions educators as lead professionals for democratic ways of living. As such, it is a pedagogically grounded approach to curriculum development and leadership and is an aspirational, ethical vision for empowering contemporary educators. To support this vision, the essay introduces two interdependent scaffoldings. Curriculum workers engage in 3Ds—deliberation, discipline, and democracy—for the purposes of developing holistic 3Ss—subject, self, and social—understandings. Rounding out the essay is a discussion of a fourfold problem-solving process for democratic curriculum development and leadership.

Moving to Solution

2013 ◽  
Vol 60 (6) ◽  
pp. 403-409 ◽  
Author(s):  
K. Werner ◽  
M. Raab
Keyword(s):  
Problem Solving ◽  
Embodied Cognition ◽  
Cognitive Functions ◽  
Problem Space ◽  
Arm Swing ◽  
String Problem ◽  
Problem Solving Process ◽  
Problem Solving Task ◽  
Bodily Movements

Embodied cognition theories suggest a link between bodily movements and cognitive functions. Given such a link, it is assumed that movement influences the two main stages of problem solving: creating a problem space and creating solutions. This study explores how specific the link between bodily movements and the problem-solving process is. Seventy-two participants were tested with variations of the two-string problem (Experiment 1) and the water-jar problem (Experiment 2), allowing for two possible solutions. In Experiment 1 participants were primed with arm-swing movements (swing group) and step movements on a chair (step group). In Experiment 2 participants sat in front of three jars with glass marbles and had to sort these marbles from the outer jars to the middle one (plus group) or vice versa (minus group). Results showed more swing-like solutions in the swing group and more step-like solutions in the step group, and more addition solutions in the plus group and more subtraction solutions in the minus group. This specificity of the connection between movement and problem-solving task will allow further experiments to investigate how bodily movements influence the stages of problem solving.

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