Recognizing, Defining, and Representing Problems

Pretz, Jean E.; Naples, Adam; Sternberg, Robert J.

doi:10.1017/cbo9780511615771.002

Cited by 208 publications

(219 citation statements)

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“…We used diagrams of two domains to ensure that our results were not context-specific. We chose auction and travel as the two domains because we expected them to be moderately familiar to subjects (neither extremely familiar nor extremely unfamiliar), which our pretests subsequently confirmed (average auction domain knowledge = 4.21/7.00; average travel domain knowledge = 3.97/7.00).It was important to choose moderately familiar domains because, although prior domain knowledge was not a construct of interest in our study, it can strongly affect how people interpret diagrams (Pretz et al 2003).For each domain, we selected excerpts from ontologies that were developed and are used in practice. These ontologies are available in formal OWL notation at www.schemaweb.…”

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confidence: 83%

Guidelines for Designing Visual Ontologies to Support Knowledge Identification

2011

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Organizations often provide workers with knowledge management systems to help them obtain knowledge they need. A significant constraint on the effectiveness of such systems is that they assume workers know what knowledge they need (they know what they don't know) when, in fact, they often do not know what knowledge they need (they don't know what they don't know). A way to overcome this problem is to use visual ontologies to help users learn relevant concepts and relationships in the knowledge domain, enabling them to search the knowledge base in a more educated manner. However, no guidelines exist for designing such ontologies. To fill this gap, we draw on theories of philosophical ontology and cognition to propose guidelines for designing visual ontologies for knowledge identification.We conducted three experiments to compare the effectiveness of guided ontologies, visual ontologies that followed our guidelines, to unguided ontologies, visual ontologies that violated our guidelines. We found that subjects performed considerably better with the guided ontologies, and that subjects could perceive the benefits of using guided ontologies, at least in some circumstances. On the basis of these results, we conclude that the way visual ontologies are presented makes a difference in knowledge identification and that theories of philosophical ontology and cognition can guide the construction of more effective visual representations. Furthermore, we propose that the principles we used to create the guided visual ontologies can be generalized for other cases where visual models are used to inform users about application domains.Keywords: Knowledge work, knowledge identification, visual ontologies, knowledge management system, ontology, cognition Introduction 1Organizations often provide knowledge workers with knowledge management systems (KMSs). Salespeople, for example, rely on KMSs to help them discover how to close sales with customers (Ko and Dennis 2011). Although knowledge resources are designed to make up for users' lack of knowledge, this very lack of knowledge may prevent users from knowing what to look for. The information retrieval literature has recognized a similar problem in information seeking. Belkin et al. (1982, p. 62) state that "in general the user is unable to specify precisely what is needed," a problem which Ford (2004) refers to as an "age-old paradox" (p. 772). Organizations could attempt to overcome this paradox in 1 Alan Dennis was the accepting senior editor for this paper. Hock Chuan Chan served as the associate editor.The appendices for this paper are located in the "Online Supplements" section of the MIS Quarterly's website (http://www.misq.org). MIS Quarterly Vol. 35 No. 4 pp. 883-908/December 2011 883 Bera et al./Designing Visual Ontologiesvarious ways. One approach is to provide an ontology-a description of concepts and their interrelationships in a domain-to help people understand the content available in their knowledge resources. An example by Heflin (2001) demonstrates this idea. Whe...

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Guidelines for Designing Visual Ontologies to Support Knowledge Identification

2011

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“…A distinction drawn in the literature is between 'well-defined' tasks like the TOL, and 'ill-defined' problems (Reitman, 1965). In an ill-defined problem, the solver may not initially possess all the necessary information: that is, the goal state, operators or constraints might be ambiguous, or there could be more than one correct solution (Kahney, 1986;Pretz, Naples, & Sternberg, 2003). Ill-defined problems are more likely to be encountered in everyday life than in the laboratory (Dunbar, 1998).…”

