Problems encourage critical thinking, creativity, and (potentially) collaboration as learners find a path between a current state and a goal.
“A problem, from an information-processing perspective, consists of sets of initial states, goals states, and path constraints (Wood, 1983). Solving a problem means finding a path through the problem space that starts with initial states passing along paths that satisfy the path constraints and ends in the goal state. According to Davidson, Deuser, and Sternberg (1994), problems consist of givens (the elements, relations, and conditions that define the initial state), goal (desired solution), and obstacles (characteristics of the problem solver or the problem situation that make it difficult to transform initial state into goal state).”
Learning to Solve Problems (Jonassen, 2011, Pg. 2)
Pattern Ingredients
- Starting conditions or Initial States
- Goal or desired future state
- Constraints or rules
When To Use
- A learner must reach a specific goal from a given starting point or set of conditions.
Are Problems the Right Approach?
- Does the subject matter involve complex, real-world problems or challenges that learners will likely encounter in their field or profession?
- Can the problems or challenges be presented in a way that engages learners’ curiosity and motivates them to seek solutions actively?
- Does the course· One self-contained portion of a program · Assigned 1-4 Competency Units · Contains on average 2-4 competencies. More aim to develop learners’ critical thinking, problem-solving, and decision-making skills?
- Can existing resources or case studies serve as the basis for problem scenarios, providing learners with relevant context and information?
- Can the problems be open-ended, allowing for multiple valid solutions or approaches?
- Are there opportunities for learners to reflect on their problem-solving processes, evaluate their decisions, and learn from successes and failures?
- Is it possible to design assessments or evaluations that assess learners’ ability to analyze and solve problems effectively, providing them with feedback on their problem-solving skills?
- Does the course· One self-contained portion of a program · Assigned 1-4 Competency Units · Contains on average 2-4 competencies. More encourage learners to transfer their problem-solving skills to new situations or contexts, fostering adaptability and creativity?