16-jun-15 1 mental models © k.becker 2004 mental models: idea to un-reality - or - challenges in...

Apr 18, 2023 1Mental Models© K.Becker 2004

Mental Models:Mental Models:Idea to Idea to UNUN--

RealityReality- Or -- Or -

Challenges in Challenges in TTranslating ranslating MMental ental MModels into odels into VVirtual irtual

OOnesnes:: DDescribing escribing WWhat's in hat's in YYour our

HHeadead


Model to Model: Model to Model: OverviewOverview

• Goals (today’s)Goals (today’s)• Background (my POV)Background (my POV)

• What is the problem?What is the problem?• How to we approach a How to we approach a

solution?solution?– Model to Model DesignModel to Model Design

• 2 Queries ?2 Queries ?

More Questions than AnswersMore Questions than Answers


TodayToday’’s s GoalGoal

• Clearer picture of the nature of the Clearer picture of the nature of the problem and the process for solving problem and the process for solving it.it.– Heightened appreciation for the Heightened appreciation for the

challenges.challenges.– Awareness of what people bring to the Awareness of what people bring to the

table.table.

• A few tools to help frame a solution.A few tools to help frame a solution.

Sorry, no answers.Sorry, no answers.


But But FirstFirst……

For each card:For each card:

Imagine a ‘simple’ model to Imagine a ‘simple’ model to illustrate the concept given. illustrate the concept given.

Illustrate it.Illustrate it.constraints:constraints:

- Everything on one card- Everything on one card- Maximum 5 words- Maximum 5 words- Maximum 3 pictures- Maximum 3 pictures- Maximum 1 analogy- Maximum 1 analogy

The simpler the better – as long as The simpler the better – as long as it works!it works!


BackgrouBackgroundnd

My training is in Systems My training is in Systems AnalysisAnalysis

I’ve watched the technology I’ve watched the technology grow and evolve.grow and evolve.

I have a fundamental I have a fundamental understanding of the understanding of the technology’s possibilities and technology’s possibilities and its underlying limitations.its underlying limitations.


More More BackgroundBackground

My perspective is EducationMy perspective is Education

People create mental models People create mental models to help them understand, to help them understand, remember, and relate things.remember, and relate things.

Ability to communicate mental Ability to communicate mental models is key in education – models is key in education – it’s one of the most important it’s one of the most important tools for learning.tools for learning.


Even More Even More BackgroundBackground

My philosophy is: My philosophy is: RationalistRationalist

Knowledge is a product of the mind Knowledge is a product of the mind actively organizing and making sense of actively organizing and making sense of

experience experience

Realist Realist There is an existence independent of our There is an existence independent of our

perceptionperception

Empiricist Empiricist Knowledge must be derived from Knowledge must be derived from

observation or experienceobservation or experienceWho Cares? Personal Bias


How to get a model from here:How to get a model from here:

To Here:To Here:

The The ProblemProblem


What we already What we already knowknow

Not all viable models need to be Not all viable models need to be accurate or even correct to be accurate or even correct to be useful.[+]useful.[+]

Fidelity of the virtual model Fidelity of the virtual model becomes less important as becomes less important as interest/engagement increases. [+]interest/engagement increases. [+]

Humans are very good at filling in Humans are very good at filling in gaps.[+/-]gaps.[+/-]

If yuo cn raed tihs sectnene u konw If yuo cn raed tihs sectnene u konw waht I’m snynaig.waht I’m snynaig.


Model to Model: How ItModel to Model: How It’’s s DoneDone

One-man show? One-man show?

*NO* problem.*NO* problem.

BUT…BUT…

Often those who will eventually Often those who will eventually build the virtual model are build the virtual model are

*not* the ones *not* the ones who originated the mental who originated the mental

model. model. So….So….


