81 Matching Annotations
  1. Nov 2022
    1. https://untools.co/

      Tools for better thinking Collection of thinking tools and frameworks to help you solve problems, make decisions and understand systems.

      <small><cite class='h-cite via'> <span class='p-author h-card'>Howard Rheingold</span> in Howard Rheingold: "Y'all know about "Tools for …" - Mastodon (<time class='dt-published'>11/13/2022 17:33:07</time>)</cite></small>


      Looks similar to Project Zero https://pz.harvard.edu/thinking-routines

    1. Something @chrisaldrich mentioned on Reddit as examples of someone selling niche Zettelkasten decks. Seem more like protocol-kasten decks to aid problem-solving in specific contexts.

    1. Zettelkasten as a product?! .t3_xsoaya._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; }

      @chrisaldrich's post on "pip decks". They seem less like Zettelkasten decks and more like protocol-kastens (think of a better name for this)

      Seem poor for knowledge generation (Zettelkasten) and recollection (Anki), but may be useful for specific contexts of problem-solving (even in ill-defined problem spaces).

  2. Oct 2022
    1. How to become a successful physicist

      How to become a successful ~~physicist~~ problem solver

      There I fixed it for you...

      https://physicstoday.scitation.org/doi/10.1063/PT.3.5082

    2. The nature of physics problem-solvingBelow are 29 sets of questions that students and physicists need to ask themselves during the research process. The answers at each step allow them to make the 29 decisions needed to solve a physics problem. (Adapted from reference 33. A. M. Price et al., CBE—Life Sci. Edu. 20, ar43 (2021). https://doi.org/10.1187/cbe.20-12-0276.)A. Selection and planning1. What is important in the field? Where is the field heading? Are there advances in the field that open new possibilities?2. Are there opportunities that fit the physicist’s expertise? Are there gaps in the field that need solving or opportunities to challenge the status quo and question assumptions in the field? Given experts’ capabilities, are there opportunities particularly accessible to them?3. What are the goals, design criteria, or requirements of the problem solution? What is the scope of the problem? What will be the criteria on which the solution is evaluated?4. What are the important underlying features or concepts that apply? Which available information is relevant to solving the problem and why? To better identify the important information, create a suitable representation of core ideas.5. Which predictive frameworks should be used? Decide on the appropriate level of mechanism and structure that the framework needs to be most useful for the problem at hand.6. How can the problem be narrowed? Formulate specific questions and hypotheses to make the problem more tractable.7. What are related problems or work that have been seen before? What aspects of their problem-solving process and solutions might be useful?8. What are some potential solutions? (This decision is based on experience and the results of decisions 3 and 4.)9. Is the problem plausibly solvable? Is the solution worth pursuing given the difficulties, constraints, risks, and uncertainties?Decisions 10–15 establish the specifics needed to solve the problem.10. What approximations or simplifications are appropriate?11. How can the research problem be decomposed into subproblems? Subproblems are independently solvable pieces with their own subgoals.12. Which areas of a problem are particularly difficult or uncertain in the solving process? What are acceptable levels of uncertainty with which to proceed at various stages?13. What information is needed to solve the problem? What approach will be sufficient to test and distinguish between potential solutions?14. Which among the many competing considerations should be prioritized? Considerations could include the following: What are the most important or most difficult? What are the time, materials, and cost constraints?15. How can necessary information be obtained? Options include designing and conducting experiments, making observations, talking to experts, consulting the literature, performing calculations, building models, and using simulations. Plans also involve setting milestones and metrics for evaluating progress and considering possible alternative outcomes and paths that may arise during the problem-solving process.B. Analysis and conclusions16. Which calculations and data analysis should be done? How should they be carried out?17. What is the best way to represent and organize available information to provide clarity and insights?18. Is information valid, reliable, and believable? Is the interpretation unbiased?19. How does information compare with predictions? As new information is collected, how does it compare with expected results based on the predictive framework?20. If a result is different from expected, how should one follow up? Does a potential anomaly fit within the acceptable range of predictive frameworks, given their limitations and underlying assumptions and approximations?21. What are appropriate, justifiable conclusions based on the data?22. What is the best solution from the candidate solutions? To narrow down the list, decide which of those solutions are consistent with all available information, and which can be rejected. Determine what refinements need to be made to the candidate solutions. For this decision, which should be made repeatedly throughout the problem-solving process, the candidate list need not be narrowed down to a single solution.23. Are previous decisions about simplifications and predictive frameworks still appropriate in light of new information? Does the chosen predictive framework need to be modified?24. Is the physicist’s relevant knowledge and the current information they have sufficient? Is more information needed, and if so, what is it? Does some information need to be verified?25. How well is the problem-solving approach working? Does it need to be modified? A physicist should reflect on their strategy by evaluating progress toward the solution and possibly revising their goals.26. How good is the chosen solution? After selecting one from the candidate solutions and reflecting on it, does it make sense and pass discipline-specific tests for solutions to the problem? How might it fail?Decisions 27–29 are about the significance of the work and how to communicate the results.27. What are the broader implications of the results? Over what range of contexts does the solution apply? What outstanding problems in the field might it solve? What novel predictions can it enable? How and why might the solution be seen as interesting to a broader community?28. Who is the audience for the work? What are the audience’s important characteristics?29. What is the best way to present the work to have it understood and to have its correctness and importance appreciated? How can a compelling story be made of the work?
    3. Wieman, Carl. “How to Become a Successful Physicist.” Physics Today 75, no. 9 (September 2022): 46–52. https://doi.org/10.1063/PT.3.5082

