Balancing Scaffolding and Complexity in Open Ended Group Projects (OEGPs): A Learning Theory View
2007 (English)In: IEEE Frontiers in Education conference, 2007, F2G1-F2G2 p.Conference paper (Refereed)
There is a gap between the problems our students typically encounter in their education and the problems they are likely to be asked to solve in their future employments. It is convenient, both in terms of specification and assessment, in education to provide fairly well-structured problems, and many instructors view using such problems as a way to control what the students learn. Typical real-world problems are however ill-structured and we argue that working on well-structured problems does not prepare our students for the problems they will encounter in their professional life. Preparing our students for dealing with ill-structured, or open ended, problems is an educational challenge involving critical thinking skills, which most instructors and curriculum designers view as an important goal. This paper will focus on the use of Open Ended Group projects as an educational setting and address why it can be useful in reaching general goals of engineering education and how balanced scaffolding can help reaching those goals. The paper will also cover a concrete example to inspire education designers to better prepare our students for their future careers by improving their problem solving capabilities.
Place, publisher, year, edition, pages
2007. F2G1-F2G2 p.
Open ended problems, Ill-structured problem solving, Professional skills, Real-world problems, Theories of learning, Situated cognition.
IdentifiersURN: urn:nbn:se:uu:diva-11458OAI: oai:DiVA.org:uu-11458DiVA: diva2:39227