OPEN-ENDED PROBLEM LEARNING BY DR RIK BAIR AND DR BETH BAIR
O
ften referred to as problem-based learning, this narrative technique is a student-centred approach that either groups or individuals can perform. The focus of the instruction requires learners to solve an open-ended problem using what they already know, as well as their newly-acquired knowledge, about a new topic. The learners develop content knowledge and key critical thinking skills, such as problem solving, organisation of information, self assessment, reasoning, and communication skills (Athreya and Mouza, 2017). At the higher education level, the development of these skills helps maintain learner interest as they realise they are learning the skills necessary to be successful in their field. Other advantages for learner motivation are the opportunities for creativity and flexibility in solving real-world, openended problems. The instructor seeks to tap into the learner’s interest in the content, as well
20 | JUNE 2018 | TRAINING & DEVELOPMENT
as the different styles and ways people learn. Open-ended questions focus on student-centered learning instead of recall and in turn, promote group work. At the higher education level, it is important to make learners more aware of • What information they already know about the topic/problem; • What information they need to solve the problem and; • What strategies they must employ in solving the problem. For each question, a Socratic questioning technique will enhance and expand critical thinking skills (Skinner, 2009). As the learners develop these critical thinking skills, they evolve into better self-directed learners and more effective problem solvers. It is crucial that the instructors play the guide role in helping learners clarify and focus their efforts by using exploration, collaboration and inquiry strategies. When leveraging technology tools, the instructors should avoid digital tools that are more entertainment based. The tools must enhance the learning environment, or the mere novelty may distract and eventually bore the learners.
Breaking down open-ended problem learning In this narrative technique, the problem drives the motivation and learning, which requires the instructor to present the problem first, rather than providing instruction on relevant content and then having the learners apply knowledge to solve the problem. The instructor could introduce the problem with a mini lecture to give context to the problem and identify areas of potential difficulty. After the instructor has delivered the problem to the learners, the quest begins and the learners have a series of critical-thinking milestones they must complete. They must complete the following tasks. 1. Explore and define the problem presented to them. 2. Brainstorm what they already may know about any issues relating to the problem.
3. Determine what they need to learn/ research where can they find this information, what tools do they need to solve the problem. 4. Brainstorm the possible ways to solve this problem. 5. Solve the problem. 6. Report on the solution, any barriers they encounter and findings of the problem. The flexibility of open-ended problems can range in length of time required, from a class to a semester.
Organising and digitalising open-ended problem instruction Most disciplines can improve student learning by using this method of instruction. One of the most important aspects is committing the time and energy to the development of the project, especially developing the bulk of the project up-front. Another key is to create a problem that will really grab the learner’s attention and be meaningful in their knowledge development. The instructor must select a meaningful problem topic that is going to immediately spark the desire to learn and determine the learning outcomes for the project. What does the instructor want the learners to know and/or to be able to do at the end of the assignment? The fun begins with the creation of the problem to be addressed by the students. The most effective problems at the higher education level revolve around a real-world situation that the learners may encounter in their respective career paths or lives. Curiosity alone will drive the learners to want to have a solution if the problem is real and meaningful. Next the instructor should think about the plan to break students up in groups if this is to be a group activity. Will the instructor organise groups in an arbitrary manner, manually select the participants, or let the learners choose? Once the students are in groups, how/when will the instructor distribute the materials? Depending on the mode of delivery, i.e., instructor led introduction, manually passing out materials, or audio/visual
WWW.AITD.COM.AU