      The details here are also good in teaching almost all areas of knowledge, particularly when problem solving is involved.

      How might one teach the practice of combinatorial creativity?

    4. To be a successful physicist requires mastering how to make all 29 decisions, but the reflection decisions (decisions 23–26) are arguably the most difficult to learn.

      Of the 29 problem solving decisions identified as important the three "reflection decisions" (23-26 in the list) may be the most difficult to learn as they require metacognition and self-evaluation.

    5. A much more effective approach is to give them a meaningful problem to struggle with first and then provide them with the knowledge they need to figure it out.99. D. L. Schwartz, T. Martin, Cogn. Instr. 22, 129 (2004). https://doi.org/10.1207/s1532690xci2202_1 When information is presented as useful for solving certain kinds of problems, the brain stores that information so that it is readily accessed and applied when needed to solve novel related problems.

      Rather than teaching broad knowledge first and then presenting problems for practice, teachers may be better off presenting the problems first so that the student might struggle with them and then present the knowledge they need to figure it out. This provides better motivation for the student to understand and absorb that knowledge, seeing that it has value for the current problem as well as related problems.

    6. why is there so little correlation between students’ performance in their physics courses and their ability to do physics research?
    7. The experts often noted that research breakthroughs came from recognizing the significance of some additional information that other researchers had overlooked.

      Breakthroughs in problem solving and basic research often come from recognizing the significance of overlooked information.


      How is this additional information gleaned in these cases? Through combinatorial creativity, chance, other? Can methods for pushing these sorts of additional information be created in the problem solving process?

    8. My research group interviewed some 50 skilled scientists and engineers (“experts”), including physicists, on how they solved authentic problems in their discipline. We analyzed the interviews in terms of the decisions made during the solving process. Decisions were defined as instances when an expert selected between competing alternatives before taking some action. To my surprise, we found that the same set of 29 decisions occurred over and over (see the box on page 50). Nearly all of them showed up in every interview, and they essentially defined the problem-solving process.3

      Though interviews with scientists and engineers, researchers have identified a list of 29 commonly occurring decisions made during problem solving processes.

