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computing profession and core skills
- 1. Professional Practices SS-301 Ehtesham Raza, AssistantProfessor, Govt. Murray College, Sialkot.
- 2. Computing is theprocess of using computer technology to complete a given goal-oriented task. Computing may encompass the design and development of software and hardware systems for a broad range of purposes - often structuring, processing and managing any kind of information - to aid in the pursuit of scientific studies, making intelligent systems, and creating and using different media for entertainment and communication. COMPUTING
- 3. Computing Core Skills Problem-Solving Critical Thinking Creative Thinking Strategic Thinking Decision-Making
- 4. Problem-Solving Involves usinghigher-order thinking skills to effectively handle and critically work out realistic solutions to problems. - Is a basic skill or tool that is needed by employees for workplace demands - Includes a complex set of cognitive, behavioral, and attitudinal components - Can be a multiple-step process
- 5. Critical Thinking • Involvesexamining the meaning and significance of what is observed or expressed. - Is a useful skill in making careful considerations during problem-solving - Involves objectively and thoughtfully examining evidence before making judgments - Requires logic, reasoning, clarity, credibility, accuracy, relevance, depth, significance, and fairness.
- 6. Creative Thinking • Involvesexploring ideas, generating possibilities, and looking for many right answers rather than just one. – Thinking creatively allows individuals to have the ability to accept change and newness, a willingness to play with ideas, and a flexibility in their outlooks – Is an important mode of thinking when trying to solve problems
- 8. Positive Attitudes thatLead to Creativity 1) Curiosity 2) Challenge 3) Constructive Discontent 4) Believing most problems can be solved 5) Understanding that problems can lead to improvements 6) Seeing the good in the bad
- 9. Creative Problem Solving Components Explorethe Challenge Plan for Action Generate Ideas
- 10. Creative Problem Solving: TheSix Stages Building Blocks Stages Explore the * Identify Goal, Wish or Challenge Challenge * Gather Data * Clarify the Problem Generate Ideas * Generate Ideas Prepare for Action * Select & Strengthen the Solution * Plan for action
- 11. Strategic Thinking • Involvesassessing a program in relation to its mission, its future goals, and the external environment. – requires examining whether a program is "doing the right things" in order to achieve its mission – means having an end goal or vision in mind and developing plans to reach them
- 12. Characteristics of Strategic Thinking •There is a focus on: – long-term rather than short-term outcomes – the “big picture” and underlying systems – critical and creative thinking – leverage and gaining a maximum advantage
- 13. Decision-Making • Involves identifying& choosing alternatives based on the values and preferences of the decision maker. – When making choices among alternatives, we want the decision that: 1) Has the highest chance of being successful or effective 2) Best fits with our needs, goals, desires, and values - Decisions can be simple or complex
- 14. Types of Decisions 1.)Decisions about whether or not - involves yes/no, either/or decisions - make decisions by weighing pros versus cons 2.) Decisions of which - involves choosing the best alternative among a set of decisions 3.) Contingent decisions - depend on certain conditions being met
- 15. Decision-Making Steps 1.) Identifythe decision that needs to be made and possible goals to reach. 2.) Gather up information. 3.) Generate a list of alternative solutions. 4.) Rate the alternatives. 5.) Examine the risk of each alternative. 6.) Make the decision.
- 16. How to Accelerateyour Learning for Problem-Solving In order to accelerate learning, one must acknowledge their personal learning style, maximize their intelligence and their ability to acquire and remember information.
- 17. Determine your Learning Style •Knowing your learning style can help you capitalize on your strengths and play down weaknesses • Learning is dependent on our senses to process information – There is often a tendency to use certain senses over others
- 18. Determine your LearningStyle • Three Basic Learning Styles: 1.) Visual: learning through “seeing” • Ex: Diagrams, illustrations, pictures 2.) Auditory: learning through “hearing” • Ex: Verbal lectures 3.) Kinesthetic: learning through “doing” • Ex: Hands-on learning
- 19. General Methods toImprove your Memory 1.) Pay attention and do not multi-task 2.) Tailor information to your learning style 3.) Utilize your senses 4.) Relate information to what you already know 5.) Organize information 6.) Rehearse information frequently and “over-learn” 7.) Be motivated and maintain a positive attitude
- 20. Types of QuestionsInvolved in Problem-Solving There are three basic types of questions: 1. Open-ended 2. Closed-ended 3. Leading
- 21. Open-Ended Questions Open-ended: isdesigned to encourage a full, meaningful answer using the subjects own knowledge and feelings - Allows for a free response and can be perceived as a less threatening type of question. - Example: Can you tell me what you think of your relationship with your boss?
- 22. Closed-Ended Questions Closed-ended: isdesigned to encourage a short or one word answer, such as “yes” or “no.” - These questions require short responses, and thus save time. However, responses may then be more incomplete. - Example: Do you get along well with your boss?
- 23. Leading Questions Leading: designedto subtly prompt the responder to answer in a particular way. - These questions can be problematic as they can result in false or slanted information. - Example: Tell me how this problem arose? (this assumes that there is a problem and that you were involved in it arising)
- 24. • Seven stepsfor problem-solving 1.) Identify the issues - Be clear about what the problem is 2.) Understand everyone’s interests -It is important to take the perspective of all that are involved to generate the best solution Problem-Solving Techniques
- 25. 3.) List possiblesolutions - Brainstorm and use creativity to come up with ideas on how to solve the problem 4.) Evaluate the options - Consider the pros and cons for given solutions 5.) Select an options or options - Determine what is the best option and provides the most balancing solution to the problem. Consider also whether several solutions could be combined. Problem-Solving Techniques (Continued)
- 26. 6.) Document anyagreements - if working in a group, note the agreement among members about solutions 7.) Implement, monitor, and evaluate solutions Problem-Solving Techniques (Continued)
- 27.
