Transcribed from hand-written notes-
6 April:
Cycle III major constraints:
Going into this first problem exercise with students…
Before my arrival to the training location, my PBL case
notes (Problem description, goal, details laying out the basis and timing of
the ‘problem’ occurrence, how it would occur, and notes on what it affects)
were distributed (without my authorization or recommendation,) to the
students. I had sent the notes and asked
that they be held until my arrival, yet they were given to the personnel I am
training. They have had the outlined
considerations of ‘the problem’ for 1-2 days- so they have already had unknown,
unled, collaborative activities prior to my being able to study and record
their direction, research, or unknown factors.
Me: personal note…
I am seriously disappointed that this occurred. I have spent several weeks identifying this
key problem and researched it thoroughly for the presentation of it to them.
8 April:
Problem was presented to students. I assisted students with identifying who we
should discuss the scope of the problem with as well as additional experts we
should enlist to aide in solution identification. The students and I had a discussion with
other personnel – ‘the experts’ who then referred us to a group of system and
software engineers to discuss the problem and gain insight. Students were very happy to talk among
themselves about ideas, perspectives, and questions they have. Instructor (me) acted as a software system
(they are training on,) SME… a facilitator of deeper thinking into system
complexities. Instructor worked to
engage students into thinking deeper about the system and worked to keep
students on track with identifying factors that would help with problem
solution. Clarifications were given to
students and constraints that affect potential solutions were conveyed by
instructor. An overall framework of
considerations was provided and potential routes to get to solutions were
discussed.
No comments:
Post a Comment