  3. Sep 2022
    1. I'm going to just try to tell you as quickly as I can and in fairly straightforward way the story of how the human mind especially the modern mind 00:00:58 came into being it's a it's a it's a complex story but I think the the bare bones can be exposed rather rather straightforward matter rather quickly 00:01:09 my basic message is that what makes humans so different from other species from all the other species in the biosphere including our very close relatives the great apes is that we 00:01:21 build distributed cognitive networks

      !- defining feature : modern humans - we build distributed networks and we do not solve problems to adapt to our environment individually, but collectively - most creatures solve adaptive problems individually - some species form superorganisms

  4. Aug 2022
    1. hatis, certain problems can be formulated clearly within a framework of ideasthat is reasonably clear and well understood; certain partial solutions can beadvanced; and a range of examples can be discovered where these solutionsfail, leaving open for the time being the question whether what is needed isfurther elaboration and sharpening or a radically different approach.

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  5. Jul 2022
    1. https://en.wikipedia.org/wiki/TRIZ

      TRIZ (/ˈtriːz/; Russian: теория решения изобретательских задач, teoriya resheniya izobretatelskikh zadatch), literally: "theory of inventive problem solving " is “the next evolutionary step in creating an organized and systematic approach to problem solving. The development and improvement of products and technologies according to TRIZ are guided by the objective Laws of Engineering System Evolution. TRIZ Problem Solving Tools and Methods are based on them.” In another description, TRIZ is "a problem-solving, analysis and forecasting tool derived from the study of patterns of invention in the global patent literature".

      It was developed by the Soviet inventor and science-fiction author Genrich Altshuller (1926-1998) and his colleagues, beginning in 1946. In English the name is typically rendered as the theory of inventive problem solving, and occasionally goes by the English acronym TIPS.

    1. there's a lot of discussion about complex systems you know we've been discussing complex systems and i just want to make a couple of points here because uh 01:31:28 commonly some it is not uncommon that someone will say a complex system well that just means that it's liable to fall apart at any moment you know it's just too complex it's going to crash uh but and that that obviously can 01:31:41 happen you know systems can collapse quite quite true but obviously life would not be doing very well if the if if the evolution builds complexity 01:31:53 in species and you know in organisms and ecosystems if life would be have a rough go of it if it was so fragile that uh complexity became a 01:32:07 burden and and uh you know come and then you know you reach a certain level of complexity and then you fall apart that's not really i don't think i mean that can happen but that's but but complex useful complexity 01:32:19 doesn't make you fall apart it actually just does the opposite it serves what we've been talking about all along and that's problem solving so we are anticipatory organisms we are problem 01:32:31 solving organisms it's our nature most of what the human brain does is to solve problems of one kind or another social problems physical problems whatever and maneuver in the world you 01:32:43 know in a useful way and complexity is what allows that there's a number of studies that i cite here that show that as an organism even as a robot you know 01:32:56 faces uh more difficult pressures from its environment it complexifies and complexifies by complexity then it's it's it implies 01:33:08 a greater number of parts coordinating or cooperating in some way uh to you know solve this new challenge and obviously as a human we're very complex we have 01:33:22 we have complex needs we have we can think not just what's going to happen in the next millisecond but what's going to happen we can think about what's going to happen in 100 years i mean part of this project is to think about what might be 01:33:36 happening over the next hundred years or even a thousand years so as an organism complexifies it become it at least potentially becomes a better adapted to solving more complex 01:33:49 problems so you could and from that sense you could almost ex equate complexity with problem-solving capacity you know at least in a uh you know in a 01:34:01 general sense and then i talked about well that just reminds me of in the free energy calculations that we um have gone over in various papers it's like accuracy is the modeling imperative and 01:34:14 then complexity is tolerated to the extent it facilitates accurate modeling so if you get the one parameter model and you got 99 and it's adequate and it's good then you're good to go and you're gonna go for simplicity 01:34:26 but then what you're saying is actually the um appearance and the hallmark of complexity in the world it means that that organism has the need to solve problems at a given 01:34:40 level of counterfactual depth or inference skill or temporal depth temporal thickness

      While complex systems these days has connotations of being more fragile or more challenging to fix, In evolutionary biology, complexity has evolved in organisms to make them more adaptable, more fit. Human beings are complex organisms. Most of our brain is dedicated to solving one type of problem or another, we anticipate the world and problem solving involves choosing the best option based on anticipation and our models.

