Problem Based Learning

Nota:

• Designers Should Enhance Students’ Ill-Structured Problem-Solving Skills http://www.cotf.edu/vdc/entries/ILLPS.html

1. Group Relevent
2. Clarification

1. Inference*

   Nota:

   • The problem should rely on the student to infer these things from the presented problem and quest for discovery when possible - rather than lecture.

1. Simple - Complex
2. Single VS Multidisiplinary
3. Easy - Diffiult

1. Weiss*

   Nota:

   • Designing Problems to Promote Higher Order Thinking http://www.learningdomain.com/design.problems.pdf
2. Tan*

   Nota:

   • Problem-based Learning Innovation: Using problems to power learning in the 21st century http://www.amazon.com/Problem-based-Learning-Innovation-problems-learning/dp/9812437177
3. Dutch*

   Nota:

   • The Power of Problem Based Learning http://www.amazon.com/Power-Problem-Based-Learning-Barbara-Duch/dp/1579220371

1. Group Size 7-10
2. Class Time: Very Little to None
3. Supervised Work

1. Group Size 3-5
2. Facilitator "Floats"
   1. Asks Questions
   2. Checks Understanding

Nota:

• Problem Solving Through Design https://login.proxy.library.emory.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=11063299&site=eds-live

1. Project Design Process
   1. Naming
      1. Identify Main Issues
   2. Framing
      1. Establish Problem Limits
   3. Moving
      1. Taking Experimental Action
   4. Reflecting
      1. Evaluate Move & Frame