Workshop 4C-ID Design Methodology Designers and teachers European Patent Office The Hague, 2010,...

Workshop 4C-ID Design MethodologyDesigners and teachers European Patent Office

The Hague, 2010, October, 26-27

Dr. Bert Hoogveld account manager/senior ID-consultant

CELSTEC Learning & Cognition Open University in the Netherlands

What brings us here?

Purpose of the workshop

• Refresh developers team’s knowledge and insight in 4C-ID design methodology

• Solve together maintenance problems of courses (continuous updating of supportive information)

• Support instructors with strategies in trainees timing in acquiring of supportive information

• How to provide feedback on trainee’s performance outside the training?• Fitting ‘non-unity of invention’ in the course program for trainees• Find instructional strategy for introducing and mastering Trimaran in the

course program for trainees

Agenda of day 1 1/2Morning• Warming-up: goals, the whole task, excerpt from film: ‘master class’ (25 ‘)• Why using the 4C-ID model? Prevention of ‘cognitive overload’ (10’)• Overview of the 4 components of the model (60’)Coffee break• At work with the components• The learning task (60’)• Task Classes (30’)Lunch 45’

Agenda of day 1 2/2Afternoon• Standards. Performance objectives. Problem 3• Non-routine aspects: supportive information. Problem 4• Routine aspects: procedural information and part-task training. Problem

5, Problem 6Tea break• The problem of continuous revision of supportive info. Problem 7• The problem of acquiring supportive knowledge by trainees. Problem 8• Instruction and independent exercises, coaching and feedback. Problem

9• Variation in types of learning tasks. Problem 10

Agenda of day 2Morning (coffee break at 10:15)• Recapitulation of headlines of day 1• Questions about Day 1: the 4C-ID model• The problem of positioning ‘non-unity of invention’ in the course

– problem analysis, finding and discussing possible solutions, conclusions of the design team

Lunch from 12.15- 13.15Afternoon (tea break at 15.15)• The problem of introducing a tool (Trimaran) to trainees: positioning in

the course.– problem analysis, finding and discussing possible solutions, conclusions of the

design team

• Short evaluation of the workshop and final conclusions

‘Masterclass’

Observation suggestion: • Which competence is trained in this film?

Problem 1Analysis of competencies

• Which competence is trained? • How does YoYo Ma transmit his experience?• What’s YoYo Ma’s experience? • On what moment Immanuel understands how to approach the music? • Does YoYo Ma succeed in one time to explain how Immanuel should

approach the music?• What’s excellent in musical development of Immanuel before the

masterclass?• What is his grow of experience?• What is the functon of the master class?

Problem 2Analysis of competencies

Now try to replace the musical competence from the Masterclass film by the competence of a patent examiner.

• What will be the analogy, what the main difference?• Compare the supportive instruction in the film Masterclass with the

supportive instruction provided in the patent examiner training course(s). Are there differences in media, materials, used; what is the role of the teacher in both training approaches?What is exactly taught to the student in both of the approaches?

Why using the 4C-ID model?

Cognitive load• Cognitive load represents the load that performing a particular – complex

- task (e.g., afhandeling van een octrooiaanvrag) imposes on the human cognitive system.

• Differences between novices (new trainees) and experts (last year trainees, trainers)

Schema constructionSchema automation

FREE

Cognitive Load and Instruction

Traditional instruction

Intrinsic to task

ineffective

Capacity max.

Capacity min.

Intrinsicto task

CLTinstruction 1

ineffective

minimizeineffective load

Intrinsicto task

CLT instruction 2

ineffective

Effective

maximizeeffective load

CLT instruction 3

In trin sic

a b c

manageintrinsic load

Why using the 4C-ID model?Cognitive overload

In this workshop, we will focus on how to reduce ineffective cognitive load and cognitive load intrinsic to the task (determined by the difficulty of the task) according to the 4C/ID-model by adapting the:• 1) difficulty level of the task• 2) support level of the task to the level of knowledge of the trainees

Problem3 Cognitive overload by Patent examination

1) CAUSES: Identify elements of the current training that might cause cognitive overload to trainees: makes the actual training difficult to follow!!