  6. Jun 2022
    1. To solve creative problems with TRIZ, there are three elements you need to know: It’s been solved before.There are consistent patterns of solutions.Solving contradictions creates breakthrough innovation
    2. TRIZ (a Russian acronym for the ‘Theory of Inventive Problem Solving”). Through TRIZ, Altshuller was now able to demonstrate the science behind creative innovation, not only paving the way for new breakthroughs in technology but establishing a framework of immense value to countless other fields.
  7. Apr 2022
    1. three steps required to solve the all-importantcorrespondence problem. Step one, according to Shenkar: specify one’s ownproblem and identify an analogous problem that has been solved successfully.Step two: rigorously analyze why the solution is successful. Jobs and hisengineers at Apple’s headquarters in Cupertino, California, immediately got towork deconstructing the marvels they’d seen at the Xerox facility. Soon theywere on to the third and most challenging step: identify how one’s owncircumstances differ, then figure out how to adapt the original solution to thenew setting.

      Oded Shenkar's three step process for effective problem solving using imitation: - Step 1. Specify your problem and identify an analogous problem that has been successfully solved. - Step 2. Analyze why the solution was successful. - Step 3. Identify how your problem and circumstances differ from the example problem and figure out how to best and most appropriately adapt the original solution to the new context.

      The last step may be the most difficult.


      The IndieWeb broadly uses the idea of imitation to work on and solve a variety of different web design problems. By focusing on imitation they dramatically decrease the work and effort involved in building a website. The work involved in creating new innovative solutions even in their space has been much harder, but there, they imitate others in breaking the problems down into the smallest constituent parts and getting things working there.


      Link this to the idea of "leading by example".

      Link to "reinventing the wheel" -- the difficulty of innovation can be more clearly seen in the process of people reinventing the wheel for themselves when they might have simply imitated a more refined idea. Searching the state space of potential solutions can be an arduous task.

      Link to "paving cow paths", which is a part of formalizing or crystalizing pre-tested solutions.

  8. Mar 2022
    1. I mean there’s no single answer that will solve all of our future problems. There’s no magic bullet. Instead there are thousands of answers — at least. You can be one of them if you choose to be.'
    1. Gesturing also increases as afunction of difficulty: the more challenging the problem, and the more optionsthat exist for solving it, the more we gesture in response.

      When presented with problems people are prone to gesture more with the increasing challenges of those problems. The more ways there are to solve a particular problem, the more gesturing one is likely to do.


      What sort of analysis could one do on politicians who gesture their speech with relation to this? For someone like Donald J. Trump who floats balloons (ideas--cross reference George Lakoff) in his speeches, is he actively gesturing in an increased manner as he's puzzling out what is working for an audience and what isn't? Does the gesturing decrease as he settles on the potential answers?

  9. Feb 2022
    1. This is a widespread mistake among those who think that a sexy note-taking app like Roam will suddenly free their minds, or that they can train themselves into geniuses with enough spaced repetition, or that they can build a zettelkasten capable of thinking original thoughts for them.

      Thinking that the tool will solve a particular problem without knowing what the tool does or how to use it properly will surely set one up for failure. You can use a screwdriver like a hammer, but your results won't be as good as using a hammer and using it properly.

    1. his suggests that successful problem solvingmay be a function of flexible strategy application in relation to taskdemands.” (Vartanian 2009, 57)

      Successful problem solving requires having the ability to adaptively and flexibly focus one's attention with respect to the demands of the work. Having a toolbelt of potential methods and combinatorially working through them can be incredibly helpful and we too often forget to explicitly think about doing or how to do that.

      This is particularly important in mathematics where students forget to look over at their toolbox of methods. What are the different means of proof? Some mathematicians will use direct proof during the day and indirect forms of proof at night. Look for examples and counter-examples. Why not look at a problem from disparate areas of mathematical thought? If topology isn't revealing any results, why not look at an algebraic or combinatoric approach?

