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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)
The four components 2 Task classes 2/3
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?
The four components 2 Task classes 3/3
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
learning to drive a car
applying traffic rules in a situation
mastering car in trafficsituations
drive fromA to B
learning to drive a car
recog-nize situa-tion
apply rules
applying traffic rules in a situation
mastering car in trafficsituations
drive fromA to B
learning to drive a car
recog-nize situa-tion
apply rules drive driveawayon ahillside
parking in between
passing by
applying traffic rules in a situation
mastering car in trafficsituations
drive fromA to B
learning to drive a car
recog-nize situa-tion
apply rules drive know where you are
Deter-mine next direction
driveawayon ahillside
parking in between
passing by
design a neutral dwelling
design a neutral dwelling
make a sketch based on client’s
needs
work out sketch in drawings
make picture frame
for contractor
design a neutral dwelling
make a sketch based on client’s
needs
work out sketch in drawings
make picture frame
for contractor
assess
needs of
client
formulate
list of requirements
translaterequirements
in spatialdesign
design a neutral dwelling
make a sketch based on client’s
needs
work out sketch in drawings
make picture frame
for contractor
assess
needs of
client
formulate
list of requirements
translaterequirements
in spatialdesign
feasible drawings construction
drawings
design a neutral dwelling
make a sketch based on client’s
needs
work out sketch in drawings
make picture frame
for contractor
assess
needs of
client
formulate
list of requirements
translaterequirements
in spatialdesign
feasible drawings construction
drawings
determinechoice
of materiials
specify technical
details
design a neutral dwelling
make a sketch based on client’s
needs
work out sketch in drawings
make picture frame
for contractor
assess
needs of
client
formulate
list of requirements
translaterequirements
in spatialdesign
stem designon
environment
bring in artisticvision
feasible drawings construction
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
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’
Away we go with the components
1. Learning tasks
Away we go with the components
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
Away we go with the components
1 Design of learning tasks 2/18
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
Design of Learning tasks 5/18
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
Design of Learning tasks 6/18
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
Design of Learning tasks 7/18
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
Design of Learning tasks 8/18
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
Design of Learning tasks 9/18
Away we go with the components
Examples of learning tasksComplex skill: Searching for relevant research literature
1 Design of learning tasks 10/18
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
Examples of learning tasksComplex skill: Searching for relevant research literature
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.
Design of learning tasks 13/18
Examples of learning tasksComplex skill: Searching for relevant research literature
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.
Design of learning tasks 14/18
Examples of learning tasksComplex skill: Searching for relevant research literature
Learning task 1.2: completion problem
Students receive a research question. They have to search for literature for
the 10 most relevant articles.
Design of learning tasks 15/18
Examples of learning tasksComplex skill: Searching for relevant research literature
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
Design of Learning tasks 16/18
Process-oriented tasksfocus on the process of problem solving
Design of Learning tasks 17/18
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-oriented tasksfocus on the process of problem solving
Design of Learning tasks 18/18
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.
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’
Away we go with the components
2. Task classes
Away we go with the components
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
Away we go with the components
1 Design of task classes 1/18
Example: searching for literature to answer research questions
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
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
Design of task classesSkill: searching for literature
Assumptions for simplifying the whole task:
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
task class 3 task class 2task class 1
Design of task classesSkill: searching for literature
Assumptions for simplifying the whole task:
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
task class 3 task class 2task class 1
Design of task classesSkill: searching for literature
Assumptions for simplifying the whole task:
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
task class 3 task class 2task class 1
Design of task classesSkill: searching for literature
Assumptions for simplifying the whole task:
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.
Away we go with the components
3. Performance objectives
Away we go with the components
1 Performance objectives
Skills hierarchy construction• Function• Types of skills in the hierarchy
• Recurrent• Non-recurrent• To be automated• Not to be automated
Away we go with the components
1 Performance objectives
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
Away we go with the components
1 Performance objectives
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
applying traffic rules in a situation
mastering car in trafficsituations
drive fromA to B
learning to drive a car
recog-nize situa-tion
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
assess
needs of
client
formulate
list of requirements
translaterequirements
in spatialdesign
stem designon
environment
bring in artisticvision
feasible drawings construction
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
Away we go with the components
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
Away we go with the components
4. Supportive information
Away we go with the components
4 Supportive information
Skills hierarchy construction• Function• Types of skills in the hierarchy
• Recurrent• Non-recurrent• To be automated• Not to be automated
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
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
Supportive information
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
Supportive information
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 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
Supportive information
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?
Blueprint for training patent examiners
CFB
Learning task (independently))Learning task (fully supported)
Supportive information
Procedural information
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?
Away we go with the components
7. Procedural information
Away we go with the components
7 Supportive information
Example searching for 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
task class 1
0 1 2 3 just in timeinfo:procedures to be ableto work with a searchprogram
Procedural information
Dscriptions of rules (e.g. if-then-else, procedures or scripts needed to complete the task
Assistant looking over your shoulder
Present in small units, exactly when needed (Just-in-Time)
Task class 2
0 1 2 3 just in timeinfo:rules to specify Boolean search questions
Dscriptions of rules (e.g. if-then-else, procedures or scripts needed to complete the task
Assistant looking over your shoulder
Present in small units, exactly when needed (Just-in-Time)
Procedural information
Task class 3
0 1 2 just in timeinfo:procedures to find specific databases
Dscriptions of rules (e.g. if-then-else, procedures or scripts needed to complete the task
Assistant looking over your shoulder
Present in small units, exactly when needed (Just-in-Time)
Procedural information
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?
Away we go with the components
8 + 9. Analysis of routines
8 en 9. Analyseren van routinematige vaardigheden
•procedures•regels
•concepten•relaties•principes
voorwaardelijk
Procedurele en regelgebaseerde analyse Voorkennis
Away we go with the components
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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