The role of metacognitive skills in learning to solve problems

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54 Declarative knowledge General What is the rationale for KM? What is the definition of knowledge? What is the definition of KM? What is a product leadership type of company? Performance indicators What are the four levels of indicators? How are the four levels of indicators organised? What do all the indicators mean? Knowledge processes and departments What knowledge processes are distinguished in KM Quest and what are their definitions? What knowledge departments are distinguished in KM Quest? Events What types of interventions exist? KM Interventions What types of KM interventions exist? What are the expected effects of interventions? Procedural knowledge Higher level What are the four phases in the KM model and what is their definition? What is the character of the KM model? Being able to perform the activities in the KM model Inspect current BPI and event Decide where to focus Determine focus on knowledge domains Determine focus on properties of knowledge domains Obtain information on knowledge processes and event Determine focus on knowledge processes in domains and between domains Inspect and discuss event Set desired Business Process Indicators (BPI) and Knowledge Process Indicators (KPI) Inspect Knowledge InFra structure (KIF) Decide on, and select and implement interventions Monitor changes in the business Write the yearly report Being able to solve KM problems Being able to interpret an event Being able to choose relevant interventions for an event Being able to interpret the status of an indicator and take appropriate actions Table 3.2. Learning goals in KM Quest.
KM Quest 55 process in an electronic learning environment. By adding learner support to KM Quest, the learning environment is less constructivist in nature. However, support is deemed a necessary condition for fostering learning (see chapter 1). Important characteristics of support in KM Quest are described below. Players are supported in active knowledge construction. The presence of handbooks supports collection of information. Different handbooks are available: KM handbook (description of the KM model and KM in general), Intervention handbook (information about interventions and their possible effects), Indicator handbook (definitions of indicators), KM dictionary (glossary of terms) and the Visualization handbook (information about how the indicators are visualized in KM Quest). Just-in-time information is presented in the KM model. Each activity in the model is accompanied by a What to do and How to do tab. In these tabs information is provided that explains what do to in that specific activity and how to perform the activity. The authenticity principle is safeguarded in KM Quest by means of the realistic case material of Coltec. In the chart of Coltec on the white board, information is provided about the company’s products, its markets, its structure and its history. KM Quest contains realistic problems in the form of events, which are described in the Newspaper. The problems in the events are ill-structured and ill-defined. On the one hand, all the information is available in the game to perform the activities of the KM model that support the problem solving process. In that sense, there are no open constraints in events for which values are unknown. On the other hand, players need to formulate certain assumptions to further aid the problem solving process. In that respect the problems are ill-structured. The problems in KM Quest are ill-defined because there is no criterion for the end-state. Players are instructed to manage Coltec’s knowledge household ‘as good as possible’. In KM Quest the problems are highly situated in the Coltec context. KM Quest supports self-regulation and reflection. History books are implemented for each quarter in the game. In the history books players can inspect what activities of the KM model they have performed in previous quarters. Also the content of the communication is available for inspection. The history books serve as common memory for the team in order to keep track of what they have been doing in the game. Feedback about how one is doing enables adjustment of one’s learning behaviour. The visualization of the indicators is especially important in interpreting how Coltec is doing and what the effects are of interventions. These indicators can be inspected at any time during the game. In order to judge whether the interventions were appropriate for an event, information is
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The role of metacognitive skills in
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The role of metacognitive skills in
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Contents 1. INTRODUCTION 1 2. THEOR
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Contents ix 6. STUDY III: ADDED VAL
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xii Rienke Schutte, zonder de medew
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2 in realistic settings and everyda
Page 14 and 15: 4 use a trade-off between efforts i
Page 16 and 17: 6 of this thesis are described. In
Page 18 and 19: 8 First an overview of relevant lit
Page 20 and 21: 10 In research concerning reading a
Page 22 and 23: 12 problem has actually been found
Page 24 and 25: 14 or whether domain specific metac
Page 26 and 27: 16 learners should be able to artic
Page 28 and 29: 18 piece of origami paper. Both mat
Page 30 and 31: 20 tion given to the problem solver
Page 32 and 33: 22 is rather directive. It does not
