Page 232 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 232
ment of the solution. We need to use all relevant technical and business tools
and skills, which individuals or the elementary group involved in the prob-
lem-solving process use only in rare instances. Additionally, the approach is
distinctly and solely user-centred, action-oriented, encouraging the transfer of
knowledge from all disciplines relevant to solving the problem (Brown, 2008).
The more elaborately described characteristics of this approach are as follows:
- The mode of thinking is characterised by cycles which do not always
follow in sequence; it is a synthetic-iterative approach (Rauth et al.,
2010). We thus move further away from the conventional process of
analytical search for a single correct solution, which more often than
not does not produce optimal results in a real, volatile environment.
- It is centred upon creating the desired future, for which new soluti-
ons for both existing and new problems are developed. We are always
on the lookout for new opportunities and new solutions, so this thin-
king mode is also opportunistic and driven by the new social worth it
is creating.
232 - It is holistic and integrative, a comprehensive solution to the problem
is found (Martin, 2004) and is understood as a system with many links
and a series of necessary inputs. Through a broad understanding, in-
vestigative curiosity and creative solutions are then proposed that are
a considerable improvement over the existing ones.
- An important part of the process is experimenting, both in looking for
new ideas and in terms of observation techniques and, especially so,
during the prototyping stage, when the solutions are improved itera-
tively. The approach is distinctly action-oriented (Rauth et al., 2010).
- The approach is distinctly transdisciplinary and cooperational - it com-
bines the knowledge originating in different fields, adjusts it and uses
it in different part of the process where applicable.
- It is user-centred and tries to understand the user by means of empha-
tic observation approaches. We see the world from the point of view
of everyone concerned with the problem in one way or another and
apply observation to look for details that would get overlooked if mo-
re conventional data collection methods, for instance a survey, were
used (Brown, 2008). Users are often unable to express their wishes and
needs, so it is up to the teacher to recognise them by means of empi-
rical methods (Kotchka, 2004).
- The process is accompanied by optimism and creativity, as we are on
the lookout for solutions to immensely complicated problems and we
create new solutions instead of choosing among the existing ones
(Brown, 2008).
student (under)achievement: perspectives, approaches, challenges
and skills, which individuals or the elementary group involved in the prob-
lem-solving process use only in rare instances. Additionally, the approach is
distinctly and solely user-centred, action-oriented, encouraging the transfer of
knowledge from all disciplines relevant to solving the problem (Brown, 2008).
The more elaborately described characteristics of this approach are as follows:
- The mode of thinking is characterised by cycles which do not always
follow in sequence; it is a synthetic-iterative approach (Rauth et al.,
2010). We thus move further away from the conventional process of
analytical search for a single correct solution, which more often than
not does not produce optimal results in a real, volatile environment.
- It is centred upon creating the desired future, for which new soluti-
ons for both existing and new problems are developed. We are always
on the lookout for new opportunities and new solutions, so this thin-
king mode is also opportunistic and driven by the new social worth it
is creating.
232 - It is holistic and integrative, a comprehensive solution to the problem
is found (Martin, 2004) and is understood as a system with many links
and a series of necessary inputs. Through a broad understanding, in-
vestigative curiosity and creative solutions are then proposed that are
a considerable improvement over the existing ones.
- An important part of the process is experimenting, both in looking for
new ideas and in terms of observation techniques and, especially so,
during the prototyping stage, when the solutions are improved itera-
tively. The approach is distinctly action-oriented (Rauth et al., 2010).
- The approach is distinctly transdisciplinary and cooperational - it com-
bines the knowledge originating in different fields, adjusts it and uses
it in different part of the process where applicable.
- It is user-centred and tries to understand the user by means of empha-
tic observation approaches. We see the world from the point of view
of everyone concerned with the problem in one way or another and
apply observation to look for details that would get overlooked if mo-
re conventional data collection methods, for instance a survey, were
used (Brown, 2008). Users are often unable to express their wishes and
needs, so it is up to the teacher to recognise them by means of empi-
rical methods (Kotchka, 2004).
- The process is accompanied by optimism and creativity, as we are on
the lookout for solutions to immensely complicated problems and we
create new solutions instead of choosing among the existing ones
(Brown, 2008).
student (under)achievement: perspectives, approaches, challenges
