Systems vs Minimalist Approaches

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Systems vs MinimalistApproaches
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Paradox of Sense Making (Learning)

• To learn, you must interact meaningfully with the
  system.But, to interact with the system,
  you must first learn.

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Two Ways to Look at Learning

• Comprehensive Conceptual and Procedural
  Instruction--gt Systematic
• Learning to Do Learning to Transfer--gt
  Minimalist

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Systematic Instruction

• Pre-established Goals
• Identified Prerequisites
• Step-By-Step Sequenced Instruction
• Elimination of Error
• Comprehensive Coverage
• Emphasis on Reading or Tutorial Pacing
• Feedback for Correct Responses

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The System-Centered View of Computer Documentation
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The User-Friendly View of Computer Documentation
The Readability
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Systematic Instruction Problems

• People do not follow steps (They are too busy
  learningto make much use of the instruction.)
• Motivational Double Bind (Success is hollow
  exploration leads to a snarl of errors.)
• Testing on literal material discourages
  inferences.

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Minimalist Instruction Key Idea

• To present the smallest possible obstacle to
  learners efforts To accommodate,
  even to exploit, the learning
  strategies that cause problems for
  learners when they use systematic
  instructional materials.

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Minimalist Instruction

• Training on Real Tasks
• Getting Started Fast
• Reasoning and Improvising
• Reading in Any Order
• Coordinating System and Training
• Supporting Error Recognition and Recovery
• Exploiting Prior Knowledge
• Using the Situation

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TOOLS (e.g., info systems, computers, schedule,
etc)
OBJECT-OUTCOME MotiveGoalConditions
ActivityActionOperations
SUBJECT (person or organization)
RULES (inc. values, ethics)
COMMUNITY OF PRACTICE (other colleagues, staff
members, suppliers, customers etc)
DIVISION OF LABOUR (Roles)
Activity System
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The User-Centered View of Computer Documentation
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Discovery Learning
Any learning environment in which the student is
actively involved in problem solving
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Discovery Learning
If the goal is simply to learn a well-defined
content--definition and procedures--then a
discovery approach is not necessary. The learner
should simply be told the answers and either
given a memory (job) aid or required to memorize
it.
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Discovery Learning
However, if the goal is to be able to use the
information in a content domain, to be able to
think in the content domain, to be able to invent
defensible understandings, then the discovery
method is appropriate.
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Issue Balance
Structure and Access to Resources
Focus on Meaningful Problems and Freedom to
Explore
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Five Stages of Development for Computer Users
Dreyfus Dreyfus, 1986 Hackos Stevens, 1997
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Novice computer users
         have no previous experience       
experience concern about their ability to
succeed        don't want to learn, only
accomplish a goal        don't know how to
respond to mistakes        are vulnerable to
confusion
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Advanced beginner computer users
          try tasks on their own        have
difficulty troubleshooting        want
information fast
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Competent computer users
         develop conceptual models       
troubleshoot problems on their own        seek
out expert user advice
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Proficient computer users
       want to understand the larger
conceptual framework        frustrated by
oversimplified information        correct
previous poor task performance        learn
from the experience of others  
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Expert computers users
          are primary sources of knowledge and
information        continually look for better
methods