Getting a hold on the problem in a problem-based learning environment

When engineering students work in a problem-based learning environment they learn how to act as problem solvers bysolving real life problems through the development of technological solutions. Problem solving is at the core of engineeringpractice and problem-based learning models have therefore been emphasised as powerful for engineering educationcommunities to foster employability. However, the approach to problem-based learning differs considerably betweendifferent engineering institutions and one of the variables is the extent to which students develop their ability not only tosolve pre-defined problems but also to identify, analyse and formulate problems themselves. This is important if theengineers of tomorrow are to work in a more holistic system perspective, as stressed by accreditation bodies, engineeringeducation researchers as well as engineering academies. This conceptual paper presents a five-step model for students toidentify, analyse and formulate a problem to be addressed from an engineering perspective. The model is the result of aniterative process, where theoretical as well as empirical inputs have pointed to creating a conceptual model for problemdesign for both students and staff, which is simple and concrete in its conceptual framing and walks the students throughtheir first experience as problem designers in a sequential step-wise systemic manner. This model has gradually beenappropriated to engineering communities by drawing on experience from students and staff in the problem-based learningenvironment at Aalborg University. Based on this, a five-step model for project design is presented initiating students to (1)relate to the theme, (2) map the problem field, (3) narrow down the problem, (4) analyse the problem in context and (5)formulate the problem. Experience shows that students can manage this step-wise model, but still there is a need to scaffoldstudents during the process of developing problem design skills.