Problem-solving that aids in the fulfillment of need through the generation of solutions is one of the definitive outcomes of product development. Six steps may be utilized to discover problems in the content context and to generate probable solutions.
Information Collection
Step 1: Collect information aligned to instructional content goals.
As previously discussed in the post titled Inquiry: A Solution to Learner Content Gain, the learner uses inquiry to discover information in the context or framework of content concepts aligned to the goals of instruction, while the instructional designer facilitates the content learning process (Januszewski & Molenda, 2008). Information gathered develops the higher-order thinking skills of the learner (e.g., analysis) when melded with existing knowledge.
Understanding Complex Issues
Step 2: Identify issues in the content context.
The content information, textual and numerical (e.g., frequency), is examined for issues or concerns evidenced by or traceable to causes, and stored in one site (e.g., database). During this process, learner cognition evolves from a knowledge-based perspective to one of content concept understanding. Insight into complex issues provides greater depth of understanding of phenomena in naturally occurring events (Patton, 1990) for problem-solving. Research in marine science, for example, may result in the discovery of the issue of floating plastic debris accumulation (i.e., phenomena) in oceans with insight into factors relating to its causes.
Issue Data Gathering
Step 3: Gather research-based information pertaining to the issue.
Once an issue is identified, additional inquiry is required to collect data in the areas of concern. Information on the issue should be obtained from various primary sources and, potentially, collected from research using varied methodology. This multifarious data collection process aids in ensuring that the information utilized is rigorous (Guba & Lincoln, 1989) and the learner has deeper understanding of the content for usage in proceeding steps. Multifarious data may be gathered, for example, on plastic pollution in oceans and its potential impact.
Categorization of Issues
Step 4: Analyze and synthesize the findings.
A thematic analysis is used to analyze the issue-related information to identify themes within the data (Howitt & Cramer, 2011). The information is first examined and systematically coded through analysis of blocks of data to identify established patterns. Relationships are subsequently developed among the coded information to establish, differentiate, refine, and characterize themes related to the issue. An analysis and synthesis of data on floating plastic pollution in oceans, for example, result in potentially operative themes, such as effect on wildlife and impact on ocean ecosystems.
Problem Identification
Step 5: Identify the problems.
Problems must be identified to determine causation and to eventually generate solutions. Problem identification begins by interpreting the information within the themes for more in-depth understanding. Each theme is subsequently investigated thoroughly to identify an existing complex dilemma and its causes, and information relating to the problem is collected, if necessary. An examination of the effects of floating plastic debris accumulation on ocean ecosystems, for example, can result in the identification of the problem of coastal organism dispersal to more open waters by taxiing on plastic debris, which can cause a disruption or problem to an ecosystem through the introduction of unintended organisms called introduced species (Young et al., 2017).
Solution Generation
Step 6: Generate problem-based solutions.
Once problems have been identified, solutions are generated. Each problem and its causes are analyzed to identify solutions using problem-solving techniques such as brainstorming. The resulting information is examined and the best solutions are selected. The problem of “introduced species” through floating plastic debris in oceans, which is commonly caused by litter transported from local areas into rivers and then into oceans, can be potentially resolved with solutions, such as the development of biodegradable plastics or the use of litter filtration systems for water.
Final Note
Once the best solutions are generated, product production can begin. The steps listed above may be loosely correlated with Steps 1-5 of the SPALTEN method for problem-solving (Albers et al., 2005). These steps range from an analysis of the situation to an examination of the risks and benefits of selected solutions.
REFERENCES
Albers, A., Burkardt, N., Meboldt, M., and Saak, M. (2005, August 15–18). SPALTEN problem solving methodology in the product development [Conference presentation]. International Conference on Engineering Design, Melbourne, Australia. https://www.designsociety.org/download-publication/23010/spalten_problem_solving_methodology_in_the_product_development
Guba E., & Lincoln Y. (1989). Fourth generation evaluation. Sage Publications, Inc.
Howitt, D., & Cramer, D. (2011). Introduction to research methods in psychology (3rd ed.). Prentice Hall. https://aishwaryajaiswal.com/wp-content/uploads/2022/01/Introduction-to-research-Methods-in-Psychology-3rd-ed.-D.-Howitt-D.-Cramer-Pearson-2011-BBS.pdf
Januszewski, A. & Molenda, M. (2008). Educational technology: A definition with commentary. Taylor & Francis Group, LLC. https://doi.org/10.4324/9780203054000
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Sage Publications, Inc. https://doi.org/10.1002/nur.4770140111
Young, H. S., Parker, I. M., Gilbert, G. S., Sofia Guerra, A., & Nunn, C. L. (2017). Introduced species, disease ecology, and biodiversity–disease relationships. Trends in Ecology & Evolution, 32(1), 41-54. https://doi.org/10.1016/j.tree.2016.09.008
