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dc.contributor.authorCarlson, Spencer Evan
dc.contributor.authorMaliakal, Leesha V
dc.contributor.authorLewis, Daniel Rees
dc.contributor.authorGorson, Jamie
dc.contributor.authorGerber, Elizabeth
dc.contributor.authorEasterday, Matthew
dc.identifier.citationCarlson, S. E., Maliakal, L. V., Lewis, D. R., Gorson, J., Gerber, E., & Easterday, M. (2018). Defining and Assessing Risk Analysis: The Key to Strategic Iteration in Real-World Problem Solving. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.en_US
dc.description.abstractAcross domains from science to civics, experts plan to solve real-world problems iteratively. Despite the importance of strategic iteration, we lack precise understandings of effective iterative planning and novice challenges, making it difficult to assess formatively and therefore to teach. We conducted design-based research to understand iterative planning and design assessment tools in a full-time 6-week program where undergraduate teams worked on social impact design problems. We found that iterative planning requires a process of risk analysis: detecting risks in the problem space, prioritizing those risks, and setting goals to reduce them. Novices struggled with each step of risk analysis, so they did not plan iterations strategically. We designed assessment tools that surface students’ thinking about risk analysis and support instructors to notice common challenges. We contribute detailed understandings of iterative planning and novice challenges as well as tools that can be adapted to assess real-world problem solving across domains.en_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleDefining and Assessing Risk Analysis: The Key to Strategic Iteration in Real-World Problem Solvingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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