Assessing Problem Solving in Technology-Rich Environments

2016 ◽  
pp. 706-724
Author(s):  
Jean-Francois Rouet ◽  
Zsofia Vörös ◽  
Matthias von Davier
Keyword(s):  
Information System ◽  
Problem Solving ◽  
Computer Applications ◽  
Digital Information ◽  
Accurate Assessment ◽  
Problem Solving Strategies ◽  
Definition Of ◽  
Research Studies

The spread of digital information system has promoted new ways of performing activities, whereby laypersons make use of computer applications in order to achieve their goal through the use of problem solving strategies. These new forms of problem solving rely on a range of skills whose accurate assessment is key to the development of postindustrial economies. In this chapter, we outline a definition of problem solving in technology-rich environment drawn from the OECD PIAAC survey of adult skills. Then we review research studies aimed at defining and using online indicators of PS-TRE proficiency. Finally, we present a case study of one item that was part of the PIAAC PS-TRE assessment.

scholarly journals AI, visual imagery, and a case study on the challenges posed by human intelligence tests

2020 ◽  
Vol 117 (47) ◽  
pp. 29390-29397 ◽  
Author(s):  
Maithilee Kunda
Keyword(s):  
Problem Solving ◽  
Cognitive Science ◽  
Visual Imagery ◽  
Domain Knowledge ◽  
Intelligence Tests ◽  
Human Intelligence ◽  
Artificial Agents ◽  
Knowledge Representations ◽  
Problem Solving Strategies

Observations abound about the power of visual imagery in human intelligence, from how Nobel prize-winning physicists make their discoveries to how children understand bedtime stories. These observations raise an important question for cognitive science, which is, what are the computations taking place in someone’s mind when they use visual imagery? Answering this question is not easy and will require much continued research across the multiple disciplines of cognitive science. Here, we focus on a related and more circumscribed question from the perspective of artificial intelligence (AI): If you have an intelligent agent that uses visual imagery-based knowledge representations and reasoning operations, then what kinds of problem solving might be possible, and how would such problem solving work? We highlight recent progress in AI toward answering these questions in the domain of visuospatial reasoning, looking at a case study of how imagery-based artificial agents can solve visuospatial intelligence tests. In particular, we first examine several variations of imagery-based knowledge representations and problem-solving strategies that are sufficient for solving problems from the Raven’s Progressive Matrices intelligence test. We then look at how artificial agents, instead of being designed manually by AI researchers, might learn portions of their own knowledge and reasoning procedures from experience, including learning visuospatial domain knowledge, learning and generalizing problem-solving strategies, and learning the actual definition of the task in the first place.

Modeling Complex Errors for Information Integrity Analysis

2013 ◽  
pp. 152-159
Author(s):  
Reema Khurana ◽  
Vijay V. Mandke
Keyword(s):  
Information System ◽  
Problem Solving ◽  
Information System Design ◽  
Work Related ◽  
Change Communication ◽  
Problem Solving Strategies ◽  
The Right ◽  
Integrity Analysis ◽  
Related Process ◽  
Information Integrity

This chapter is aimed at identification of a method for problem solving strategies to moderate the complex error resulting from change in environment by analysis, identification, and communication. The method is based on analysis through integrity of information. Integrity of Information (I*I) is defined as accuracy, consistency, and reliability of information at a given instance. The I*I value of any piece of information (in a work-related process) is subject to the 5 Cs in the environment, namely Complexity, Change, Communication, Conversion, and Corruption. The method provides an inventory about complex errors to modulate the complex error from the problem domain and share the right information at the right time with information integrity and also to project the need for an environmental view of information system design for large and complex enterprises.

