Week 2 Assignment

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Problem-solving Methods during the Learning Process

I came across the most interesting article published in the Clothing and Textiles Research Journal -http://ctr.sagepub.com/.  This journal is published quarterly and is the official publication of the International Textile and Apparel Association, Inc.  You’re probably thinking Textiles, what does that have to do with problem-solving and learning?  Well the name of the article I read from this journal is called Delivering Quality and Value in the Classroom: The use of Problem-based learning in Retail Merchandising Courses by Jason M Carpenter and Ann E Fairhurst (http://ctr.sagepub.com/content/23/4/257)

We’ve all taken courses and/or received degrees and as soon as we enter the workplace nothing we learned in the classroom applies to the reality of the workplace. What about what you’ve learned is outdated and you don’t feel equipped with the tools and resources needed to complete minor tasks or projects at work. This article discusses just that, how students in the Retail Merchandising industry are ill-equipped to enter the workplace based on the current classroom learning.  In addition, universities are bearing the brunt of the responsibility for the failure of these students to enter the workplace and immediately add value.  Carpenter, Fairhurst state, “In the retail merchandising discipline, traditional methods of instruction limit the instructor’s ability to help the student acquire a working knowledge of how a retail firm should respond to changes in the environment.”  Some of the key skills needed by new graduates in the workforce of retail merchandising are critical thinking, problem solving, research, teamwork, and verbal and written communication skills. (Carpenter, Fairhurst 2005)

The university, with feedback from students and faculty decided to try the problem-based learning model (PBL).  This model would allow students to gain the skills needed in the critical areas called out in the previous paragraph and in addition put the university on the thrones of an ever changing learning environment.  The university used the William Heard Kilpatrick model that focused classroom activities into experiences that would reinforces the practical application of knowledge (Perkinson, 1977).  Kilpatrick believed that forms of purposeful learning would better prepare students for life experiences. The university would use Kilpatrick’s model that rather than rely on strictly classroom teaching and learning the students would also learn through problem solving process.  In order for this to work the university would need the commitment from the students and retailers out in the community each semester.

At the beginning of each semester the students were given a problem from the current retailer to solve in their teams.  The problems where situations that were going on real time, something the student may encounter in the workplace and allowed the remainder of the semester to solve.  Topics of problems could range from human resource issues to inventory issues. " As a part of cognitive psychology the nature of the problem solving and how the students solve the problem is a key piece of research in information processing" Dr Ormrod states. The students can break the problem down based on what they've learned already and apply new information they'll acquire performing their research of the problem.

Students were evaluated by the professor and by peers based on their performance in the teams working on the problem.  This was a great success for the university and prepared the students for the reality of the workplace.  As a result of incorporating the PBL into the curriculum, enrollment has gone up in the program and there has been a major change in the role of the instructor.  They are no longer the teacher; they are more like the facilitator and at times consultant to the students working to resolve the problem.  This article is much more in-depth.  I could write another five paragraphs explaining the details of the PBL and the pros and cons but really wanted to share problem-solving approach one university took to prepare its merchandising students for the workplace.  The students are taking what they’ve learned prior to this senior level course and applying critical thinking, teamwork, verbal and written communication skills.

References:

Web Article: Carpenter, J., Fairhurst, A. (2005).Clothing and Textiles Research Journal. Delivering quality and value in the Classroom: The use of Problem-Based Learning in Retail Merchandising Courses: http://ctr.sagepub.com/content/23/4/257
DOI: 10.1177/0887302X0502300406

Perkinson, H.J. (1977) The inperfect panacea: American faith education, 1865-1977.New York: Randon House

Laureate Edition, Inc [Video Program]. Information Processing and Problem Solving with Dr. Jeanne Ormrod

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The Brain and Learning

Next stop, researching sites related to the brain and learning and came across the site called Education Week (http://www.edweek.org/ew/index.html).  A hybrid of the Chronicle Education Week.  It's now the "the must read" new source for k-12 leaders and policy experts, Editoral Projects in Education.  It's contributors are considered education experts from various arenas within education.