      How can you put a problem into a different context and leverage that to your benefit?

  10. Jan 2022
    1. Technological solutions to social problems seem quicker, cheaper, and simpler to implement than larger social changes.

      Tech solutionism can often seem useful because it appears to be cheaper, simpler, and easier to implement than making more difficult choices and larger, necessary social changes.

      One needs to always ask what is the real underlying problem? What other methods are there for potential solutions? What are the knock-on effects of these potential solutions. Is the particular solution really just a quick fix or bandaid? Once implemented how will one measure the effects and adjust after-the-fact?

  11. Dec 2021
    1. Usually it is more fruitful to look for formulations of problems that relate heterogeneous things with each other.

      A great quote, but this is likely a nebulous statement to those with out the experience of practice. Definitely worth expanding on this idea to give it more detail.

  12. Nov 2021
  13. Oct 2021
    1. Victor Papanek’s Design Problem, 1975.

      The Design Problem

      Three diagrams will explain the lack of social engagement in design. If (in Figure 1) we equate the triangle with a design problem, we readily see that industry and its designers are concerned only with the tiny top portion, without addressing themselves to real needs.

      Figure 1: The Design Problem

      (Design for the Real World, 2019. Page 57.)

      The other two figures merely change the caption for the figure.

      • Figure 1: The Design Problem
      • Figure 2: A Country
      • Figure 3: The World
  14. Sep 2021
    1. A series of studies conducted by Frédéric Vallée-Tourangeau, a professor of psychology at Kingston University in Britain; Gaëlle Vallée-Tourangeau, a professor of behavioral science at Kingston; and their colleagues, has explored the benefits of such interactivity. In these studies, experimenters pose a problem; one group of problem solvers is permitted to interact physically with the properties of the problem, while a second group must only think through the problem. Interactivity “inevitably benefits performance,” they report.

      Physical interactivity with a problem may help improve results.

  15. Aug 2021
  16. Jul 2021
    1. A top down view of some learning strategies to begin teasing out which may be better than others.

      Are they broadly applicable or domain specific?

      What learning methods and pedagogy piece are best and for which domains.

      How can we balance learning and doing an overview of theory versus practice?

      Which methods are better for beginners versus domain specific experts?

      Which are better for overview versus creating new knowledge?

      https://www.scotthyoung.com/blog/2021/07/13/against-the-real-thing/

    2. Play may trump problem solving. When working on a problem without a specific goal, the student can try lots of things to figure out what works. In contrast, only one answer is needed to solve a problem with a single goal. A playful, exploratory mindset may map out the patterns of interactions better than a narrowly, solution-oriented perspective. As an example of this, Sweller asked students to solve some math problems. One group was asked to solve the problems for a particular variable, and the other group was asked to solve for as many variables as they could. The latter group did better later, which Sweller explained in terms of cognitive load.4

      exploratory play >> problem solving

      How does this compare to the creativity experience of naming white things in general versus naming white things in a refrigerator? The first is often harder for people, while the second is usually much easier.

    3. John Sweller’s cognitive load theory argues that problem solving is often inefficient.2 His studies showed that students learned to solve algebra problems faster when they were shown lots of examples of solved problems, rather than trying to solve them on their own.3

      Problem solving is often inefficient, seeing lots of solved problems may be better than solving them on one's own.

      (This was the sort of model I used in learning most of my math over the years, though solving a few problems along the way also helped to reinforce things for me.)

      Sweller, John. “Cognitive load during problem solving: Effects on learning.” Cognitive science 12, no. 2 (1988): 257-285. Sweller, John, and Graham A. Cooper. “The use of worked examples as a substitute for problem solving in learning algebra.” Cognition and instruction 2, no. 1 (1985): 59-89.