The Teaching of General Problem Solving Strategies

1986 ◽  
Vol 4 (2) ◽  
pp. 85-88 ◽  
Author(s):  
Harvey B. Adams
Keyword(s):  
Problem Solving ◽  
General Problem ◽  
General Model ◽  
Problem Solving Strategies ◽  
The Subject ◽  
Problem Solving Process ◽  
Definition Of

In this article the author advocates the development of problem solving ability as a fundamental aim of all teachers, regardless of the age of the pupils or the subject being taught. A definition of ‘a problem’ and a breakdown of the problem solving process is offered. This is followed by a series of guidelines for the teaching of general problem solving strategies. Finally, an illustration is given of how a general model can be taught to young (6–8 year old) children.

scholarly journals A Arte de Inovar na Educação a Distância

EAD em FOCO ◽  
2017 ◽  
Vol 7 (3) ◽  
Author(s):  
Andréia Marcelino Ernesto Ribeiro ◽  
Zulmara Carvalho
Keyword(s):  
Distance Education ◽  
Problem Solving ◽  
Education Program ◽  
Educational Design ◽  
Distance Education Program ◽  
Innovative Solutions ◽  
Education Innovation ◽  
Successful Business ◽  
Definition Of

Os métodos tradicionais de solução de problemas, caracterizados como intuitivos e sistemáticos, nem sempre conseguem fornecer soluções criativas e inovadoras, elementos fundamentais para um negócio bem-sucedido. O objetivo deste artigo é propor uma reflexão sobre a Teoria da Solução Inventiva de Problemas (TRIZ) e uma aplicação dessa teoria, por meio de consultoria, no design educacional de um programa de Educação a Distância. O artigo está dividido nos seguintes itens: definição da teoria TRIZ, descrição de um estudo de caso que utilizou a TRIZ via aplicabilidade de ferramentas conhecidas como Nine Windows (Nove Janelas) e análise dos resultados obtidos, que geraram um produto com inovação incremental. Palavras-chave: TRIZ, Educação a Distância, Inovação, Criatividade, Nine Windows. The Art of Innovating in Distance Education  AbstractTraditional methods of problem solving, characterized as intuitive and systematic, may not always provide creative and innovative solutions, key elements for a successful business. The aim of this paper is to propose a reflection on the Theory of Inventive Problem Solving (TRIZ) and an application of this theory through a consultancy in educational design of a Distance Education program. The article is divided into the following: definition of TRIZ theory, description of a case study that used the TRIZ through the applicability of tools known as Nine Windows and analysis of the results which generated a product with incremental innovation.Keywords: TRIZ, Distance education, Innovation, Creativity, Nine Windows.

Learning Through Business Games

2008 ◽  
Vol 40 (1) ◽  
pp. 68-83 ◽  
Author(s):  
Richard Fortmüller
Keyword(s):  
Problem Solving ◽  
General Problem ◽  
Cognitive Learning ◽  
Learning Processes ◽  
Learning Objectives ◽  
Learning Theories ◽  
Learning Conditions ◽  
Problem Solving Strategies ◽  
Points Of View ◽  
Definition Of

The didactic function of business games is often seen only in the development of sociocommunicative competences and general problem-solving strategies. An equally important aspect of business games lies in the acquirement of technical and problem-oriented knowledge, which is the focus of this article. Moreover, this knowledge dimension is further elaborated and justified based on four areas of learning objectives seen from learning—theoretical and from didactic points of view: (a) the definition of these structures of knowledge that (cognitive—psychologically seen) correspond to the respective areas of the learning objective; (b) referring to cognitive learning theories, the degree to which knowledge can be acquired, through which learning processes will be assessed; and (c) which conditions are suitable to trigger the respective learning processes. Didactic analyses based on these assumptions deal with the question of how these learning conditions can be implemented in business games.

scholarly journals Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

2016 ◽  
Vol 5 (4) ◽  
pp. 1 ◽  
Author(s):  
Esther Argelagós ◽  
Manoli Pifarré
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Digital Information ◽  
Problem Solving Skills ◽  
Instructional Process ◽  
Key Skills ◽  
Information Problem Solving ◽  
Information Problem ◽  
Search For Information