The Real Problem The Real Problem ##1:1:

The Model The Model OriginatorOriginator• Has only a vague model Has only a vague model

(unfinished)(unfinished)• Has gaps (missing elements)Has gaps (missing elements)• Makes assumptions (“Makes assumptions (“YouYou

know.”)know.”)• Is biased (has a particular Is biased (has a particular

spin)spin)• Uses context-sensitive or Uses context-sensitive or

professionally ‘loaded’ professionally ‘loaded’ languagelanguage

* Notion vs. Model *


Problem Problem ##11

Making sure what we Making sure what we have is a model, not a have is a model, not a

notion.notion.♪♬ 2 notes


The Real Problem The Real Problem ##2:2:

NOTNOT a one-man a one-man show.show.

Styles vary both by individual Styles vary both by individual and by discipline:and by discipline:

– Language/communicationLanguage/communication– Working stylesWorking styles– Design techniquesDesign techniques– BiasesBiases


Problem Problem ##22

Getting everyone on Getting everyone on the same page.the same page.


TerminologyA

ttri

bu

tes

Same DifferentS

am

eD

iffere

nt

Consensus

Experts use terminology and concepts in the

same way

Correspondence

Experts use different

terminology for the same conceptsConflict

Experts use same

terminology for different concepts.

Contrast

Experts use different

terminology and different concepts

Shaw, M.L.G. & Gaines, B. (1989)

How can we achieve a How can we achieve a shared shared

understanding of a model? understanding of a model?

Comparing

Conceptual

Structures


Model to Model is Model to Model is about -about -

DesignDesign

- and -- and -

Problem SolvingProblem Solving


Problem SolvingProblem Solving & & DesignDesignObviously:Obviously:

At some level, ALL design is about At some level, ALL design is about expressing mental models.expressing mental models.

Expressing and implementing a Expressing and implementing a mental model is a problem that mental model is a problem that

needs to be solved needs to be solved

(= problem-solving).(= problem-solving).

It’s also about guiding a diverse It’s also about guiding a diverse group of people towards a common group of people towards a common

goal.goal.


DesignDesignis a is a

Special Kind Special Kind of of

ProblemProblem

What What kind?kind?


The Design The Design ProcessProcess

Design is: Design is: (Budgen, 1993)(Budgen, 1993)

1.1. Requirements:Requirements: needs and needs and constraints (constraints (what is neededwhat is needed))

2.2. SpecificationSpecification ( (what will be donewhat will be done))

3.3. ** Design ** ** Design ** ((how it will be donehow it will be done))

4.4. ImplementationImplementation ( (actually making actually making itit))

5.5. Testing :Testing : – verification :are we building the verification :are we building the

thing right?thing right?– validation: are we building the right validation: are we building the right

thing?thing?

((making sure it was the right thing making sure it was the right thing done rightdone right))


Designing Designing ‘‘WidgetsWidgets’’

All of these elements appear in All of these elements appear in one form or another in every one form or another in every single design process, single design process, regardless of the thing being regardless of the thing being designed.designed. •What do we need?

•What will we do?

•How will we do it?

•DO IT

•How did we do?


Caution:Caution:

Widgets aren’t really real.Widgets aren’t really real.

The common elements are The common elements are just the beginning.just the beginning.

Each project will have unique elements.

Some problems have more than others.


Idea to unreality: Idea to unreality: step 1:step 1:

Finding the same Finding the same page.page.Requirements (defining the Requirements (defining the

problem)problem)OriginatorOriginator Design TeamDesign Team

Specification (bounding the Specification (bounding the problem)problem)OriginatorOriginator Design TeamDesign Team

We need consensus here.We need consensus here.

Don’t expect to finish this.Don’t expect to finish this.


How How ??

There is NO right answer There is NO right answer

– – at least no single one.at least no single one.

There are many design models.There are many design models.

Many models work well in specific Many models work well in specific instances.instances.

None work reliably in all situations = None work reliably in all situations = even within a restricted domaineven within a restricted domain ..


Why ?Why ?

There are simply too many There are simply too many variables in the mental model.variables in the mental model.

