Lessons Learned from Designing a Comprehensive Case-Based Reasoning (CBR) Tool for Support of Complex Thinking

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dc.contributor.authorRichmond, Dougen
dc.contributor.committeecochairBarksdale, Mary Aliceen
dc.contributor.committeecochairPotter, Kenneth R.en
dc.contributor.committeememberFalls, Jane Annen
dc.contributor.committeememberCross, Lawrence H.en
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.departmentInstructional Technologyen
dc.date.accessioned2014-03-14T20:11:59Zen
dc.date.adate2007-05-25en
dc.date.available2014-03-14T20:11:59Zen
dc.date.issued2007-05-04en
dc.date.rdate2008-05-25en
dc.date.sdate2007-05-13en
dc.description.abstractThis research study focused on learning lessons from the experience of designing a comprehensive case-based reasoning (CBR) tool for support of complex thinking skills. Theorists have historically identified, analyzed, and classified different thinking processes and skills. Thinking skills have been increasingly emphasized in national standards, state testing, curricula, teaching and learning resources, and research agendas. Complex thinking is the core of higher-order thinking. Complex thinking is engaged when different types of thinking and action converge to resolve a real-world, ill-structured issue such as solving a problem, designing an artifact, or making a decision. By integrating reasoning, memory, and learning in a model of cognition for learning from concrete problem-solving experience, CBR can be used to engage complex thinking. In similar and different ways, CBR theory and the related theories of constructivism and constructionism promote learning from concrete, ill-structured problem-solving experience. Seven factors or characteristics, and by extension, design requirements, that should be incorporated in a comprehensive CBR tool were extracted from theory. These requirements were consistent with five theory-, research-based facilitators of learning from concrete experience. Subsequent application of the Dick, Carey, and Carey model to these design requirements generated twenty-nine specifications for design of the tool. This research study was carried out using developmental research methodology and a standard development model. The design process included front-end analysis, creating a prototype of the tool, and evaluating the prototype.en
dc.description.degreePh. D.en
dc.identifier.otheretd-05132007-232159en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05132007-232159/en
dc.identifier.urihttp://hdl.handle.net/10919/27693en
dc.publisherVirginia Techen
dc.relation.haspartDougRichmondETD070523.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectcomplex thinking skillsen
dc.subjectdevelopmental researchen
dc.subjectrelational databaseen
dc.subjectcase-based reasoning (CBR)en
dc.subjectperformance support toolsen
dc.subjectWorld Wide Weben
dc.titleLessons Learned from Designing a Comprehensive Case-Based Reasoning (CBR) Tool for Support of Complex Thinkingen
dc.typeDissertationen
thesis.degree.disciplineInstructional Technologyen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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