Week 9- Instructional Strategies Leading to Problem-solving and Affective Learning

Week 9- Instructional Strategies Leading to Problem-solving and Affective Learning

Problem-solving and Affective Learning are under Evaluation-Design-Development facets of the Instructional Design framework. (ADDIE)

Problem solving is seen as a specialized skill within a domain of knowledge rather than a generalized skill that applies across a variety of content areas.

It is the ability to combine previously learnt principles, procedures, declarative knowledge and cognitive strategies to solve previously unencountered problems.

The problem solving task analysis includes 9 steps, namely (Smith and Ragan):

1. Clarify the given state, including any obstacles or constraints.

2. Clarify the goal state

3. Search for relevent prior knowledge that will aid in solution

4. Determine if conditions and goal state imply a known class of problems

5. Decompose problems into subproblems

6. Determine a sequence for subproblems

7. Consider a possible solution path/s to subproblems using related prior knowledge

8. Select solution path and apply principles in appropriate order

9. Evaluate achievement of goal.

For attitudes, Gagne and Discroll described it as identifiable as desirable educational goals. They are sometimes coupled in thought with values.

In Instructional design, motivation and attitudes are differentiated. Motivation is sought to be changed during instruction, whereas attitude is the outcome of an instruction.

Learning outcomes of an affective domain can be gauged through the Krathwohl taxonomy:

1. Attending (being aware)
2. Responding
3. Valuing
4. Organization
5. Characterization