Problem Solving Training - Using Anderson 2D Model of Educational Objectives

R. Attri Training and Learning Management Series, Paper No.
5, June 2011
PROBLEM SOLVING TRAINING
DEVELOPING TRAINING OBJECTIVES AND
ASSESSMENT USING ANDERSON'S 2D MODEL:
MOVING AWAY FROM BLOOMS TAXONOMY TO 5CC
TAXONOMY
Raman K. Attri
Copyright 2009
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R. Attri Training and Learning Management Series, Paper No. 5, June 2011
DESIGNING A PROBLEM SOLVING BASED TRAINING IN SOME
SPECIALIZED DOMAIN? USING BLOOMS TAXONOMY? NOT
GETTING THE RESULTS? HERE IS WHY..
ALL THE WAY YOU MAY BE USING 1-DIMESION OF ANDERSON'S REVISION TO BLOOMS
TAXONOMY OR ALWAYS THINKING THAT PYRAMID OF COGNITIVE PROCESSES
(MISUNDERSTOOD AS LEARNING LEVELS) IS ALL THAT YOU NEED TO DESIGN YOUR
COURSE. THIS IS BECAUSE MOST OF WHAT EDUCATORS WERE GIVEN IN TRAINING
CONSISTED OF A SIMPLE CHART WITH THE LISTING OF LEVELS AND RELATED
ACCOMPANYING VERBS.
BIGGEST MISCONCEPTION IS ASSUMING ANDERSON'S REVISION TO BLOOM'S TAXONOMY
AS 1-DIMENSIONAL. WHEREAS IT IS INDEED 2-DIMENSION. THIS MOSTLY
MISUNDERSTOOD OR FORGOTTEN 2-DIMESION IS THE KEY TO PROBLEM SOLVING.
THE BIGGEST ISSUE IS THAT 60 YEAR OLD SYSTEM HAS SOME FLAWS AND EITHER FLAWS
IN THAT SYSTEM ARE NOT PROPERLY PUBLISHED OR NOT PROPERLY UNDERSTOOD.
THIS CONCISE PRESENTATION SHOULD BE ABLE TO PROVIDE INSTRUCTIONAL DESIGNER
AND TRAINING PROFESSIONAL WITH A TOOL AND RIGHT DIRECTION TO USE 2-D
TAXONOMY BY ANDERSON FOR DESIGN OF PROBLEM SOLVING TRAINING.
2
Copyright (c) 2009 Raman K. Attri
GENERALLY NOT KNOWN ABOUT BLOOMS TAXONOMY
Meets 1956 needs of writing educational objectives in academic settings for
school education but holds no grounds for modern day training issues and
complex problem solving course
Wrongly advocated or
understood as learning levels
of increased complexity!!!
Rather these are cognitive and
learning processes the way mind
process the information not
necessarily increasing in
complexity.
Blooms confuses knowledge with recall. Give knowledge
and then think!!!
Rather, Knowledge /= Recall. Blooms ignored the fact that
knowledge is an achievement and comes out of rational use of mental
processes and requires critical reflection and thinking to acquire. Not
understood without use of complex cognition process of application,
analysis, synthesis and evaluation - in no particular order.
Based on wrong
presupposition of presence or
mastery of lower level
learning to achieve higher
order learning!!!
Trying to teach facts,
principles and concepts in
isolation from thinking
skills!!!
Rather, a complex interplay of use
of application, analysis, and
other higher order processes are
needed to comprehend the
information.
Intentionally or wrongly assumed no effect of
affective domain or Attitude on learning!!
Rather attitude, approach, behavior and methods
have profound effect on achieving knowledge and
learning.
3
GENERALLY NOT KNOWN ABOUT ANDERSON'S MODEL
More contemporary needs of 2001 in terms of emphasis on thinking based
curriculum for higher education but hold no grounds for problem solving
based complex technical training
Wrongly read as thinking
levels of increased
complexity and notion that
higher order thinking comes
after lower order thinking!!!
Rather representation is just to
show or explain the difference in
nomenclature and swapping of two
levels as compared to Blooms
Still wrongly considered as learning levels
or thinking levels!!!
Knowledge acquisition, information processing and
higher order thinking is processed by mind through
complex interplay of various cognitive processes like
Remembering,, understanding, applying, analyzing,
applying evaluating and creating
Facts:
No thinking No Knowledge
Understanding First level of thinking
Remembering + Understanding Knowledge
4
PROBLEM SOLVING TRAINING IS A UNIQUE TRANSFER
FUNCTION WHICH TRANSLATES CERTAIN INPUTS (USUALLY
PRE-REQUISITE KNOWLEDGE WHETHER OR NOT PROVIDED
RIGHT WITHIN TRAINING) INTO CERTAIN OUTPUT (USUALLY
JOB-SPECIFIC SUCCESS FACTORS OR TERMINAL TASKS) BY
BUILDING THE ENABLING PROBLEM SOLVING AND CRITICAL
THINKING COMPETENCIES WITHIN TRAINING.
