Encourage students to share their problem framing with the class and gather feedback.Encourage students to discuss the problem in groups.Ask students to construct an empathy map, which offers a visualisation of how different groups may be affected by the problem.The Six Thinking Hats technique, which encourages students to consider a problem from different angles, can be used. ![]() In some cases, other students may play the client role in the interviews Ask students to interview relevant project “clients” for their pain points and the impacts of the problem on their lives or their businesses.Once students have specified their problem, here are some tips to help them frame it: So, the focus then turns to how to solve the problem within this more focused framework, rather than a very broad problem with no one practical solution. Constraints might be related to a specific demographic or location, where recycling levels are particularly low and look at possible reasons. This means that the problem can be framed as “negative impacts of humans on the environment due to a failure to recycle more”. A starting point is to look at the cause-effect relationship, so, for example, for “negative impacts of humans on the environment”, the problem may, in part, be caused by low levels of recycling. It helps students to understand that problems can be ill-defined, do not immediately lead to expected outcomes, and can be symptomatic of other problems.ĭuring problem framing, students identify a set of constraints, requirements, causes and effects, all of which further define the problem. Problem framing is crucial to gaining a proper understanding of the problem by analysing it and coming up with clearer, more focused, definition. Allocate mentor times for the whole class or groups of students to consult on their WIL projects.As a lecturer, share previous success ful WIL projects.Invite industry partners to become the project clients. ![]() ![]()
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