  17. Jun 2021
  18. Mar 2021
    1. The second is that their approach of allowing standards to evolve through practical application, rather than highfalutin conjecture, is an incredibly powerful technique for problem-solving. The number of my ideas that have died on paper as I try to flesh them out are beyond count. It's the Goldilocks conundrum: the feeling that something needs to be just right before other people can see it. The IndieWeb methodology proves that this logic should just be thrown away.

      It took me a while to see this too. Many report that attending law school is really just learning a different way of seeing and approaching the world. IndieWeb has been much like this for me. It provides a different and often useful framing for approaching problems, not just with regard to the web, but to life in general.

  19. Jan 2021
  20. Oct 2020
  21. Sep 2020
  22. Aug 2020
  23. Jul 2020
  24. Jun 2020
    1. it's important to distinguish managing a problem from fixing it, for these are very different acts: one is a process, the other an event. Solving a problem often requires a bit of both.

      sounds like a profound framing but it doesn't really make sense. fixing and problem solving are also process. fixed OTOH is an event

  25. May 2020
  26. Jan 2020
    1. Your idea should stem from solving someone’s problem. Ideally, your own problem. It’s important that you choose an idea which interests you. Interest is key to fuelling motivation which is crucial when making a web app. It takes effort building web apps and it’s important you have fun during the process.
  27. Nov 2019
    1. Learning Domains

      This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

  28. Jul 2019
    1. It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.

      It would be amazing to re-conceptualize the problem/s identified here using Popper's/Bereiter's 3-world ontology, specifically the affordances provided by World-3. W3 is 'inhabited by' abstract knowledge objects (aka cultural artifacts) created, worked-on, ignored, fought-over and rejected...or transformed/improved. The standards conceptualized like this and then engaging communities to develop relationships with these objects, apply and 'improve' them in their own worlds, as innovators, as professionals... This is a way to frame addressing the problem of 'implementation' of standards because, "...within systems, there is no isolation from the context..." This idea/description might need further development.

    2. Within the vignette and the experiences of the four teachers, there is a fundamental equity and diversity issue that is shared among them: whose responsibility is it to address equity and diversity? How do we address it in science and within our particular contexts, and with our particular student populations? What supports must be present to allow us to promote equity and diversity in our teaching, learning, and curriculum? What supports are present in the NGSS to assist all teachers to teach in culturally responsive ways so that teachers meet the educational science needs of all students? Our position and the ways in which we address these questions center on implementation of the NGSS with equity and diversity as theoretical and pedagogical foundations to science teaching. In this way, equity and diversity becomes a vision and goal for implementation.

      and my position is, how can we instantiate classrooms (ie communities of students) such that they have the agency and abilities to self-organize and tackle deep, "wicked problems" of such fundamental importance as this. In solving this science/equity problem, let's aim 1 level higher/deeper/further and also focus on transforming education to prepare children to care about and have the abilities to 'solve' problems such as this as they grow.

    1. Every English class starts with a moment of quiet after which students are asked to share their energy and stress levels.

      important: I think this idea could help some students realize they are not alone in their feelings and that there are a diversity of feelings and mindsets (that change on the daily) in the classroom.

    2. In English, juniors are grouped with seniors, which helps the younger students learn how the process works by watching and learning from the older students

      there is plenty of research backing the idea that students can benefit academically and personally from learning from older/ more experienced peers

    3. on the mathematical process and not just the “right answer.”

      so crucial to actually understanding the math, and not just focusing on "being done" or "getting the right answer". Much more sustainable approach to teaching math.