Section: Problem Solvingmentioning

confidence: 99%

Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire

Camp

Karmiloff‐Smith²,

Thomas³

et al. 2016

Research in Developmental Disabilities

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Background. Individuals with neurodevelopmental disorders like Williams syndrome andDown syndrome exhibit executive function impairments on experimental tasks (Lanfranchi, Jerman, Dal Pont, Alberti, & Vianello, 2010;Menghini, Addona, Costanzo, & Vicari, 2010), but the way that they use executive functioning for problem solving in everyday life has not hitherto been explored. The study aim is to understand cross-syndrome characteristics of everyday executive functioning and problem solving. Results. The rated likelihood of reaching a solution in a problem solving situation was lower for both syndromic groups than the typical group, and lower still for the Williams syndrome group than the Down syndrome group. The proportion of group members meeting the criterion for clinical significance on the BRIEF was also highest for the Williams syndrome group. While changing response, avoiding losing focus and maintaining perseverance were important for problem-solving success in all groups, asking for help and avoiding becoming emotional were also important for the Down syndrome and Williams syndrome groups respectively. Keeping possessions in order was a relative strength amongst BRIEF scales for the Down syndrome group. Conclusion.Results suggest that individuals with Down syndrome tend to use compensatory strategies for problem solving (asking for help and potentially, keeping items well ordered), REAL-WORLD PROBLEM SOLVING 3 while for individuals with Williams syndrome, emotional reactions disrupt their problemsolving skills. This paper highlights the importance of identifying syndrome-specific problem-solving strengths and difficulties to improve effective functioning in everyday life.

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“…Current theories of problem solving mostly reflect the results of research conducted on well-structured problems, while ill-structured problems are ill understood (Pretz, Naples, & Sternberg, 2003). However, more focus on ill-structured problems is necessary.…”

Section: Fostering Transfermentioning

confidence: 99%

“…Another distinguishing feature of ill-structured problem solving is the combination of multi-contextual influences and dynamics of uncertainty (Mirel, 2004). Often, the problem solver has to take different perspectives on a problem before finding one that gives insights into viable solution paths (Pretz et al, 2003). Research points out that different intellectual skills are needed for solving well-structured problems, which rely on applicative or recurrent skills that are highly domain-specific, and ill-structured problems, which rely not only on applicative but also on interpretive or non-recurrent skills that are less domain-specific (Cho & Jonassen, 2002;Hong, Jonassen, & McGee, 2003;Van Merriënboer, 1997).…”

Section: Fostering Transfermentioning

confidence: 99%

Designing instruction for the contemporary learning landscape.

Paas¹,

Merriënboer²,

Gog³

2012

APA Educational Psychology Handbook, Vol 3: Application to Learning and Teaching.

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The current learning landscape is constantly changing in terms of what is learned, the context in which learning takes place, and who is learning. From an instructional design perspective, this phenomenon creates a great challenge for researchers and designers of instruction to develop instruction that fits the new learning landscape. In this chapter we will first define the major concepts of instructional design and provide a historical overview of the field of instructional design. Then we will describe those changes in the learning landscape with regard to what ought to be learned, the learning context and the learners and their consequences for instructional design. We contend that learning tasks that are based on complex real-life experiences are considered as the driving force for learning in the contemporary learning landscape. Next, the main principles for the design of instruction for learning from these complex cognitive tasks are described. It is argued that instructional design needs to be responsive to the relatively great challenges such tasks pose to the cognitive capacity of the learner. Therefore, using the theoretical framework of cognitive load, it is argued that the characteristics of the structures that constitute human cognitive architecture need to be taken into account in the design of effective and efficient instruction. Design principles for learning tasks, sequences of learning tasks in fixed programs, and ways to create adaptive or personalized programs are discussed. Instructional design: Definition and historyInstructional design is pre-eminently a multidisciplinary field. Many theories, from various disciplines (e.g., cognitive science, computer science, psychology, education, or neuroscience), yield valuable input for the further development of Designing Instruction 3 instructional design theory. In a recent article examining research publications and trends in instructional design, Ozcinar (2009) defined instructional design as:"The systematic development of instructional specifications, using learning and instructional theory derived from behavioral, cognitive and constructivist theories, in order to ensure the quality of instruction. It is the entire process of the analysis of learning needs and goals and the development of a delivery system to meet those needs, including development of instructional materials and activities, and testing and evaluating all instruction and learner activities" (p.559).Instructional designers aim to construct or select instructional methods in the attempt to make learning effective, efficient, and appealing under specified circumstances. which the response of a learner must be shaped by reinforcing it appropriately. The application of Skinner's (1981) research into operant conditioning (i.e., the use of consequences to modify the occurrence and form of behavior) and animal learning to human learning resulted in an elaboration of the theory of reinforcement, the so called Programmed Instruction Movement, which was characterized by the design of pie...

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Recognizing, Defining, and Representing Problems

Cited by 208 publications

References 31 publications

Guidelines for Designing Visual Ontologies to Support Knowledge Identification

Guidelines for Designing Visual Ontologies to Support Knowledge Identification

Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire

Designing instruction for the contemporary learning landscape.

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