Problem-solving Methods
Instructional designers have a common goal which is to promote critical thinking amongst the learners. Ormrod, Schunk, & Gredler (Ormrod, Schunk, & Gredler, 2009) define problem solving this way: “Problem solving refers to people’s efforts to achieve a goal for which they do not have an automatic solution.” Carol B. MacKnight is an instructional technologist in the Office of Information Technologies at the University of Massachusetts. This article was found in the Educause Review. Her article, “Teaching Critical Thinking through Online Discussions”, examines fostering critical thinking among students using Web communication tools. This article states that critical thinking is not a separate activity from problem solving. Online tools used to support collaboration such as bulletin boards, email, and presentation tools engage students in activities that promote intellectual growth. Collaborative learning through online groups help students with shared goals make informed decisions and take appropriate actions. MacKnight outlines thought provoking Socratic questions which educators could use to promote problem solving skills. I found this article informative and hopefully useful to other instructional designers.
When we think of how the brain affects our ability to learn, there have been disputes as to whether left-brain or right-brain instruction is effective. This case study found in the INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS featured a study on brain based learning. The Impact of Brain Based Learning on Students Academic Achievement. study pointed out elements such as lighting, color choices, classroom arrangement, air fresheners, water and tea provisions, etc. all attributed to the increased academic achievements of students. The study measures academic achievement in a traditional classroom versus a controlled classroom where brain based learning is used. In each class there are 25 students whose academic abilities are closely aligned.
References:
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. 
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