Archaeology and paradox in problem solving
Description:
This mini-sequence is about 'Digging & clarifying' to understand both the archaeology and paradoxes inherent in complex problems. It's part of a larger course in a problem-solving methodology known as problem framing.
Dorst, K., & Cross, N. (2001). Creativity in the design process: co-evolution of problem–solution. Design Studies. 22 (5). 425-437. doi: 10.1016/S0142-694X(01)00009-6.
Intended Learning Outcomes:
- Identify core paradox of own problem
| Resources | Tasks | Supports | |||
|---|---|---|---|---|---|
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Video + readings + links |
Note key concepts |
← |
Social poll - |
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Guides + examples |
Identify gaps in problem-solving ↓ |
← |
Peer discussion |
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Guides + examples |
Create a problem map + rationale |
← |
Self-reflection |
Additional information
This teaching and learning sequence contributes to the overarching learning outcome:
Produce a problem statement summarising your chosen problem to
- represent the nature and extent of the problem
- its context
- and the people involved in the current framing of the problem.
The problem-solving uses a design-thinking approach. By the end of the course, the learner produces and pitches a potential solution to chosen problem. The teaching and learning sequence is based on Oliver, R. & Herrington, J. (2002). Explore, Describe, Apply: A problem focussed learning design. Retrieved April 25, 2018 , from Learning Designs Web site: http://www.learningdesigns.uow.edu.au/guides/info/G4/index.htm