2) SOLUTIONS: think of a possible solution for each identified cause

Training is in it’s essence: learning of complex cognitive skills, starting with:students work at whole, authentic tasks of the patent examiner but in a way thatthe cognitive load is optimized,resulting in the ability of the student to apply the skill innew, unknown situations or tasks (new patent claims). This is what we call transfer of learning.

Why using the 4C/ID model?

Agenda of day 1 2/2Afternoon• Standards. Performance objectives. Problem 3• Non-routine aspects: supportive information. Problem 4• Routine aspects: procedural information and part-task training. Problem

5, Problem 6Tea break• The problem of continuous revision of supportive info. Problem 7• The problem of acquiring supportive knowledge by trainees. Problem 8• Instruction and independent exercises, coaching and feedback. Problem

9• Variation in types of learning tasks. Problem 10

“The whole is more than the sum of its parts.“

1. Design learning tasks

2. Sequence learning tasks in task classes

8. Analyse cognitive rules

3. Determine performance criteria

4. Design supportive information

5. Analyse cognitive strategies

6. Analyse mental models

7. Design procedural information

9. Analyse prerequisite knowledge

10. Design learning of routine tasks

Ten Steps

The four components 1. Learning tasks

• Based on authentic situations (e.g.: conclude a complete claim)• Integrative (knowledge, skills & attitudes)• Focused on transfer to new tasks

Opdrachten, projecten, problemen, taken, cases, etc.

The four components 2 Task classes 1/3

Learning tasks are organised from simple to complex• Tasks in the same class are equivalent• Classes are organised from a simple form of the task to a

complex format.• Within the same class, the tasks at the start are strongly

supported, while at the end the tasks are nog supported (independent work)


Problem 4

Which levels of complexity you can distinguish, if you consider -as an expert examiner- the levels of complexity of dealing with a patent claim?


Support and guidance

In each of the task classes the amount of support decreases fromsubstantive to less (‘scaffolding’)

task classes

scaffolding

3. Performance objectives

• When a task or skill is mastered? • Hiërarchical analysis of the complex skill ‘patent examiner’

Skills hierachy

Vertical relationship

Skills lower in hierarchy are necessary or support skills higher in hierarchy.

Horizontal relationshipTemporal: Left placed skills are carried out before right placede skills, / are carried out at the same time or the sequence does not matter.

Complexskill

Sub-skill Sub-skill Sub-skill

Sub-skillSub-skill

learning to drive a car

applying traffic rules in a situation

mastering car in trafficsituations

drive fromA to B




drive fromA to B


recog-nize situa-tion

apply rules



drive fromA to B



apply rules drive driveawayon ahillside

parking in between

passing by



drive fromA to B



apply rules drive know where you are

Deter-mine next direction

driveawayon ahillside

parking in between

passing by

design a neutral dwelling


make a sketch based on client’s

needs

work out sketch in drawings

make picture frame

for contractor



needs


make picture frame

for contractor

assess

needs of

client

formulate

list of requirements

translaterequirements

in spatialdesign



needs


make picture frame

for contractor

assess

needs of

client

formulate



in spatialdesign

feasible drawings construction

drawings



needs


make picture frame

for contractor

assess

needs of

client

formulate



in spatialdesign


drawings

determinechoice

of materiials

specify technical

details



needs


make picture frame

for contractor

assess

needs of

client

formulate



in spatialdesign

stem designon

environment

bring in artisticvision


drawings

determinechoice

of materiials

specify technical

details

4. Supportive information

• Helps in carrying out problem solving- and reasoning aspects of the learning tasks

• Is relevant for the complete task class• Focuses on elaboration and understanding

5. Analysis of mental models

Knowledge about how the world is organized• Conceptual models: what is this? • Causal models: how does this work? • Structural models: how is this put together?

6. Analysis of cognitive strategiesKnowledge about how to deal with problems in a systematic way

• Goal structure• Heuristics and rules of thumb for this • Realizing sub-goals

7. Procedural Information

Description of rules (e.g.: if-then-else) , procedures, scripts, needed for task completion.

