Group items tagged

VIEW model of problem-solving styles, assesses three dimensions and six specific styles

problem-solving process Simplex - linear and quite easy to understand

"Brute computing force alone can't solve the world's problems. Data mining innovator Shyam Sankar explains why solving big problems (like catching terrorists or identifying huge hidden trends) is not a question of finding the right algorithm, but rather the right symbiotic relationship between computation and human creativity."

Attempt to solve the opposite problem - the anti-problem - to help you see how best to proceed with your real problem.

Problem solving inventory based on a particular inventory - unfortunately you have to pay for access to the inventory

Tool developed by OLT in Australia to support students with problem solving.

"Social media and online games have the potential to convey 21st century skills that aren't necessarily part of school curricula - things like time management, leadership, teamwork and creative problem solving that will prepare teens for success in college and beyond. Making the transition between a highly structured environment in high school to a self-driven, unstructured environment in college can prove a huge challenge for many kids. Educators spend a lot of time thinking about how to fix this problem. The solution doesn't lie solely with games, but a lot of the psychology that motivates teens to play games holds potential. We need to figure out how to tap in."

Talking about risk in leadership and education

Don't focus on content delivery, focus on quality interaction, AKA solve the correct problem.

Advanced Google search techniques from Daniel Russell - research scientist at Google

A good pitch for the role of coding in developing many key skills in solving problems, critical thinking, understanding behaviour etc.

Vye Perrone blogs about problem solving and information literacy.

"To meet the goal of "preparing people for an ever-changing world", instructional programs need to apply strategies that focus on the development of critical thinking, problem solving, research, and lifelong learning. Those goals require a sociocultural approach to instruction emphasizing learning from experience and discourse. Sociocultural instructional designers question the applicability of traditional ID models because their molecular approach focuses on controlling the learner and environment, which often leads to inert knowledge. This article develops a sociocultural ID model and compares views of learning, roles of learners and teachers, instructional strategies, and the use of tools with the traditional ID approach."