Input
Problem Solving Training
Transfer Function
On-the-job
Skills
5
TRADITIONAL MODEL OF LEARNING DESIGN & ASSESSMENT ACROSS
COGNITIVE PROCESSES FOR PROBLEM SOLVING TRAINING
Input
= Remember +
Understand
Transfer Function
= Apply + Analyze+ Evaluate
On-the-job
Skills
= Create
Knowledge Application /
Procedural
Analysis Troubleshooting On-the-job
functions / skills
Popular misconceived
categorization of
learning objectives
Knowledge Remembering
+ Understanding
Issues with alternate
categorization
Procedural
Application
Problem Solving
Analysis
Troubleshooting
Evaluation
On-The-job ready
Facts:
These are different cognitive processes (mechanisms) pre existing in mind through which information is
processed. (but for what?)
These do NOT represent progressively complex level of learning, understanding or thinking.
Complex recursive interplay of various processes is involved in problem solving in no particular order and with
no boundaries between processes.
6
SEGREGATION OF EDUCATIONAL OBJECTIVES AND ASSESSMENT
ACROSS COGNITIVE PROCESSES DOES NOT GENERATE JOB-
SPECIFIC SUCCESS INDICATORS FOR COMPLEX JOB SETTINGS
Every learning inherently and implicitly uses thinking at one or more of
mental cognitive process invisibly in the mind in a complex manner in no
defined order and hence segregation required for instructional design of a
problem solving training is not possible within cognitive processes.
7
ACTUAL 2-DIMENSIONAL REPRESENTATION OF ANDERSONS MODEL FOR
LEARNING DESIGN AND ASSESSMENT
Progressively increase in higher order knowledge
from factual (or concrete) to abstract knowledge
but for what?
Crucial piece for Problem solving based instructional design
Meta-cognitive knowledge = Problem Solving + Critical Thinking +
Troubleshooting + Meta comprehension + Abstract knowledge +
Thinking about thinking
8
THE 2-D ANDERSON'S MODEL BASICALLY DEPICTS THE INTERSECTIONS AS THE PROCESSES
IMPACT THE LEVELS OF KNOWLEDGE. USING A SIMPLE CROSS IMPACT GRID OR TABLE,
TRAINERS OR INSTRUCTIONAL DESIGNER CAN MATCH EASILY ACTIVITIES AND OBJECTIVES TO
THE TYPES OF KNOWLEDGE AND TO THE COGNITIVE PROCESSES AS WELL. IT IS A VERY USEFUL
TOOL TO USE IN ASSESSING HOW INSTRUCTION IS ACTUALLY IMPACTING LEVELS OF LEARNING.
TRAINERS CAN ALSO USE IT TO TRACK WHICH LEVELS OF COGNITION THEY ARE REQUIRING
FROM STUDENTS, AS WELL AS WHICH DIMENSIONS OF KNOWLEDGE.
KNOWLEDGE PROGRESSES FROM FACTUAL TO META-COGNITION PRETTY EXPLICITLY. THIS
EXPLICIT PROGRESSION MAKES IT EASY FOR INSTRUCTIONAL DESIGNER TO DESIGN COMPLEX
PROBLEM SOLVING TRAINING WITH TANGIBLE AND VISIBLE RESULTS.
USE PROGRESSION OF KNOWLEDGE DIMENSIONS IN FORM A 2-D GRID OF KNOWLEDGE
DIMENSIONS AND COGNITIVE PROCESSES ALLOW INSTRUCTIONAL DESIGNER TO PRODUCE
MORE TANGIBLE AND MEASURABLE OBJECTIVES AND DESIGN CONTENTS AND ACTIVITIES
WHICH HAS DISTINCT PROGRESSION.
KEY TO EFFECTIVE PROBLEM SOLVING TRAINING (WHICH REQUIRES HIGHER ORDER
THINKING AS FUNDAMENTAL SKILL) IS TO DECOUPLE THE SILOS ACROSS COGNITIVE
PROCESSES ALONE.
9
USING 2-DIMENSIONAL ANDERSON'S MODEL FOR TANGIBLE PROBLEM SOLVING
TRAINING
ANDERSONS 2D MODEL FOR LEARNING DESIGN AND ASSESSMENT OF

Knowledge (Input)
1. Factual Knowledge
2. Conceptual knowledge
3. Procedural Knowledge
Problem Solving Training Transfer
function
= Meta-cognitive knowledge & thinking
Strategic, reflective , contextual or conditional knowledge
and thinking dimensions how to go about problem
solving.