I stopped and browsed this site and found an article called  Brain Awareness Week: How on Earth Are your Students Thinking?  by Sarah D Sparks.  The article spotlights Brain Awareness week with an annual outreach event that is sponsored by Society for neuroscience in Washington D.C. and the Dana Alliance for Brain Initiatives for New York.  The event sought to teach neuroscience to teachers (Sparks 2011).  To really have teachers integrate core brain concepts into science, history and other courses from kindergarten through high school (Sparks 2011).  There were also additional links to site such as  Society for Neuroscience where you could access more in-depth reading for understanding.  This site really breaks down in a matrix the core concepts that address the National Science Education Standards. Now that was fascinating to see the breakdown of the concepts against the standards in a matrix called Neuroscience Core Concepts Overview Matrix. I found this quick spotlight on the outreach event to be interesting because I'm not that familiar with adolence and teen learning and the fact that they are trying educate teachers to understand how nueroscience and the brain work and incorporate in the classroom seems fascinating espcecially in an evironment where I see in the media No Child Left Bedhind.  Additonally, the stuggles within my local school system with cut-backs and how the children are the individuals suffering.  Reviewing this short article inticed me to continue to browse the site.

I found such interesting information on this site.  What I like most and found the most value was the tabs at the top of the website.  Each tab had a specialization as it relates to education.  For example, when the Teacher tab is selected a new page displays with just as many useful articles and resources related to the teacher and the teaching profession. There is also a topic drod-down list with that displayed topics of interest such as assessement testing, classroom management etc.

While this site was not totally focused on the brain and learning that was a plethra of articles, tools and resources for teacher, and educational professionals to learn more about the brain, incorporate in the the classroom, and even study the effects of the brain in learning.  As Dr Ormrod states, "A big component of cognitvisim is an approach to learning is information processing theory, which focuses on specific things that are going on inside the head as somebody learns and behaves." So I think this site provides just enough information and resources not to overload a teacher or an Instrucitonal Designer who wanted to know more about the brain and learning.

References:

Laureate Edition, Inc [Video Program]. Information Processing and Problem Solving with Dr. Jeanne Ormrod

http://www.edpsycinteractive.org/

Sparks, S.D. 2011. Brain Awareness Week:  How on Earth Are Your Students Thinking? http://www.edweek.org/.

Neuroscience Core Concepts Matrix by National Academy of Sciences, 1996. http://www.sfn.org/index.aspx?pagename=core_concepts_matrix

Information Processing Theory

Final Stop on my search is all about The Information Processing theory.  I performed a search via the Internet and found Educational Psychology Interactive by Dr William G. Huitt of Valdosta State University's Department of Psychology and Counseling. http://www.edpsycinteractive.org/  I stumbled across this topic earlier and passed it by at first glance.  This time I decided to browse.  Turned out this is an great site for information and resources for all three of the areas of interest: the brain and learning, information processing theory and problem-solving methods during the learning process.

The topic list of this webiste covered so much I began to get overwhelmed by it all.  So decided to just focus on the topic at hand, information processing theory.  I found the information here supported out text book reading.  Now, I must admit I love the way the data is chunked here with relevance and quick hit information perhaps for someone on the go or just looking for an overview. I like the way the topic relate to STM  was easily broken down the four major types of organization/concepts  that are most often used in instructional design  and provided examples which I could really relate (Huitt,2003).

• Component - Clarification by category
• Sequential - Chronological; cause/effect
• Relevance  - Central unifying idea or criteria
• Transitional - relational words or phrases used to link qualitative change over time

Though it does not replaces Ormond,Shuck and Gredler perspective which is more methodical and in depth. This site is a good rsource if you already have a foundation, ever so slight to read, process and utilize this information.  This site also provides great references it used to gather it's data...hint...hint and GREAT resources available.

References:

Huitt, W (2003).  The Information processing approach to cognition.  Educational Interactive. Valdosta, GA Valdosta State University.  Retrieved from http://www.edpsycinteractive.org/topics/cogsys/infoproc.html