    4. group tests, which, like the class worksheets, are designed to be harder than the individual assignment

      group tests need to be based on critical thinking in order to achieve the collaborative aspect of learning

    5. effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.

      teacher taking a step back; reminds me of Deweyian philosophy

    6. resilient by aiding them with identifying their resources (peers) and testing their theories to see if they are on the right track all while developing habits of mind that form the foundation of scholarship.

      using peers to solve problems rather than directly consulting teacher for answer

  29. Apr 2019
    1. Playing games with my brother taught me that connections can be made with another person through virtual reality. Things like cooperation, shared problem-solving, and communication in gaming can strengthen relationships. Most importantly, gaming taught me that no matter the differences between me and another person, we can find common ground through play.
  30. Mar 2019
    1. Teaching problem solving This page is included because some of our theories indicate that problem solving should be taught specifically. This page is a bit unusual; I did not find many others like it. It is rather easy to read and also addresses the differences between novice and expert learners. rating 3/5

  31. Feb 2019
    1. 1. Explore the current situation. Paint a picture in words by including the “presenting problem,” the impact it is having, the consequences of not solving the problem, and the emotions the problem is creating for those involved.

      This step is somewhat similar to the EEC (Evidence/Example Effect Change/Challenge) model, often used with Feedback?

  32. Nov 2017
  33. Sep 2017
    1. projectors refer to “people who find a way out of their difficulties by coming up with novel ideas” (Novak, 2008, p. 3)

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  34. Jul 2017
    1. In short, online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate with others to learn more about the questions we explore and as we communicate our own inter-pretations. A third difference is that new technologies such as browsers, search engines, wikis, blogs, e-mail, and many others are required. Addi-tional skills and strategies are needed to use each of these technologies effectively

      Literacy, in general, is not simply knowing how to read read text. It also extends to know what to do what the information you acquire from reading. Reading also encompasses underatanding. For example, underatanding traffic lights and signs are a type of literacy that not involve text, but they communicate meaning that you need to know how to read and synthesize into action.

  35. Jan 2017
    1. Affiliations— memberships, formal and informal, in online communities centeredaround various forms of media, such as Friendster, Facebook, message boards,metagaming, game clans, or MySpace).Expressions— producing new creative forms, such as digital sampling, skinning andmodding, fan videomaking, fan fiction writing, zines, mash-ups).Collaborative Problem-solving— working together in teams, formal and informal,to complete tasks and develop new knowledge (such as through Wikipedia, alternativereality gaming, spoiling).Circulations — Shaping the flow of media (such as podcasting, blogging).

      It is very interesting to see just how applicable those terms are for our everyday life!

  36. Sep 2016
    1. “It’s more complicated than that.” No kidding. You could nail a list of caveats to any sentence in this essay. But the complexity of these problems is no excuse for inaction. It’s an invitation to read more, learn more, come to understand the situation, figure out what you can build, and go build it. That’s why this essay has 400 hyperlinks. It’s meant as a jumping-off point. Jump off it. There’s one overarching caveat. This essay employed the rhetoric of “problem-solving” throughout. I was trained as an engineer; engineers solve problems. But, at least for the next century, the “problem” of climate change will not be “solved” — it can only be “managed”. This is a long game. One more reason to be thinking about tools, infrastructure, and foundations. The next generation has some hard work ahead of them.

      Also a good foot note related with the ones at beginning. A problem solving language doesn't mean to be enchanted by the magic of techno-solutionism. It can be an invitation from a particular point of view to action and dialogue. This seems the case here. Thanks Bret.

  37. May 2016
    1. in every community or organization, there are a few individuals or groups whoseuncommon but successful behaviors and strategies have enabled them to find better solutions to problems than their neighbors who face the same challenges and barriersand have access to same resources.
  38. Dec 2015
    1. Edward R. O'Neill

      • When someone asks for help solving a problem, they've probably already thought about it to the point of frustration.
      • They need a fresh perspective.
      • They may not have a clear idea what the problem is.
      • They may have defined the problem incorrectly.
      • Problem solving often requires periods of mind-wandering -- forgetting about the problem, and letting the mind make free connections.
      • They may be so focused on the problem that they aren't allowing their mind to wander.
      • One way to help them is by "leading them to positive, hopeful, self-focused daydreams about their goals."
  39. Jul 2015
  40. Mar 2015
    1. If things go wrong, do not sweep them aside. Confront the problems, get to the root of the difficulties, and wrestle with these resolutely. Go for long-term success, and do not be deterred by criticisms.