1. Meta-memory
2. meta-comprehension (thinking about thinking)
3. Problem Solving
4. Critical thinking
5. Troubleshooting thinking (new!!)
Performance or
Output
1. On-the-job readiness
2. Success indicators
Ignores that: problem solving as
second nature is deeply controlled by
Attitude or Affective domains
(behavior, mindsets, approach,
techniques etc
10
PROCESSED THROUGH VARIOUS THINKING COGNITIVE PROCESSES,
VERTICAL KNOWLEDGE DIMENSION PROVIDES
PROGRESSION FROM FACTUAL KNOWLEDGE TO HIGHER ORDER ABSTRACT
KNOWLEDGE
SITUATIONAL AND JUDGMENTAL CAPABILITIES FOR COMPLEX ON-THE-JOB
SITUATIONS
DECISION MAKING AND CRITICAL EVALUATION CAPABILITY
ABILITY TO FIGURE OUT AND SOLVE THE PROBLEMS
ABILITY TO EVALUATE ONES OWN THINKING AND COMPREHENSION
11
META COGNITION DOMAIN IS MAJOR BREAKTHROUGH IN COGNITIVE
RESEARCH AND HAS BEEN IDENTIFIED AS KEY TO DESIGN OF PROBLEM
SOLVING TRAINING
Meta cognition domain represent strategic or reflective knowledge about how to go
about solving problems and how to best use contextual and conditional knowledge for
thinking in different situations. it includes knowledge about when and how to use
particular strategies for learning or for problem solving. Metacognition refers to
higher order thinking that involves active control over the thinking processes
involved in learning.
Meta cognition domain promarily split into following in context of problem solving
training:-
1. Meta-memory and meta-comprehesnsion: Self-interrogation and evaluation
to realize ones own understanding of subject matter.
2. Problem Solving
3. Critical Thinking
4. Troubleshooting thinking
12
BROADER MEANING OF META-COGNITION IN CONTEXT OF PROBLEM SOLVING
TRAINING
INSTRUCTIONAL DESIGN TANGIBLES IN META-COGNITION FOR DESIGNING
PROBLEM SOLVING TRAINING TRANSFER FUNCTION
Problem Solving
Training Transfer
function
1. Problem Solving abilities
2. Critical thinking abilities
3. Troubleshooting abilities
13
1. Problem Solving: Higher level of cognition which involves assessing the overall situation to
pursue a goal, evaluate possibilities and making a pathway especially when it is uncertain. WHAT
IS THE SITUATION (WHAT IS WRONG)?
2. Critical thinking: A distinct function to problem solving but complementary to problem solving.
Both has to co-exist. Involves evaluating and judging situations and ideas. Takes specific forms
depending upon domain or subject area. WHAT COULD HAVE CAUSED THE SITUATION?
3. Troubleshooting thinking: A distinct ability to use process of elimination and use a logical and
systematic approach to solve problems quickly and efficiently. to identify the true source of a
problem. WHAT ACTUALLY CAUSED THE SITUATION?
ANDERSONS 2D MODEL FOR LEARNING DESIGN AND ASSESSMENT OF

PS
CT
TS
14
NO ONE-TO-ONE MAPPING EXIST BETWEEN KNOWLEDGE
DIMENSIONS AND COGNITIVE PROCESSES. COMPLEX INTERPLAY OF
COGNITIVE PROCESSES IS INVOLVED IN PROGRESSIVE KNOWLEDGE
ACQUISITION.
Factual or Conceptual Knowledge Remembering+ Understanding
Procedural Knowledge Application
Problem Solving Analysis
Critical thinking Analysis or Evaluation
Troubleshooting Evaluation
15
KNOWLEDGE (K) AND SKILLS (S) ARE NOT SUFFICE IN
PROVIDING GOOD PROBLEMS SOLVING TRAINING. PROBLEM
SOLVING REQUIRES A MINDSET OR ATTITUDE TO SOLVE THE
PROBLEMS.
THE SUCCESS OF TRANSFER FUNCTION DEPENDS UPON HOW
WELL AFFECTIVE DOMAIN IS INTEGRATED IN CURRICULUM
TO TEACH THINKING SKILLS.
AFFECTIVE DOMAIN PERTAINS TO ATTITUDE (A) WHICH
INCLUDES MINDSET, APPROACHES, METHODS, TECHNIQUES
AND DISPOSITION REQUIRED TO SOLVE A PROBLEM
EFFECTIVELY AND EFFICIENTLY.