Editor's Notes
- #3 Computing has also been defind as a branch of engineering science that deals with the systematic study of algorithmic processes, which are used to describe and transform information. It also has specific meanings depending on the context and field in which it is used. For example, cloud computing, social computing, ubiquitous computing, parallel computing and grid computing all fall under the umbrella of the general meaning of computing while still having a specific purpose and definition separate from each other. Essentially, these are different applications of computing. No matter how you define it, though, computing all boils down to one big fundamental question: What can be successfully automated?
- #5 Problem-solving is cognitive, but is inferred from behavior. Problem-solving results in behavior that leads to a solution. Problem solving is a process that involves manipulation of operations or previous knowledge. Information from: “Principles for Teaching Problem Solving,” Technical Paper Four, Jamie Kirkley, Indiana University, PLATO Learning, INC.
- #6 Information from: http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm
- #9 1.) Curiosity: those who are creative thinkers want to know things. They are interested in gaining further knowledge about things that they are not aware of or familiar with. 2.) Challenge: those who are creative thinkers like to identify and challenge the assumptions behind ideas, proposals, problems, beliefs, and statements. 3.) Constructive Discontent: those who are creative thinkers have the ability to see a need for improvement and to propose a method of making that improvement. 4.) Believing most problems can be solved: those who are creative thinkers believe that something can always be done to eliminate or help alleviate almost every problem. 5.) Understanding that problems can lead to improvements: those who are creative thinkers recognize that unwanted problems are not necessarily bad, because they often permit solutions that leave things better than before the problem arose. 6.) Seeing the good in the bad: those who are creative thinkers can see that there may be something useful even in the worst of ideas.
- #12 Strategic thinking is a process that defines the manner in which people think about, assess, view, and create the future for themselves and others. Strategic thinking is an extremely effective and valuable tool. One can apply strategic thinking to arrive at decisions that can be related to your work or personal life. In its simplest form, strategic thinking is an ability to plan for the future. It's the capacity to prepare strategies and conjure ideas that will both cope with changing environments and consider the various challenges that lie ahead.
- #14 Simple decision tend to have more straightforward solutions, whereas complex decisions require a more elaborate decision-making process. Decisions may be complex when: there is a high amount of: uncertainty, risky consequences, numerous alternatives, and/or interpersonal issues involved.
- #15 Example of decisions about whether or not: Should I share my new idea with my boss?, Should I help my co-worker with their project, as I have some experience in the area in which they are working? Example of decisions of which: Should I help my co-worker do their project, complete my own work and not worry about him or her, or get my boss’s opinion on the best course of action? Example of contingent decisions: I will help my co-worker work on their project if I have completed my own work first.
- #16 Step One: Recognize that a decision needs to be made. Look at the scope of the decision and determine any limitations that will be involved. Clarify the end goals of the decision and know what should be achieved as a result of the decision. Step Two: While there is often a degree of uncertainty in decisions that are made, and it is impossible to get ALL of the facts, having some background knowledge of factors that will affect your decision is important. When collecting information, focus on facts, feeling, and your intuition. As you collect facts, consult with individuals who will either have to implement your decision or those who will be affected by it. Getting their input also helps make them feel as if they are a part of the decision-making process. Step Three: Make a list of all the possible choices that could be made. You can also include in this list a decision to do nothing, as this may sometimes be the best alternative in given situations. Alternatives can be decisions that already or exist or you may create your own new decisions about how to handle something. Step Four: Evaluate the value of each alternative. Consider negative aspects, such as consequences, problems created, cost, and the amount of time needed. Also consider positives such as, a strong financial investment, time saved, making employees or others more satisfied. Step Five: There is usually a degree of uncertainty and risk involved when we make decisions. It is thus important to rate the degree of risk among our possible set of alternatives in order to make the best decision. You can create percentages, ratios, or rankings of risk among all of the alternatives. Step Six: Make a decision based on your set of alternatives. The decision could have one of the alternatives, more than one alternative (a multiple decision), or it could be a decision to choose none of these. Information from: Introduction to Decision Making by Robert Harris, Version Date: December 2, 2009. Retrieved at: http://www.virtualsalt.com/crebook5.htm
- #20 1.) You have to pay attention to information that is being presented; this includes refraining from multi-tasking and focusing on other things that are not relevant to the material that needs to be learned and recalled later. You cannot remember something if you never learned it in the first place. 2.) In order to remember information, it is important that you try to comprehend and adapt it in a way that fits your own personal learning style. For example, for those that are visual learners, it is important that they learn by reading or otherwise seeing what they need to know. 3.) The more senses that you involve, the easier it will be to remember learned information. For example, even if you are a visual learner, read out loud what you want to remember. Or try to relate information to colors, textures, smells, and tastes. 4.) It helps when learning new information to connect it to previous knowledge or information that you already remember. 5.) It may be easier to remember information when you organize it. For example, write down important dates on calendars or take notes on more complex material and reorganize the notes later into categories. 6.) Review what you have learned on that same day that you learned it; this is called “space rehearsal” and is more effective than cramming information at the last minute. It can be even better if you “over-learn” the information tso that recalling it becomes almost automatic. 7.) Tell yourself that you actually want to learn what you need to remember, and that you can learn and remember it. Give yourself positive feedback. Information from: http://helpguide.org/life/improving_memory.htm