Assistant looking over your shoulder

Present in small units, exactly when needed (Just-in-Time)

8 & 9. Analysing routine skills

• procedures• rules

• concepts• relations• principles

conditional for

Procedural and Rule based analysis

Prerequisite knowledge

10. Part-task training

•A partial task-aspect is taken out and is trained apart

•Cognitive context: only after one whole task

•Focus is on automatization by multiple reptiotion

Ten steps and Adaptive learning

• Optimal cases for each trainee selected from the whole database of learning tasks

• New trainees can start with a task from the lowest difficulty level and the highest level of support

• Based on the trainee’s portfolio

Development portfolio

• Performance assessment (which may include self-assessment): Analysis of skills and subskills in as a technical advisor

• Formulation of learning needs: When performance standards are not met

• Selection of cases/aanvragen: Difficulty and support

Blueprint for training patent examiners

CFB

Learning task (independently))Learning task (fully supported)

Supportive information

Procedural information

Part-task training

cognitive feedback

Task class

Self-directed learning

The trainee will gradually be more responsible of his own trajectory and the trainee will decrease the supervision time

Each trainee is responsible to orient him/herself to learning opportunities, planning own learning, and monitoring, adjusting, assessing their own performance, and consequently selecting nextcases

Trainee performscases with more/less

Support

trainee/systemSelectscases

Trainee/systemAssesses taskperformance

Coffee break


Away we go with the components

1. Learning tasks


1 Design of learning tasks 1/18

• First search for concrete cases, problems, excercises, which serve as the basis for design

• Main learning process is induction: deduce cognitive schemata (strategies, mental models) based on experiences



Types of learning tasks• Product oriented

• Process orientedBoth types of learning tasks offer leads for support of the task

Given situation (problem)

Goal

Solution with explanation of the approach

Demonstration of the problem solving approach

Withing each taskclass the amount of support for the student decreases (principle of fading support)

Given situation

Partial solution

Given situation

Goal situation

Design of Learning tasks 3/18

after: van Merriënboer 1997

Goalsituation

Apply operational rulesor problemsolving process

process-oriented tasks

Solution

Given situation

Product oriented tasks

types of learning tasks

4/18

Product-oriented tasksfocus on products during task performance

• Worked examples• Reversed tasks• Imitation tasks • Goal-free problems• Completion tasks• Conventional tasks

Substantial support

Less support

scaffolding / problem-solving support


Imitation problem

Given:P1(23, 78)P2(-65, 20)Compute length of line P1-P2ANSWER=Length of line P1-P2

:GivenP1(23, 78)P2(-65, 20)Compute length of line P1-P2ANSWERLength of line P1-P2=

Given:P1(15,60)P2(-50,20)Compute length of line P1-P2SOLUTION .1 Draw a right triangle a-b-c through

-lines P1 and P2 parallel to the X- and Yaxes

.2 Length of side a = P1(y)-P2(y) = 40Length of side b =P1(x)+P2(x) = 65

.3 Compute length of the line P1-P2 (=c) :with help of Pythagorean’s theoremc2a=2b+ 2c= 5825 =76.3 >-

:GivenP1(15,60)P2(-50,20)Compute length of line P1-P2SOLUTION1. Draw a right triangle a-b-c through

lines P1 and P2 parallel to the X- and Y-axes

2. Length of side a = P1(y)-P2(y) = 40Length of side b =P1(x)+P2(x) = 65

3. Compute length of the line P1-P2 (=c) with help of Pythagorean’s theorem: c2=a2+b2 -> c= 5825 =76.3

P2

P1

Figure

example


Completion problem

Given:P1(15,60)P2(-50,20)Compute length of line P1-P2SOLUTION .1 Draw a right triangle a-b-c through lines

P1 and P2 parallel to the X- and Y-axes .2 = Length of side a

= Length of side b

.3 Compute length of the line P1-P2 (=c) :with help of Pythagorean’s theoremc2a=2b+ 2=c >-

:GivenP1(15,60)P2(-50,20)Compute length of line P1-P2SOLUTION1. Draw a right triangle a-b-c through lines

P1 and P2 parallel to the X- and Y-axes2. Length of side a =

Length of side b =

3. Compute length of the line P1-P2 (=c) with help of Pythagorean’s theorem: c2=a2+b2 -> c=

P2

P1

Figure


Goal-free, a-specific problem

Given:P1(15, 60)P2(-50, 20)

Calculate as much as you can generatepoints P1 en P2

:ANSWORDS

:GivenP1(15, 60)P2(-50, 20)

Calculate as much as you can generate points P1 en P2

ANSWORDS:

P2

P1

Figure


Conventional problem

Given:P1(15, 60)P2(-50, 20)Calculate the length of the line P1-P2:ANSWORD=Length of the line P1-P2

:GivenP1(15, 60)P2(-50, 20)Calculate the length of the line P1-P2ANSWORD:Length of the line P1-P2=

P2

P1

Figure



Examples of learning tasksComplex skill: Searching for relevant research literature


Choose relevant database

Select the hits, found

Formulate research question

Carry out search

Searching for literature

Deter-mine relevant field of search

Determinerelevant time period for search

Translate research question in relevant search terms

Combine search terms in a search

Use a thesaurus

Apply Boolean operators

Use a search program

Determinesearchingfields

EstimateImportanceof findingin relationto researchquestion

11/18

Students are confronted with situations wherein concepts within the subject

of search are clearly defined. About this subject only a small number

of articles is written and these articles are written in one field of research.

The search therefore is only to be carried out on titles of articles in one

dataset of a delimited field of research. Just a small set of keywords will

suffice and the search will result in only a few articles.

Design of learning tasks 12/18


Task class 1

Students receive three good examples of searching for literature. Each

example describes a different research question within the same subject, a

search question and the list of articles, produced. Students must study

the examples and clarify why the different questions produced the results

in question.



Learning task 1.1: worked out problem

Students receive a research question and an incomplete search question,

which delivers a long list of irrelevant items. They have to refine the search

question by using several keywords, carry out the search and select the

relevant articles.



Learning task 1.2: completion problem

Students receive a research question. They have to search for literature for

the 10 most relevant articles.



Learning task 1.3: conventional problem

Process-oriented tasksfocus on the process of problem solving

• How does the expert proceed?

• Performance constraints• Process-worksheets or

cognitive tools• Conventional tasks

Substantial support

Less support

scaffolding / problem-solving support




Expert modelling:• Worked examples with an explicit focus on the process of

problem solving• Expert’s thinking aloud while demonstrating his or her approach

of problem solving



Process worksheets• Bring into recall the phases to go through in solving a problem• Example: a medical expert’s methodical approach

Reverse task

Learners receive a list with articles and a search query that has been used to generate this list with articles. They must indicate for which possible research questions the list with articles and the search query could be relevant

Given situation:

System does not work correctly.

Goal:

Diagnose the faulty component and repair it

SOLUTION

Reparation of PID Controller TC 2.

Given situation:

System does not work correctly.

Goal:

Diagnose the faulty component and repair it

SOLUTION

Reparation of PID Controller TC 2.

¿ What were the symptoms ?

Problem 4

Proces georiënteerde ondersteuning

Product georiënteerde ondersteuning

gegevensituatie

doelsituatie

oplossing

oplosproces

Process oriented support

Product oriented support

givensituation

goalsituation

solution

Solving process

Check the variation in learning tasks in two task-classes of course A or B.

Problem 5

Proces georiënteerde ondersteuning

Product georiënteerde ondersteuning

gegevensituatie

doelsituatie

oplossing

oplosproces

Process oriented support

Product oriented support

givensituation

goalsituation

solution

Solving process

Choose 2 conventional problems from an extisting taskclass from cours A or B and convert these learning tasks in other types of learning tasks to enlarge the variation* during learning.

(*Note that this is another type of variation then the variation of the case-subject).

Short break 5 min.



2. Task classes


1 Design of task classes 1/18

• First search for concrete cases, problems, excercises, which serve as the basis for design

• Main learning process is induction: deduce cognitive schemata (strategies, mental models) based on experiences


1 Design of task classes 1/18

Example: searching for literature to answer research questions




Carry out search






Use a thesaurus





11/18

Design of task classesSkill: searching for literature

Assumptions for simplifying the whole task:

• the amount of expected articles (some, many)• type of result, searched for (titles, abstracts, full article)• quantity of search terms and Boolean operators (some search terms, many search terms, search terms associated by Boolean’s)• type of database where is searched (one familiar, all relevant for the domain)