Page 34 and 35: 24 The problem solver has declarati
Page 36 and 37: 26 problem and the fact that studen
Page 38 and 39: 28 learn from them. In terms of Jan
Page 40 and 41: 30 This model is called DORMOBILE (
Page 42 and 43: 32 Second, the meta-level in proble
Page 44 and 45: 34 Figure 2.8. Theoretical model of
Page 46 and 47: 36 task-level. In order to keep the
Page 49 and 50: Chapter 3 KM QUEST The goal of this
Page 51 and 52: KM Quest 41 Figure 3.1. The Knowled
Page 53 and 54: KM Quest 43 the fact that some plan
Page 55 and 56: KM Quest 45 a dynamic simulation-ga
Page 57 and 58: KM Quest 47 Quest. They are visuali
Page 59 and 60: KM Quest 49 cesses in Coltec. For e
Page 61 and 62: KM Quest 51 Figure 3.5. The Knowled
Page 63: KM Quest 53 3.3.1.3 The IMPLEMENT p
Page 67 and 68: Chapter 4 STUDY I: PILOT This chapt
Page 69 and 70: Study I: Pilot 59 the spontaneous o
Page 71 and 72: Study I: Pilot 61 Also, the questio
Page 73 and 74: Study I: Pilot 63 however, to what
Page 75 and 76: Study I: Pilot 65 ceived 12 questio
Page 77 and 78: Study I: Pilot 67 objective, a seco
Page 79 and 80: Study I: Pilot 69 other. It also ex
Page 81 and 82: Study I: Pilot 71 In conclusion, th
Page 83 and 84: Study I: Pilot 73 Finally, the othe
Page 85 and 86: Study I: Pilot 75 Figure 4.2. Scree
Page 93: Study I: Pilot 83 alizations of the
Page 96 and 97: 86 of meaningful learning which can
Page 98 and 99: 88 opportunity events (instead of t
Page 100 and 101: 90 different occasions or settings.
Page 102 and 103: 92 conceptual correctness (54) the
Page 104 and 105: 94 The score on KMQUESTions indicat
Page 106 and 107: 96 is a variable that influences th
Page 108 and 109: 98 5.4 Discussion The hypothesis fo
Page 110 and 111: 100 mal company results. In the fol
Page 112 and 113: 102 more inclined to regulate domai
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104 these skills in order to solve
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106 Hypothesis 1: students acquire
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108 KMQUESTions of study II was per
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110 The second measurement of game
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112 T-PROS because they did not occ
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114 Category Rule Example Task Indi
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116 vised by one experimenter in or
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118 6.3 Results 6.3.1 Game results
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120 to Coltec. Only threats have a
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122 6.3.2.1 Effects of learning and
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124 Prospective Pre-test Post-test
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126 Distribution Frequency 1 high 2
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128 No − model Model Retrospectiv
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130 model condition. Perhaps, perfo
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132 Cog Tas Meta Total No-model con
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134 Condition * Metacognition G MET
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136 Figure 6.5. Relations between m
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138 in the model condition: Visuali
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140 Figure 6.7. Overview of relatio
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142 ‘monitoring’. Prospective s
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144 learning. Finally, in the no-mo
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146 inclusion of a task model speci
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148 interpreting the results on met
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150 When no task model is available
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152 Another perhaps more valid expl
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154 havioural measures prove to be
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Appendix A Solving a problem in KM
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APPENDIX A: Solving a problem in KM
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APPENDIX A: Solving a problem in KM
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164 to learning to solve problems.
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166 cognition in a constructivist l
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168 forward. The most important one
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Chapter 9 SAMENVATTING Het huidige
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Samenvatting 173 De aanwezigheid va
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Samenvatting 175 gebruik van metaco
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Samenvatting 177 nificant leereffec
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References Akhras, F. and Self, J.
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REFERENCES 181 Duffy, T. and Cunnin
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REFERENCES 183 Nelson, T. (1999). C
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REFERENCES 185 van Harmelen, F., Wi
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Prototyping of CMS Storage Manageme
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Human-Computer Interaction and Pres
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A Model-driven Approach for Buildin
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