{"id":374,"date":"2018-01-22T00:49:00","date_gmt":"2018-01-22T08:49:00","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/?p=374"},"modified":"2018-02-17T16:54:11","modified_gmt":"2018-02-18T00:54:11","slug":"u3-a4-design-challenge-c-a-s-p","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/u3-a4-design-challenge-c-a-s-p\/","title":{"rendered":"U3 A4 – Design Challenge C A S P"},"content":{"rendered":"

Computers Applied to Solve Problems<\/strong><\/span><\/p>\n

Computers Applied to Solve Problems (CASP) evolved from the mid-1990s training which enabled online access to the workers\u2019 pay slips in the payroll system.<\/p>\n

Since unionised workers have no interaction with computers on their shifts, they were trained to access their pay slip online using dedicated workstations.\u00a0 During implementation the workers had the option to acquire desktops to consult payroll information from home.<\/p>\n

Months later, many workers wanted to learn more about computers thus Information Technology launched a course covering the basic Microsoft Office software the company used world-wide.\u00a0 Introduction to Computers is now the pre-requisite to attend the CASP course. \u00a0Nonetheless in accordance with the workers\u2019 union, newly-hired workers that fulfilled the pre-requisite should sign an exemption letter.<\/p>\n

Components<\/strong><\/p>\n

The approach of a design challenge shall provide structure and openness to allow for learning enrichment as researched by Crichton & Carter (2017), including five components (p. 24):<\/p>\n

\u00a0Overview.<\/strong>\u00a0 CASP is a knowledge-application oriented course hence the sessions contain problem based learning (PBL) experiences.\u00a0 The participants shall apply their computer literacy to build feasible solutions of problems that have occurred in their workplaces.\u00a0 The problems could be pre-selected by the coaches, or described by the participants at the beginning of the session.<\/p>\n

Design rationale.<\/strong>\u00a0 Although PBL can be an individual exercise, collaboration is key according to Uden (2008).\u00a0 He refers to interpersonal skills being highly valued for future business needs, therefore making the program teamwork-based benefits the company and the participants (p. 14).<\/p>\n

Problem scenario.<\/strong>\u00a0 The kind of topic shall specify if the participants would work on a pre-defined scenario handed out by the coaches, or if each team shall select a problem that happened in the plant.<\/p>\n

Success determinants.<\/strong>\u00a0 The kind of solution would suggest the outcome the participants shall attain using Word, Excel, or PowerPoint, or a combination of those.\u00a0 The kind of solution also scaffolds the participants\u2019 assessment on how well their product might have helped solve the problem.\u00a0 The outcomes of the sessions might become valuable initiatives for the company.<\/p>\n

Parameters.<\/strong>\u00a0 Constraints for the sessions shall be negotiated collectively.<\/p>\n

Mechanics<\/strong><\/p>\n

Each session shall begin with a discussion of the kind of topics the participants would work on, and the kind of solution they think they should achieve.\u00a0 Next, the coaches shall explain the TAPPA process (Moore, 2016, p. 429), which will guide the sessions by asking the participants to respond in the following order:<\/p>\n

    \n
  1. Target\n