<p>Internet has become one of the most important information sources for students’ personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem—this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students’ success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.</p>

scholarly journals IMPLEMENTAÇÃO DA LEI GERAL DE PROTEÇÃO DE DADOS (LGPD) NO BRASIL: CONSIDERAÇÕES TECNOLÓGICAS

2021 ◽  
Vol 11 ◽  
pp. 168-190
Author(s):  
Juliano Gouveia dos SANTOS ◽  
◽  
Lohan Alves ALMEIDA ◽  
Hélio Rubens SOARES ◽  
◽  
...  
Keyword(s):  
Literature Review ◽  
Data Protection ◽  
Personal Data ◽  
Digital Information ◽  
Digital Collections ◽  
General Law ◽  
The Law ◽  
Definition Of ◽  
General Regulation

This article specifies the definition of the current General Law on Protection of Personal Data (LGPD) and the Law that served as inspiration, a General Regulation on Data Protection (GDPR). The purpose of the text is to demonstrate the relevance of these legislative devices to the lives of citizens today, when everything revolves around digital information. Methodologically, a literature review on the topic, present in physical and digital collections, is combined with a case study. As a result of the study, we saw that some technological considerations about the implementation of systems and their adequacy to the new Law, exemplify the ways of effectively applying the security of personal data.

scholarly journals Problem-Solving Strategies in Music Composition: A Case Study

2004 ◽  
Vol 21 (3) ◽  
pp. 391-429 ◽  
Author(s):  
STEPHEN McADAMS
Keyword(s):  
Problem Solving ◽  
Chamber Orchestra ◽  
Music Composition ◽  
Contemporary Music ◽  
Solo Piano ◽  
Performance Constraints ◽  
Temporal Structures ◽  
Final Score ◽  
Problem Solving Strategies

The composition of a piece of contemporary music for solo piano, 16-piece chamber orchestra, and 6-channel, computer-processed sound was tracked and documented from its initial conception to its concert premier. Notebooks, sketches, diagrams, recorded interviews, and the final score were used to address the solving of three compositional problems raised within the context of the piece. The first problem concerned the need to compose the five themes for the piece (23––100 s in duration) for both solo piano and chamber orchestra. Issues of performance constraints associated with the two media and on translation from a restricted to a more open timbral palette played an important role. The second problem involved composing the two major parts of the piece with similar temporal structures but vastly different ways of traversing the same thematic musical materials. Spatial, graphical representations and self-imposed graphic organization of the score were important factors in resolving this issue. The third problem involved conceiving of the computer component to accompany either of the two major parts, because the piece could be played with them in either order. The solution involved organizing the computer component into discrete parts that had fairly continuous textures and finalizing this component before the final composing of the instrumental components. Issues concerning the aspects of compositional problem-solving that are available for study, the types of representations used in problem solving,and the generalizability of such results to other pieces by the same composer or other composers are discussed.

Inverting the Remedial Mathematics Classroom with Alternative Assessment

2011 ◽  
pp. 205-212
Author(s):  
Victor W. Brunsden
Keyword(s):  
College Student ◽  
Problem Solving ◽  
Alternative Assessment ◽  
Mathematics Classroom ◽  
Remedial Mathematics ◽  
Traditional Lecture ◽  
Problem Types ◽  
Problem Solving Strategies ◽  
Lecture Format

The author present a case-study of a classroom technique that allows assessment and some remediation of several shortcomings of college student skills in mathematics, particularly problem solving. Students are required to write their own notes for class and hand them in at the end for credit. Instead of a traditional lecture format, the first part of class is used to do examples of problems, creating an opportunity to model problem solving strategies for the class. Students then are separated into groups to work on individualized homework sets delivered via WeBWorK and group projects. Although problem sets are individualized, the problem types are the same from student to student, and the groups work on problems from all students in the group. Several issues of implementation are identified. Also discussed are alternative implementations of parts of the strategy, and possible extensions of the strategy to other courses that aren’t based on problem-solving.

Sign in / Sign up

Export Citation Format

Share Document