PURPOSE

To enhance creativity by introducing open-ended problems in an ill-defined learning environment. 

DESCRIPTION

Problem identification is a skill-building activity that teaches students how to identify unknown variables and key details in a problem in order to solve it. 

UNDERLYING EDUCATIONAL THEORIES

creativity, collaborative learning 

PEDAGOGICAL BENEFITS 

• For the creative thinking process, problem identification is as important as problem solving. Problem identification requires precisely recognizing and defining the problem. Formulating a “relevant” problem is difficult and often overlooked in the learning processes.  
• The use of high-quality problem-solving procedures can have an impact on problem-solving creativity. Students’ experiences throughout the design thinking process can benefit from viably identifying and framing the ill-defined problem. 
• As the education become more “WHY” oriented, problem recognition and solution are considered the most important attribute of an engineer which is stressed by accreditation bodies 
• It is an active learning strategy that promotes independent decision-making and self-regulation. 

STRATEGIES FOR IMPLEMENTATION 

1. Problem identification can be implemented in design course modules. For example, students could identify usability or technical issues in products or services. In order to improve these products and services, students must frame the scope of the problem and come up with conceptualized solutions. 
2. Problem identification can be used both through literature surveys and authentic observations. It necessitates the ability to examine a domain and determine the issue that must be addressed.  
3. Problem identification commands a grasp of theoretical issues that can allow for problem modeling of activities. The practice can be beneficial in capstone projects. 

REFERENCES AND FURTHER READING 

Angelo, T. A., & Cross, K. P. (2012). Classroom assessment techniques, 214-217, Jossey-Bass / Wiley.  

Nazzal, Lamies J. “Engineering creativity: Differences in creative problem-solving stages across domains.” (2015). 

Parmar, Ashis Jalote. “Bridging gaps in engineering education: Design thinking a critical factor for project-based learning.” 2014 IEEE frontiers in education conference (FIE) proceedings. IEEE, 2014.