33 using dual mapping learning approach
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Using dual-mapping learning approach to visualize the connection between problem solving and knowledge
construction
Bian WU
CITE Research Symposium 2011 HKU
Contents
2
1 Introduction
2 Literature review
3 Learning approach design
4 Future work
1 Introduction1.1 Problem statement
1.2 Research goal
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• Cause of problem
The connection between problem solving solution and problem solver’s knowledge base is like a “black box”, for both tutors and learners.
• Obstacle for instruction
Mystery of this connection does little help to support learners in the development of professional expertise (Kinchin, 2008).
• Possible solution
Designing appropriate tools (techniques) to externalize problem solver’s mental activities (i.e. open the “black box”). (Hoffman & Lintern, 2006)
1.1 Problem statement
Kinchin, I. M., Cabot, L. B., & Hay, D. B. (2008). Using concept mapping to locate the tacit dimension of clinical expertise: towards a theoretical framework to support critical reflection on teaching. Learning in Health & Social Care, 7(2), 93-104. Hoffman, K., Hosokawa, M., Blake, R., Jr., Headrick, L., & Johnson, G. (2006). Problem-based learning outcomes: ten years of experience at the University of Missouri-Columbia School of Medicine. Acad Med, 81(7), 617-625.
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• General focus Study the development of professional expertise (e.g. clinical problem
solving competence) in terms of problem solving skill and personal knowledge construction from epistemological perspective.
• Aim of the study Propose a tentative learning approach in support of problem solving
and knowledge construction based on proper theories;
Implement this learning approach by designing an online learning environment
Assess learners behavior on the environment to prove the effectiveness of the approach
1.2 Research goal
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2 Literature Review
2.1 Problem solving & knowledge construction
– Term clarification
– Mutual relation
2.2 Previous studies on problem solving expertise development
– Instructional strategies to develop problem solving expertise
– Possible solutions to externalize mental models
– Dual mapping to visualize connections
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Term clarification of problem solving Investigate or analyze the cause or nature of a condition or problem
(Webster Dictionary, 1977)
Use of incoming information to guide subsequent data acquisition and tends to foster more speculation in judgment (Morgan and Engel, 1969)
Heavily knowledge-dependent that expertise in problem solving develops in line with the evolution of the domain knowledge base (Groves, 2008)
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2.1 Problem solving & knowledge construction(1)
Morgan and G.L. Engel (1969). The Clinical Approach to the Patient, W.B. Saunders, PhiladelphiaGroves, M. (2008). The diagnostic process in medical practice. New York: Nova Biomedical Books.
Term clarification of knowledge construction Through processes of accommodation and assimilation, individuals
construct new knowledge from their experiences (Piaget, 1950)
Knowledge construction includes assembling of knowledge, knowledge being sorted out, refined, or reorganized (Seel, 2003)
Knowledge construction during problem solving (not during instruction) (Phye, 2001)
Reconstruction of old knowledge base plus the dynamic construction of new knowledge based on old reconstructed knowledge base
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2.1 Problem solving & knowledge construction(2)
Piaget, J. (1950). The psychology of intelligence. London: Routledge & Kegan Paul.Phye, G. D. (2001). Problem-solving instruction and problem-solving transfer: The correspondence issue. Journal of Educational Psychology, 93(3), 571-578. Seel, N. M. (2003). Model-Centered Learning and Instruction. Technology, Instruction, Cognition and Learning, 1, 59-85.
Mutual relation From problem solving to knowledge construction
A model of successful learning: Adaptive experts are continually learning and updating their knowledge based on their experiences with novel problems and situational demands (Bransford et al., 1999; Schwatz et al., 2005).
From knowledge construction to problem solving Knowledge base reconstruction is a primary antecedent for the construction of a solution in a problem-solving context (Phye, 2001; Norman, 2005; Schmidt, 2006).
Externalize the connection between problem solving and knowledge construction is utmost important in learning (Grave et al., 1996; Kinchin et al., 2008)
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2.1 Problem solving & knowledge construction(3)
Instructional strategies to develop problem solving expertise Previous studies
Experience (Dewey, 1938); Practice with feedback (Gagné, 1985); Failure (Schank, 1989); Deliberate practice (Ericcson, 2008)
LimitationsKnowledge construction is often neglected (Norman, 2005)
Knowledge transfer is difficult(Patel, Yoskowitz, & Arocha, 2007)
Assessment focuses more on problem solving performance, but not on conceptual change (Spector, 2003)
Causes
Fails to consider problem solvers’ mental model (i.e. working memory, long-term memory, or the intricate relations between them) (Kirschner et al., 2006; Neville, 2009)
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2.2 Problem solving expertise development(1)
Possible solutions to externalize mental models Think aloud protocol (Ericsson, 1998)
Knowledge visualization (Spector, 2006)
Argument map to present problem solving solution (Fox, et al., 2007; Rittel & Webber, 1984; Kirschner et al., 2003)
Concept map to present domain knowledge base (Novak & Canas, 2006; Pinto & Zeitz, 1997)
2.2 Problem solving expertise development(2)
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Dual mapping to visualize connections
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Working memory
Long-term memory
Incoming information
Retrieve
Store
Knowledge construction
Problem solving
Argument mapping
Concept mapping
?
