Design and Problem Solving in Tech. Ed.

1. Design and Problem Solving in Tech. Ed. An Interdependent Relationship

2. What is Problem Solving? • The most common intellectual activity that occupies people in everyday contexts is problem solving. These problems can be both simplistic or complex. We are deluged with problems every day, and yet have rarely been taught how to solve problems. • A legitimate goal of education is problem solving. Why? • Problem solving is the most authentic and therefore the most relevant learning activity that can engage students.  • Situated learning research has shown that knowledge constructed in the context of solving problems is better comprehended, retained, and therefore more transferable. • Students construct better conceptual understanding while solving problems, because they must articulate an intention to solve the problem. Meaningful learning cannot occur until and unless learners manifest an intention to learn. 

3. Problem solving has three critical attributes….  • a problem is an unknown value, process, method, position, or belief that is worth finding an answer to.  • in order to find the unknown, problem solving requires the mental representation of the problem. • problem solving engages cognitive and social activities that manipulate the problem space, such as model building, hypothesis generation, speculation, solution testing, information gathering, etc. http://csps.missouri.edu/proposal.php

4. Relation to Design…. • In essential terms, the very design process that we use in teaching technology education solves problems in a student-centered systematic way. • By documenting the “problem solving” process, we have students create a “portfolio” that systematically shows how they solve a specific problem. • The methods used to design a solution to a problem often vary, but the scope of instruction tends to be more linear than not, in approach.

5. Various models of problem solving include… - The Dartmouth Problem Solving Model - The “Design Loop” - The A3 Design Process - The “PRIDE” Model - The Green Engineering Model - The “Rich” Picture Approach

6. Different names, yet very similar processes…. - Identify the problem, it’s criteria and limitations - Complete Research - Brainstorm Solutions - Construct a model or prototype - Evaluate the model - Redesign and reconstruct

7. So what should a “good” problem look like? • From a teacher’s perspective, a “good” problem should….. • ….foster higher level thinking. • ….promote “Vertical” thinking. • ….promote “Lateral” thinking. • ….require students to make analogies. • ….require students to make “Real World” connections. • ….promote team building. • …. introduce constraints and criteria. • …. allow students to question the synectics of a part/product.

8. …. encourage “creativity”. • …. “scaffold” concepts. • …. introduce students to 21st century concepts such as… - life cycles of products - re-useability – “Proactive Design” - ethical responsibility - economic accountability - ergonomics - energy “recapture” - Global Citizenship and Awareness

9. From a student’s perspective a “good” problem should be….. - challenging but not overwhelming - easily adaptable – Can they “chunk it”? - recognizable – Can they relate to it? - supported in the classroom with resources, and equipment

10. Consider the following design problem… • An introductory graphic design assignment given to a Com Tech 11 class at Horton High School…. As an aspiring young graphic designer, the student’s council has selected you to redesign the school’s mascot. • Your design must include the words “Horton” and “Griffins”. • Your design must incorporate either a griffin or certain attributes of a griffin. • You may only use the following colors: Black, Red, White and Gold. • Because your final design will be screen printed…it must be a vector drawing with each color on a separate layer. • Your design must instill fear in the heart’s of your opponents. • Your design must clearly identify your school • Your Opinion: Is this a “good” design assignment? Why or Why Not?