The development of expertise in computer technology: Tracking learning through strategy changes in problem-solving.
Item
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Title
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The development of expertise in computer technology: Tracking learning through strategy changes in problem-solving.
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Identifier
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AAI9521263
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identifier
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9521263
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Creator
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Di Bello, Lia Anne.
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Contributor
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Adviser: Joseph Glick
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Date
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1995
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Industrial | Psychology, Industrial | Education, Educational Psychology
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Abstract
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With increasing advances in technology, the normal divisions between "manual" and "intellectual" labor are collapsing; as more industries move toward mediating and controlling work using computerized tools, the kinds of knowledge required of workers is changing. Further, the relationship between technology and knowledge is not at all straightforward; depending upon the characteristics of the systems and how they are used, workers may experience "de-skilling" or may be required to use cognitive skills previously considered irrelevant to their work as it has been historically conceived. For example, with the advent of Decision Support Systems (DSS)--complex data analysis technologies that assist in decision making but which do not make judgements--a greater number of workers at all levels must conceptualize work and judge situations on a very different level of abstraction than before. However, many efforts to implement advanced technologies--such as DSS's--fail because these systems are difficult for many people to learn, regardless of background. The study described in this dissertation concerns three levels of workers in a large remanufacturing facility learning the logic of MRP (Material Requirements Planning) systems. The results show that the important issues may not have to do with identifying who should or can learn these systems, or what is good prerequisite knowledge, but rather how learning occurs among adults who possess prior knowledge and expertise in a related area. This study examines the effects of a particular kind of activity-based learning which is associated with acquiring in depth understanding of complex technologies. The activities were introduced during a series of carefully designed workshops. A number of sensitive knowledge-elicitation instruments are used both before and after learning to tap into both participants' problem solving strategies and conceptual assumptions about manufacturing theory and practice. Particular attention is paid to what kind of cognitive development is facilitated by the target activities and by what mechanism. This issue is explored examining the ways that workers with different backgrounds vary in their developmental paths and by the analysis of error patterns. Both Piagetian and Vygotskian explanations are explored.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