These variables change even These variables change even while we are solving the while we are solving the

problemproblem..


Found the page? Found the page? Next:Next:

Step 2:Step 2:Represent the Represent the

Model.Model.StoryboardStoryboard

inging

That’s it?

Prototyping


Simulation is Simulation is NOTNOT

a new a new phenomenaphenomena• Some of the technology is new.Some of the technology is new.

• Some of the possibilities are new.Some of the possibilities are new.

• The underlying ideas and principles are The underlying ideas and principles are NOT.NOT.

• The fundamental workings of the The fundamental workings of the machine are NOT.machine are NOT.

• Simulations are among the first things Simulations are among the first things we did with computers.we did with computers.


So why have we not So why have we not

come up with a come up with a solutionsolution

in 60 in 60++ years? years?

Wicked Wicked ProblemProblem

Creating a Virtual Representation of a Mental

Model is a:


Wicked Wicked ProblemsProblems

1.1. There is no definitive formulation of a Wicked Problem.There is no definitive formulation of a Wicked Problem.

2.2. Wicked Problems have no stopping rule.Wicked Problems have no stopping rule.

3.3. Solutions are not True/False but Good/Bad.Solutions are not True/False but Good/Bad.

4.4. There is no ultimate test of a solution to a Wicked There is no ultimate test of a solution to a Wicked Problem.Problem.

5.5. Each solution is a one shot operation.Each solution is a one shot operation.

6.6. Wicked Problems do not have enumerable (exhaustively Wicked Problems do not have enumerable (exhaustively describable) solutions.describable) solutions.

7.7. Each problem is unique.Each problem is unique.

8.8. Each problem is a symptom of another problem.Each problem is a symptom of another problem.

9.9. There are a number of different stakeholders interested There are a number of different stakeholders interested in how it is solved.in how it is solved.

10.10. The planner has no right to be wrongThe planner has no right to be wrong..

Rittel & Webber, (1973)


Why such Why such interest interest

Now?Now?

If we’ve been doing modeling & simulation since the 40’s….


AccessibilAccessibilityity• No longer the sole domain of No longer the sole domain of

Computer Scientists.Computer Scientists.• Tools allow ‘outsiders’ to Tools allow ‘outsiders’ to

create simulations.create simulations.

NOTE:NOTE:• Tools make many things Tools make many things

possible.possible.• Tools are limiting.Tools are limiting.


Summary of the Summary of the ProblemProblem

1. Make sure we have a MODEL1. Make sure we have a MODEL

(complete, or at least close (complete, or at least close enough)enough)

2. Make sure everyone's on the 2. Make sure everyone's on the same page (or at least close same page (or at least close enough)enough)

What is close enough?What is close enough?


Summary of the Summary of the SolutionSolution

1.1. Make no assumptions about Make no assumptions about shared understanding: build a shared understanding: build a common ground.common ground.

2.2. Know your group.Know your group.

3.3. Keep your goal obvious.Keep your goal obvious.

4.4. Keep verifying.Keep verifying.


The The Cards:Cards:

IterationIteration = looping, repitition= looping, repitition

RecursionRecursion = process within same = process within same processprocess

Counting (any base)Counting (any base) = odometer= odometer

Inquiry Based LearningInquiry Based Learning= finding answers to my = finding answers to my

questionsquestions

ConsensusConsensus = permission to proceed= permission to proceed


Concept:Concept:fun, sporting,fun, sporting,

having an having an impactimpact

Model:Model:


ImpactImpact….….


