About this paper

Appears in:
Pages: 6973-6978
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1829

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

EMBRACING RISK IN THE STUDIO CLASSROOM OR HOW WE LEARNED TO STOP WORRYING AND LOVE WICKED PROBLEMS

J. Granberg1, K. Woolley2

1Virginia Commonwealth University Qatar (QATAR)
2Purdue University (UNITED STATES)
“Wicked problems are too messy and complicated for student designers to deal with.” At least that’s what we thought until we realized that wicked problems have immense potential for self-improvement… and they are all around us! This qualitative case study explores the use of cognitive-risk teaching experiences which help students adapt their abilities to the complexities and consequences of real-life design problems. Non-risky, or planned teaching methods where learning is focused on routines with predetermined outcomes are insufficient for developing flexible student thinkers (i.e. cognitive recycling). Embracing risk forces students to consider the consequences of the design act from various viewpoints (i.e. cognitive upcycling). Two types of approaches are associated with resolving wicked problems: 'explorative' and 'investigative.' This article challenges instructors to boost risk taking and encourage students to utilize exploratory and/or investigative ways of solving complex, “wicked” design problems.
@InProceedings{GRANBERG2017EMB,
author = {Granberg, J. and Woolley, K.},
title = {EMBRACING RISK IN THE STUDIO CLASSROOM OR HOW WE LEARNED TO STOP WORRYING AND LOVE WICKED PROBLEMS},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1829},
url = {http://dx.doi.org/10.21125/iceri.2017.1829},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {6973-6978}}
TY - CONF
AU - J. Granberg AU - K. Woolley
TI - EMBRACING RISK IN THE STUDIO CLASSROOM OR HOW WE LEARNED TO STOP WORRYING AND LOVE WICKED PROBLEMS
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1829
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 6973
EP - 6978
ER -
J. Granberg, K. Woolley (2017) EMBRACING RISK IN THE STUDIO CLASSROOM OR HOW WE LEARNED TO STOP WORRYING AND LOVE WICKED PROBLEMS, ICERI2017 Proceedings, pp. 6973-6978.
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