Problem solving and creativity in engineering: conclusions of a three year project involving reusable learning objects and robots

Abstract

The necessity for creative problem solving skills within the sciences and engineering are highlighted in benchmark and policy statements as essential abilities. None of these statements, however, offer any guidance on how these skills might be fostered, let alone assessed. This paper presents findings from the second cycle of an action research project to develop a dedicated creative problem solving module for first year engineering undergraduates. In the module problem based learning (PBL) techniques have been used with Lego Mindstorm NXT robots to develop creative problem solving skills. The focus of the module has been on developing process skills as opposed to the simple methodical solving of routine problems. Process skills have been introduced and mediated by the use of reusable learning objects (RLOs) within a virtual learning environment (VLE). Separate RLOs have also been used to develop skills in using the robots.The action research cycle has been informed by a parallel project involving interviews designed to explore the perceptions of students, academics and professional engineers of creative problem solving. Phenomenography has been used as the main research tool. Student feedback through online questionnaires, focus groups, classroombased observation and interviews indicates that the module, and its means of delivery, has proven successful in improving creative problem solving skills. It also highlights the value of developing process skills within a practical and motivational environment.

Evaluation of creative problem-solving abilities in undergraduate structural engineers through interdisciplinary problem-based learning

“…However, these steps can differ for expert or novice problem solvers (Adams 2010). It is important to understand that the students have novice cognitive abilities and subsequently need to have some level of understanding to apply their subject specific content knowledge and allow them to be creative problem solving.…”

Smart Education in CS: A Case Study

“…In this regard, for example, Sklar et al [SPA07] argue that the entire CS course can be covered and robotics-based curriculum constructed using robot-enhanced environments. Also Adams et al [AKP+10] report on developing the students' skill by using the reusable learning objects (RLOs) and robots within a virtual learning environment.…”

Why we Prototype! An International Comparison of the Linkage between Embedded Knowledge and Objective Learning

“…Adams et al (2010) have investigated how such courses influenced by problem-based learning deal with effective problem solving. Adding effectiveness is perhaps beyond the core of prototyping.…”

“…The rationales of design are communicated through prototypes, stimulating reflections, that are used to frame, refine, and discover possibilities (Lim et al 2008). Research from the science of learning shows that prior knowledge plays a critical role in how students progress through a problem, what they learn, and what they produce (NRC 2003, Adams et al 2010. For engineers, idea generation and prototyping can be merged through hands-on activity.…”