ReferencReferenceses• (Becker 2002) (Becker 2002) Becker, Katrin,Becker, Katrin, ““Model V - Instructional Design is a Wicked Problem” Model V - Instructional Design is a Wicked Problem”

Unpublished, submitted as final paper in EDER 673, Nov. 2002Unpublished, submitted as final paper in EDER 673, Nov. 2002• (Budgen, 1993) (Budgen, 1993) David Budgen, David Budgen, "Software Design","Software Design", 1993, Addison-Wesley, ISBN 0-201- 1993, Addison-Wesley, ISBN 0-201-

54403-254403-2• (Degrace & Stahl, 1998)(Degrace & Stahl, 1998) Degrace, Peter, and Leslie Hulet Stahl, Degrace, Peter, and Leslie Hulet Stahl, ""

Wicked Problems, Righteous Solutions: AWicked Problems, Righteous Solutions: A Catolog Catolog of Modern Engineering Paradigms of Modern Engineering Paradigms", ", Prentice Hall PTR/Sun Microsystems Press; ISBN: 013590126X; 1st edition (February 12, Prentice Hall PTR/Sun Microsystems Press; ISBN: 013590126X; 1st edition (February 12, 1998)1998)

• (Gagne, Briggs & Wagner, 1992) (Gagne, Briggs & Wagner, 1992) Gagné, Robert M., Leslie J. Briggs, and Walter W. Gagné, Robert M., Leslie J. Briggs, and Walter W. Wagner, “Principles of Instructional Design”, 4Wagner, “Principles of Instructional Design”, 4thth Ed. 1992 ISBN 0-03-034757-2 Ed. 1992 ISBN 0-03-034757-2 Wadsworth, Thompson LearningWadsworth, Thompson Learning

• Phillips & O’Bryan (2004) Phillips & O’Bryan (2004) Phillips, Dwayne and Roy O’Bryan, Phillips, Dwayne and Roy O’Bryan, “It Sounded Good When “It Sounded Good When We StartedWe Started”, 2004, Wiley Inter-Science, ISBN 0-471-48586”, 2004, Wiley Inter-Science, ISBN 0-471-48586

• (Poppendieck, 2002)(Poppendieck, 2002) Poppendieck, Mary, "Wicked Projects", Poppendieck, Mary, "Wicked Projects", http://http://poppendieckpoppendieck.com/wicked..com/wicked.htmhtm, Last modified August 14, 2002 [visited Oct. 21 2002], Last modified August 14, 2002 [visited Oct. 21 2002]

• (Rittel & Webber, 1973) (Rittel & Webber, 1973) Rittel, H.W.J., and M.M. Webber, ""Dilemmas in General Rittel, H.W.J., and M.M. Webber, ""Dilemmas in General Theory of Planning", Policy Sciences, 4, 1973, pp155-169Theory of Planning", Policy Sciences, 4, 1973, pp155-169

• (Sharan & Caffarella, 1999) (Sharan & Caffarella, 1999) Sharan B. and Rosemary S. Caffarella, "Learning in Sharan B. and Rosemary S. Caffarella, "Learning in Adulthood: A Comprehensive Guide", 2Adulthood: A Comprehensive Guide", 2ndnd Ed., Merriam, 1999 ISBN 0-7879-1043-0 Jossy- Ed., Merriam, 1999 ISBN 0-7879-1043-0 Jossy-BassBass

• Shaw, M.L.G. & Gaines, B. (1989). Comparing Conceptual Structures: Consensus, Shaw, M.L.G. & Gaines, B. (1989). Comparing Conceptual Structures: Consensus, Conflict, Correspondence and Contrast. [On-line]. Available: Conflict, Correspondence and Contrast. [On-line]. Available: http://http://ksiksi..cpsccpsc..ucalgaryucalgary.ca/articles/KBS/COCO/.ca/articles/KBS/COCO/

• (Weinberg, 1998)(Weinberg, 1998) Weinberg, Gerald M., Weinberg, Gerald M., The Psychology of Computer The Psychology of Computer Programming, Silver Anniversary EditionProgramming, Silver Anniversary Edition, , 1998, 1998, Dorset House PublishingDorset House Publishing ISBN: 0-932633- ISBN: 0-932633-42-042-0

16-jun-15 1 mental models © k.becker 2004 mental models: idea to un-reality - or - challenges in...

Documents

mental models

problem slide

virtual model

viable models

model originator

model design

simple model

head slide