Amount of articles

restricted

great great

type of result

Titles of articles

Titles of articles titles, abstracts and full texts

Quantity of search terms

Few terms; well defined; one domain of research

Many terms; well defined; one domain of research

Ill defined; more domains

Type of database

one database

one database databases of more domains

taskclass 3 taskclass 2taskclass 1



Amount of articles

restricted

great great

type of result

Titles of articles

Titles of articles titles, abstracts and full texts





Type of database

one database


task class 3 task class 2task class 1



Amount of articles

restricted

great great

type of result

titles of articles

titles of articles titles, abstracts and full texts





Type of database

one database





Amount of articles

restricted

great great

type of result

titles of articles

titles of articles titles, abstracts and full texts





Type of database

one database





Lunch break

Agenda of day 1 2/2Afternoon• Standards. Performance objectives. • Non-routine aspects: supportive information. • Routine aspects: procedural information and part-task training. Tea break• The problem of continuous revision of supportive info. • The problem of acquiring supportive knowledge by trainees. • Instruction and independent exercises, coaching and feedback. • Variation in types of learning tasks.


3. Performance objectives


1 Performance objectives

Skills hierarchy construction• Function• Types of skills in the hierarchy

• Recurrent• Non-recurrent• To be automated• Not to be automated



Determine whether skills are recurrent-non-recurrent.

Recurrent skills:which after training from task to task or situation to situation are carried

out the same way (procedures, routine aspects). Sometimes it is desirable to automatize recurrent skills.

Non recurrent skills:Which after training from task to task or situation to situation are different (problem solving or reasoning).

Skills hierachy

Vertical relationship

Skills lower in hierarchy are necessary or support skills higher in hierarchy.

Horizontal relationshipTemporal: Left placed skills are carried out before right placede skills, / are carried out at the same time or the sequence does not matter.

Complexskill

Sub-skill Sub-skill Sub-skill

Sub-skillSub-skill



Examples of skill-hierarchies

Management of Tourism Xios University of professional education, Hasselt Belgium

employee in tourism

organisation

defining marketing concepts

marketing investigation

analysis of supply

analysis of demand

design and implement components of the

marketing mix

product-policy

price policysetting

communications policy

multichannel distribution

personnel policy

informing clients

contact management

accounting

qulaity management

management of complaints

evaluation of newly

developed products

admnistration of personnel

job assignment

company management

selliing techniques

contracting clients

promotion prproduct-definition

contracting of

deliverers of services

financial policy

services client

complaints

employee in tourism

organisation

defining marketing concepts

marketing investigation

analysis of supply

analysis of demand

design and implement components of the

marketing mix

product-policy

price policysetting

communications policy

multichannel distribution

personnel policy

informing clients

contact management

accounting

qulaity management

management of complaints

evaluation of newly

developed products

admnistration of personnel

job assignment

company management

selliing techniques

contracting clients

promotion prproduct-definition

contracting of

deliverers of services

competencies in task-classes:1) selling products in tourism and recreational services2) developing touristic and recreational 'products'3) management of tourism/company management

1

2

3

3

3

3

financial policy

services client

complaints

Management of Tourism Xios University of professional education, Hasselt Belgium

facility management

Determineformat of service

Needs assessment

Translateneeds in program ofrequirements

Implementservice

Control and manage

evaluate

Hogeschool Zuyd Heerlen

facility management

Determineformat of service

Needs assessment

Translateneeds in program ofrequirements

Implementservice

Controland manage

Evaluate

3

2

1

4

1 = advise2 = implement3 = organise4 = facility management

Hogeschool Zuyd Heerlen



drive fromA to B



apply rules drive know where you are

Deter-mine next direction

driveawayon ahillside

parking in between

passing by



needs


make picture frame

for contractor

assess

needs of

client

formulate



in spatialdesign

stem designon

environment

bring in artisticvision


drawings

determinechoice

of materiials

specify technical

details

Problem 6

• Make a hierarchical analysis of the patent examiner’s task as a basis for the design of the whole task.

• Determine in different colours whether or not these skills must be taught in the course

• Determine whether or not these skills are recurrent or non-recurrent• Determine whether these skills must be automatized or not

Performing substantive examination

Issuing the communication or vote (including B09)

Re-examining the application

Examination of amendments

Discussions with applicant

Writing further communication or refusal

Patent examination

Preparing the search report

Analyze applications

Determinemain featuresof invention

Classifyapplication

Determineinventiondescribed/inventiveconcept

Determineinventionclaimed

Lack ofunity?

