Sentence examples for Problem orientation from inspiring English sources

Trans-domain problem orientation implies inviting representatives from several domains into a common assessment process.

The system was designed to meet specific pedagogical needs where student activation and problem orientation were two of the key issues.

Radical collaboration corresponds to collaboration and generosity, the focus on human values matches learner empathy, craft clarity corresponds to problem orientation, embracing experimentation speaks to exploration and play, while being mindful of process and reflection and resilience, share many commonalities.

However, the ELSA community may need to explicitly address the question whether there is a dilemma between quality and problem orientation, keeping in mind that protecting one's autonomy and integrity does not imply rigidity.

The Research Council could be involved in facilitating such learning processes.' Still, the challenge remains for ELSA researchers to clarify the position of ELSA research between disciplinary quality and flexible interdisciplinary problem orientation.

This study focuses on lecturers identified as eLearning champions, who display shared dispositions that mirror what the literature terms a 'design thinking mindset', such as collaboration, empathy for the learner and problem orientation.

The results reveal three kinds of problems: orientation errors, lack of confirmation of direction, and lack of information about the remaining distance to be covered.

Researchers classified each item in terms of the abstraction, communication, problem-orientation, and shared behavior characteristics common to OO approaches.

Focussing on problem-orientation and trans-domain dialogue also has implications for the relevance of the dimensions concerning explicit assessment framing and method choice (dimensions e) and g)).

If problem-orientation, trans-domain interaction and integrating lessons from existing assessments are to be done, the assumptions of the different domain representatives and assessments need to be transparent.

However, problem-orientation also implies an acknowledgement of the need to consider the participation of a wider range of actors and interested parties and encourage reflection that transcends technical issues of integration of assessment approaches.