The document discusses shifting perspectives in instructional design away from traditional linear problem solving models. It provides examples of how people don't actually solve problems in a linear way in real life. Instead, flexible models and open learning environments allow students to use their own means and interests to find solutions through hands-on learning and available resources. Constructivist learning environments give students ill-structured problems relevant to them while providing support, allowing for more authentic learning centered around how people naturally problem-solve in their own lives.

1. Shifting Perspectives of
Instructional Design
Erica Rodriguez
Assignment 3.1

2. Traditional Problem Solving
Questioned
 Traditional Problem solving includes gathering data,
analyzing data, formulating a solution, and
implementing the solution.
 But is this really how we problem solve?

3. Example
 Last weekend I got a flat tire
 The first thing I did was not to gather data, but to
formulate a solution! I needed a ride home and I
decided to call my dad.
 Next I didn’t analyze data but I implemented my
solution, by calling my dad to come get me.
 Last I gathered and analyzed data by realizing I had
ran over a nail in the parking lot, and my dad could put
my spare tire on when he arrived.

4. Example Continued
 I didn’t go through the traditional problem solving
method, when I had a flat tired, as most people don’t
when they problem solve.
 People have begun to realize teaching the linear
problem solving method is quite possibly not the best
way to go about teaching students.
 So they have created Flexible Models

5. Open Learning Environments
 This type of learning aims to have students use their
own means to find solutions to posed problems.
 It strives on hands on learning, personal experience,
personal interests, and access to resources.

6. Resources and Tools
 Students are given both static (stays the same) and
dynamic (changes) resources.
 They are given processing, manipulating,
communication, and scaffolding tools.

7. Example
 A elementary school teacher may pose a question like
this to students: I have a a backyard that has flat land,
and only grass. What can I put in my backyard?
 Students will be given examples, websites to visit, and
can ask questions to the teacher at any time.
 Each student will create some sort of visual aid to
present their ideas.

8. Example Continued
 Students may come up with ideas like a garden, pool,
swing set, or trampoline. Some students may get even
more creative like saying a petting zoo or a racetrack.
 Students may use posters, videos, songs, power points
and more to express ideas.
 This helps students learn to be creative, as well as a
research and presentation style that fits there style and
interest.

9. Constructivist Learning
Environments
 This is learning that is driven by ill-structured problems,
and authentic learning
 This allows students to select a problem interesting,
and relevant to them.
 Teachers will provide related examples, resources,
cognitive tools, collaboration tools. And social support.

10. Example
 Students are given the problem: What can you do over
the summer to improve your knowledge about your
favorite animal?
 This is a vague question, ad students will be given
resources, examples. And other tools to help them.
 Students will be interested because it is the animal of
their choice, and the solution of there finding.

11. These models revolve
around how people learn
best in their own life, not how
they learn in school!