Perform the search

Determinesearchstrategy

Usesearchtools

Evaluatesearchresults

Write B09 (pre-examination result)

Determineclaimedsubject-matter

Novelty/inventivestep?

Other EPCrequirements?

Comparedocuments withinvention

Select relevantdocuments

123


1 Performance criteria

Give more information about the skill. Identifies the standards for acceptable performance

Example:

Skill Patent examination: “being able to decide on the granting of patent applications within approximately 2.5 days by analysing the application, searching for relevant prior art documents, citing the relevant documents, and communicating to the applicant the results by means of a written report”

Subskill determine the search strategy: “determine where to search (databases…) and how to search (keywords, combinations..)”

problem 7

Define the performance criteria for each of the (sub)skills identified for a technical advisor


4. Supportive information


4 Supportive information

Skills hierarchy construction• Function• Types of skills in the hierarchy

• Recurrent• Non-recurrent• To be automated• Not to be automated




Carry out search






Use a thesaurus





11/18

Cognitive strategies: knowledge about systematic approach of problems.Goal structureHeuristics & rules of thumb for realizing each sub-goal

Mental models: Knowledge about structure of domainConceptual models: what is this? Causal models: how does this work? Structural models: how is this built up?

cognitive strategies:* approach 4 fases - choose database - search question - search request - selection of results* approach quickscan for relevant resultsmental models:* searching concepts* structure of database* principles of thesaurus* types of articles

Supportive info:Task class 1

0 1 2 3


cognitive strategies:* mental models:* templates of search questions which describe boolean combinations of keywords for specifying search questions

Supportive info:Task class 2

0 1 2 3




cognitive strategies:* approach for defining the number of databases AND for searching for abstracts as well as for textsmental models:* templates of search questions which describe boolean combinations of keywords for specifying search questions * overview over different databases for different domains, structure of it

Supportive info:taakklasse 3

0 1 2




Blueprint for training patent examiners

CFB

Learning task (independently))Learning task (fully supported)



Part-task training

cognitive feedback

Task class

Problem 8

1) Analyze the cognitive strategies in course A or B, so this is meant by knowledge how to approach problems of patent examining systematic way. What heuristics and rules of thumb are applied in the learning tasks of an arbitrary task class from course A or B. Identify examples of ‘if-then’ rules, worked out in the supportive information of these courses.

2) How teachers in the course do give feedback on correct appliance of cognitive strategies?

3) Which performance criteria for cognitive strategies are practiced by teachers in the courses A or B?

Problem 9

1) Identify examples of mental models in course A or B: Knowledge about the structure of the patent examining domain:Conceptual models: what is this? Causal models: how does this work? Structural models: how is this built up?2) Must these concepts be ‘acquired’ before a student patent examiner can perform a learning task from an arbitrary task class? What happens if this knowledge is not known? 3) How this knowledge must be learned? Under what conditions?


7. Procedural information


7 Supportive information

Example searching for literature:




Carry out search






Use a thesaurus





task class 1

0 1 2 3 just in timeinfo:procedures to be ableto work with a searchprogram


Dscriptions of rules (e.g. if-then-else, procedures or scripts needed to complete the task



Task class 2

0 1 2 3 just in timeinfo:rules to specify Boolean search questions





Task class 3

0 1 2 just in timeinfo:procedures to find specific databases





Problem 10

1) Identify examples of procedures and rules in a task class of course A or B:

2) Is this info presented in small units?3) Is this info presented Just-in-time?4) Do teachers correct the application of these rules in new learning tasks of

the task class in question?


8 + 9. Analysis of routines

8 en 9. Analyseren van routinematige vaardigheden

•procedures•regels

•concepten•relaties•principes

voorwaardelijk

Procedurele en regelgebaseerde analyse Voorkennis


10. Part task training

10 Part task training

A part of the task is taken out and trained apart

Cognitive context: introduce the ptt after one whole task

Intended for automatizing by enough of repetitions.

Problem 11

• Is working with Trimaran a professional routine for the patent examiner?• In which task class should it be introduced first?• How many cases of a claim should be passed before Trimaran could be

introduced?• Could the work with Trimaran be gradually trained in part-task training

sessions?• Are there conceptual elements in working with Trimaran?

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Workshop 4C-ID Design Methodology Designers and teachers European Patent Office The Hague, 2010,...

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