Facilitating Problem Framing in Project-Based Learning

Svihla, Vanessa; Reeve, Richard

doi:10.7771/1541-5015.1603

Cited by 41 publications

(30 citation statements)

References 37 publications

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“…Students and faculty reported that PBL was a gateway to the acquisition of key generic skills such as teamwork, problem-solving, and SDL. Inadequate learning resources, poor facilitation of PBL tutorials, and student assessment in PBL were noted as the major challenges, as has been reported elsewhere [ [20] , [21] , [22] ]. Therefore, the challenges of PBL keep coming up across all contexts where it is implemented.…”

Section: Introductionmentioning

confidence: 61%

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Mpalanyi

Nalweyiso

Mubuuke

2020

Journal of Medical Imaging and Radiation Sciences

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Introduction Problem-based learning (PBL) has been reported to be a valuable student-centred learning approach across the globe. In PBL students first encounter a problem, which triggers discussion, followed by student-centred inquiry. Makerere University College of Health Sciences has been using PBL for radiography students since 2002. Over the years, the learning landscape may have changed, including the significant disruption of learning by the coronavirus disease 2019 global pandemic. The study aimed at exploring the perceptions of undergraduate radiography students about the PBL curriculum at Makerere University almost two decades after its introduction. Methods This exploratory qualitative study involved 18 radiography students sampled purposively, from whom data were gathered using focus group discussions. Thematic analysis was subsequently used. Results Three key themes emerged from the data: (1) quality of teaching, (2) curriculum efficiency, and (3) curriculum expectations and rating. All students were generally positive about the curriculum. Most agreed that the curriculum was efficient to a greater extent and had met their expectations and desired objectives. Students, however, faced challenges; for example, with limited learning resources during the learning process. Conclusion This study highlights the significant role of PBL in enhancing student's problem-solving, critical thinking, literature search, and, most of all, their practical skills. Prioritization of teaching based on practical relevance and learning objectives is of great importance. The radiography students believed that their curriculum program was generally beneficial to them; however, it was affected by limited resources and limited availability of teaching personnel, which needs to be addressed.

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Section: Introductionmentioning

confidence: 61%

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Mpalanyi

Nalweyiso

Mubuuke

2020

Journal of Medical Imaging and Radiation Sciences

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“…Project-based learning (PjBL) has been widely used in engineering education. Several studies have shown the effectiveness of PjBL in terms of increasing understanding, motivating students, taking ownership, and helping to bridge the gap between the classroom and workplace by preparing students with skills such as leadership, team building, critical thinking, and problem solving [1,2]. In this methodology, an assignment with multiple tasks is normally used to drive the students learning activities to produce a final product in the form of a design, model, and device or service that can be utilized in real world.…”

Section: Introductionmentioning

confidence: 99%

An EML Project on Steel Beam Design

Ardakani¹

2020 ASEE Virtual Annual Conference Content Access Proceedings

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“…This lack of research is particularly evident when understanding how designers prioritise certain elements relating to the user or use context of the eventual solution, and how designers assess the relative importance and ethical valence that each element should be given throughout the design process. As design approaches to solve societal issues continue to grow in primary and secondary education (Razzouk & Shute ; Svihla & Reeve ), higher education (Cennamo & Brandt ) and professional contexts (Dorst ), our understanding of the ethical role designers play in the world, and how this ethical lens develops, is of substantial importance.…”

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confidence: 99%

Revealing Students’ Ethical Awareness during Problem Framing

Gray¹

2018

Int J Art Design Ed

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Expert designers determine what problem needs to be solved by creating a frame that allows the identification of potential solutions. However, it is unclear how students learn to generate these frames effectively, particularly in relation to ethical decision-making and selecting appropriate constraints. In this study, undergraduate and graduate industrial design students at a large Midwestern United States university participated in a one-day workshop that focused on designing products for natives of sub-Saharan Africa to sell in their home nations. Participants (n=100) worked in 21 teams to generate a range of constraints and problem statements while being scaffolded by instructions, research materials and worksheets. Teams struggled to identify specific use contexts and users, even though these elements were present in relatively complex form in provided research materials. Students appeared to build distance between their own experiences and that of users they were designing for, leading to little awareness of the ethical and normative commitments that were reified in their problem statements and solutions. Implications for the explicit development of an ethically aware design character in design education are considered.Problem framing is widely considered to be an essential aspect of professional design behaviourwhere a designer not only solves a problem, but also seeks out and attempts to understand which problems are worthwhile to solve (Lawson & Dorst 2009;Nelson & Stolterman 2012; Sch€ on 1990). The recent rise and popularisation of the 'design thinking' movement (e.g. Brown 2008) also prioritises this portion of the design process, focusing the designer's attention on what is often termed 'discovery': building an understanding of and empathy with user needs, and using this lens to identify and structure appropriate problems to solve (Dorst 2011). A focus on problem framing is also evident when understanding how

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Facilitating Problem Framing in Project-Based Learning

Cited by 41 publications

References 37 publications

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

An EML Project on Steel Beam Design

Revealing Students’ Ethical Awareness during Problem Framing

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