Iterative Problem Solving
Description:
The design is based on the premise that solving relevant problems can help learners integrate conceptual knowledge with practical skills and that this process can be well supported through collaboration with other learners. In this design the teacher chooses a problem and breaks it down into manageable parts, and then assists student groups to make decisions and proceed through solving the problem. The design consists of cycles of small group problem-based learning followed by an individual capstone task in which learners can draw together what they have learned.
This design can be customised for any problem-based learning task. It is suited to large problems that can be broken into sequential steps (eg. the steps in undertaking a research project), but can be adapted to other types of problems (eg. with multiple components that can be solved in any order).
Intended Learning Outcomes:
- enables students to develop practical skills together with related conceptual knowledge in a relevant area
- enables students to synthesise and justify solutions to a problem
- enables students to directly experience group problem solving in the context of a relevant problem to their area of study
| Resources | Tasks | Supports | |||
|---|---|---|---|---|---|
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Problem materials (Problem statement, data, worked examples, documents, readings) |
→ |
Review problem and plan inquiry (in teams) ↓ |
← |
Small group collaboration |
|
|
Any specialist software programs |
→ |
Develop relevant skills and knowledge ↓ |
← |
Teacher feedback, facilitation and training (if necessary) |
|
|
Explore/Analyse Data ↓ |
|||||
| ← |
Findings |
← |
Synthesise and Share ↓ |
← |
teacher facilitation |
|
repeat cycle as necessary |
|||||
| → |
Problem materials |
→ |
Review problem, previous findings and plan inquiry based on knowledge gained (individually) ↓ |
||
|
Explore/Analyse Data ↓ |
← |
Teacher feedback & facilitation |
|||
| ← |
Findings |
← |
Synthesise and share |
||
Additional information
This design assumes that all of the necessary materials and the online environment are prepared prior to commencement and that teams are established prior to the first activity. Preparation is needed to ensure that the overall problem is coherent and effectively divided into sub-problems. Critical elements include clear problem statements from the teacher, guidelines for expected output and support for team planning, goal setting and collaborative activity. Because the activities occur in small groups the design can be used for large or small class sizes provided there are sufficient staff to provide facilitation.
The original implementation of this design used a virtual research centre metaphor as an overall scenario in which to situate the problem. A similar approach may be effective depending on the problem. It would also be possible to offer the design in a completely online mode, for which careful consideration would need to be given as to how to support students working online together.
Options for assessment include:
• Group output for each of the sub-problems
• Individual output for the final capstone activity
Original designers –
Angus, M. & Gray, J. (2002). Description of A situated learning approach in a Research Methods postgraduate subject. Retrieved November 5, 2009 , from Learning Designs Web site: http://www.learningdesigns.uow.edu.au/exemplars/info/LD13/index.html