Knowledge base
Solution
Mental activity
Physical activity
2.2 Problem solving expertise development(3)
3 Learning approach design
3.1 Conceptual framework
3.2 Dual mapping learning process modelling
3.3 Prototype design
3.4 “ELICIT” principles to guide the design
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Interactions between three types of systems, i.e. internal conceptual systems;
representational systems and external systems (Seel, 2003)
3.1 Conceptual framework
Knowledge base evolution Cognitive process visualization
Information perception
Learning by doing
Learner model Learning context
Cognitive structure High-fidelity simulation cases (Learning Resources) WM LTM
Dual mapping tool
Problem Solving Knowledge
Construction
Knowledge Acquisition Concept Mapping
of Domain Knowledge
Knowledge Application
Argument Mapping of Problem Solving /Reasoning Process
Seel, N. M. (2003). Model-centered learning and instruction. Technology, Instruction, Cognition and Instruction, 1(1), 59-85. 14
EA
State1:Data collection
State4:Hypothesis evaluation
State3:Hypothesis generation
State5:Further investigation
Sub-state 4-4:Identify leading Hx
Sub-state 1-1:Chief complaint
Sub-state 1-2:Patient history/ current state
Sub-state 1-3:Physical exam
Sub-state 3-1:Hx generation
Sub-state 3-2:Reasoning
Sub-state 4-1:List of Differential Hx
Sub-state 4-2:Evaluate Confidence in Hx
Sub-state 4-5:Identify loose ends
Sub-state 4-3:Evidence appraise
Sub-state 5-1:Order test
Sub-state 5-3:Interpret test result
Sub-state 5-2:Select test result
State6:Conclusion
State2:Knowledge retrieval
Sub-state 2-1:Prototype extraction
Sub-state 2-2:Semantic activation
State7:Knowledge construction
Sub-state 7-1:Constructing new knowledge
Sub-state 7-2:Reorganizing knowledge
Information obtaining
Concept mapping
Argument mapping
3.2 Dual mapping learning process modelling
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3.3 Prototype design (1)Argument mapProblem solving context
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3.3 Prototype design (2)Argument map Concept map Previous argument map
(E)xplict goals Using dual-mapping(argument mapping & concept mapping) to improve problem solving performance and domain knowledge understanding
(L)earning activitiesInformation obtaining(action selection, action justification, information identification, ...); argument mapping; concept mapping
(I)nteresting informationIntegrating relevant information in the map will be useful
(C)lear connectionsDescribing connections through links, text, and iconsStructuring connections to make thinking process clear
(I)ntegrated overviewSimple map interface via pre-defined filtering, or highlighting techniqueBig picture to visualize the connections among the most relevant points
(T)rail as marked routeTracing learning pathway
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3.4 “ELICIT”principles to guide the design
Okada, A. (2010). Eliciting Thinking Skills with Inquiry Maps inn CLE. In P. L. Torres & R. d. C. V. Marriott (Eds.), Handbook of research on collaborative learning using concept mapping. Hershey, PA: Information Science Reference.
4 Future work4.1 Evaluation method
4.2 Further study
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RQ: What is the effect of the dual mapping learning tool on problem solving performance and problem solver’s domain knowledge? 30 medical students of year 2 or above
Randomly assigned into two groups
4 kidney cases, 1hr/case
case1 (pre-test), case2 & case3 (learning), case4 (post-test)
control group: text-based
experimental group: dual mapping tool
Assessment:
5 problem solving questions of the test case
5 questions of domain knowledge
2 domain experts as independent raters
4.1 Evaluation method
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How do students develop problem solving expertise as
they adopt dual-mapping learning approach to learn
problem solving?
How can students be effectively scaffolded when they
adopt the dual-mapping learning approach to learn
problem solving?
4.2 Further study
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Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with
multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in
Education. Washington DC: American Educational Research Association.
Ericsson, K. A. (2008). Deliberate Practice and Acquisition of Expert Performance: A
General Overview. Academic Emergency
Kirschner, P. A. (2003). Visualizing argumentation : software tools for collaborative and
educational sense-making. London: Springer.
Norman, G. R. (2005). Editorial - Beyond PBL. Advances in Health Sciences Education, 9,
257-260.
Novak, J. D., & Canas, A. J. (2006). The Theory Underlying Concept Maps and How to
Construct Them. Pensacola, FL: Institute for Human and Machine Cognition.
Patel, V. L., Yoskowitz, N. A., & Arocha, J. F. (2007). Towards effective evaluation and
reform in medical education: a cognitive and learning sciences perspective. Adv Health
Sci Educ.
Schmidt, H. J. (2006). Alternative approaches to concept mapping and implications for
medical education: Commentary on reliability, validity and future research directions.
Advances in Health Sciences Education, 11(1), 69-76.
Spector, J. M. (2006). A methodology for assessing learning in complex and ill-structured
task domains. Innovations in Education and Teaching International, 43(2), 109-120.
References
Comments and suggestions are welcome
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Node observation
Node generation
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Structuring reasoning link
Simplifying concept node link
Connection across maps
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Hide justification
Hide evidence
Highlight nodes
Adjust weights of Hx
Support CBR
Logfile data of user records
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