16
SIGNIFICANCE OF ATTITUDE IN DESIGNING AND DELIVERING A PROBLEM
SOLVING TRAINING
KNOWLEDGE + SKILLS = ABILITIES
(You can do it. You have been equipped to do it, but we are yet to see the
disposition how effectively you do it)
17
ABILITIES + ATTITUDE = COMPETENCE
(You can do it !! You have right disposition to do it!! Given right
opportunity you should be able to do it, but you have not proved it yet in
real-life situation)
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COMPETENCE + ENVIRONMENT = PERFORMANCE
(You are actually able to do it!! You have proved it in some real-life or
closer to real-life situations!! but you may not have gained the mastery yet)
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COMPETENCE + ENVIRONMENT = PERFORMANCE
(You are actually able to do it!! You have proved it in some real-life or
closer to real-life situations!! but you may not have gained the mastery yet)
PERFORMANCE + REPRODUCIBILITY= PROFICIENCY
(You have proved the mastery multiple times consistently reproduced in
multiple real-life or closer to real-life situations)
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R= Repeatability, Soundness of skills, Consistency,
Reproducibility, Mastery to certain level
20
5 CORE COMPETENCIES (5CC) MODEL OF LEARNING DESIGN AND ASSESSMENT
OF PROBLEM SOLVING TRAINING

Domain Understanding (Input)
1. Operations (Factual, Conceptual,
Procedural knowledge) and Inter-
dependencies
Transfer function
2. Problem Solving Competencies
3. Critical thinking Competencies
Competencies
On-The-job Readiness
competencies (Output)
5. On-the-job terminal tasks or success
indicators
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5 CORE COMPETENCIES (5CC) MODEL FOR LEARNING DESIGN AND
ASSESSMENT OF OR PROBLEM SOLVING TRAINING
Domain Understanding (Input)
1. Domain Operations (Factual,
Conceptual, Procedural knowledge)
and Inter-dependencies
Transfer function
2. Problem Solving Competencies
3. Critical thinking Competencies
Competencies
On-The-job Readiness
competencies (Output)
5. On-the-job terminal tasks or success
indicators
CORE COMPETENCY 1:
Domain Understanding- What is ideal and
non-ideal behavior of a given object?
CORE COMPTENCY 2:
Problem Solving- What is the situation
(what is wrong)?
CORE COMPENCY 3:
Critical Thinking- What could have caused
the situation?
CORE COMPETENCY: 4
Troubleshooting thinking- What actually
caused the situation?
CORE COMPTENCY: 5
On-the-readiness terminal tasks - What
should be done to correct , eliminate or prevent
situation?
22
PROBLEM SOLVING LEARNING DESIGN EQUATIONS
Meta-Cognitive knowledge (and higher-order judgmental knowledge) =
Problem Solving + Critical Thinking + Troubleshooting + Meta-
Comprehension+ Higher Order Thinking
Knowledge Recall
Knowledge Remembering + Understanding
Factual or Conceptual Knowledge Remembering+ Understanding
Procedural Knowledge Application
Total understanding = Factual + Conceptual + Procedural Knowledge
Problem Solving Analysis
Critical thinking Analysis or Evaluation
Troubleshooting Evaluation
23
LEARNING DESIGN POSTULATIONS
Knowledge is an achievement through critical reflection via complex interplay of
cognitive processes
Design problem Solving training objectives and assessment around vertical axis
of Andersons Model using free play of cognitive processes
24
ABOUT THE AUTHOR
Author is Global Learning and Training Consultant specializing in the area of
performance technology. He has worked extensively in proficiency based
training, advanced instructional design, learning design\, systems engineering
techniques and management models. He has professional, research and
management experience for over 17 years. He holds MBA in Operations
Management, Executive MBA, Master degree in Technology and Bachelor
degree in Technology with specialization in Electronics and Communication
Engineering. He has earned numerous international certification awards -
Certified Management Consultant (MSI USA/ MRA USA), Certified Six Sigma
Black Belt (ER USA), Certified Quality Director (ACI USA), Certified
Engineering Manager (SME USA), Certified Project Director (IAPPM USA), to
name a few. In addition to this, he has 60+ educational qualifications,
credentials and certifications in his name.
Raman K. Attri
Global Learning Consultant and Performance Based Training Specialist
Contact: +44 20 7979 1979
E-mail: rkattri@rediffmail.com
Website: http://sites.google.com/site/ramankumarattri
LinkedIn: http://www.linkedin.com/in/rkattri/
Other Publications: http://www.,slideshare.net/rkattri/
Copyright Raman K. Attri
All rights reserved. Copyright 2010 Raman K. Attri. No part of this document can be reproduced or
used or copied without permission of author.

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