Problem-oriented Clause Samples
Problem-oriented. The problem-oriented teaching method can well be used for teaching computer applications, where it essentially means the same as in any subject area. ICT teaching can be adapted to problem-oriented method with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good POM problems that transcend fields (▇▇▇▇, ▇. ▇., ▇▇▇▇, ▇. ▇, & ▇▇▇▇▇, D. E. (Eds.). (2001). The power of problem-based learning. ▇▇▇▇▇▇▇▇, VA: Stylus). In addition to course content, problem- oriented method can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating materials, and life-long learning. Just to demonstrate it, consider a series of application tasks that are built on one another, and structure them in a way that one needs newer and newer application knowledge to solve them; but in the meantime, one should continually use the previously acquired knowledge. It can be illustrated with an example taken from word processing: When we teach a trainee to paste pictures for example, it is not practical to use tasks that concentrate exclusively on that. By employing this method, such tasks can be chosen that make trainees use the opportunities of pasting other objects and paragraph and object formatting learnt previously. The continuous use of previous knowledge is essential for a deeper skills acquirement process while continuous practice helps improving acquisition and routine use in the future. The elements of a task series might support the introduction of various new knowledge items: the knowledge of an application type, its general structure, thinking and planning skills (How can it be solved faster, more easily and simply? etc.), good command of tools (What application system functions are needed in order to solve the given task?). The distinctive feature of this method could be that it will easily and logically lead trainees over from one function or set of operations within the application to others if the solution of a problem can be more easily realized by using other set of operations or functions. The main issue that you may face when employing this method – as compared to other subject areas is a small amount of necessary task books. Moreover, the tasks in these books may not be so well structured. Trainers might need to work out task themselves to efficiently use this method. The problem-orien...