Real-world problem solving and innovation in action.

Real-world problem solving and innovation is one of the core skills required for living in this globally connected, complex world of the 21st century. Without targeted learning design for problem-solving skills, learners will not have the opportunity to develop them. 

Use the rubric or decision tree to design learning activities that incorporate real-world problem solving and innovation. Focus on planning for the next month or term and set a goal to incorporate opportunities for learners to develop problem-solving skills. Think about learners and their experiences to date. Their current experiences will impact the learning activities we design. Learners are unable to design solutions for real-world problems if they have all the information or the entire procedure to complete the task. 

Select a learning activity that learners will engage with soon. Use the real-world problem solving and innovation decision tree to guide the design of a learning activity. Consider the following: 

• Is the main requirement of the learning activity problem solving?  
• Are learners working on real-world problems? 
• Does the learning activity require innovation? 

Not all real-world problem solving and innovation learning activities will have each of the levels. But, over time, aim to include learning activities at all the levels. If the upcoming activity doesn't warrant real-world problem solving and innovation at a deep level, reflect on learning experiences later in the semester. What learning activity in the term might lend itself to requiring learners to: 

• Solve problems? 
• Work on real-world problems? 
• Innovate where they will put their ideas or solutions into practice in the real world?   

Take note of those activities now so future planning incorporates the real-world problem-solving and innovation skills necessary to build on the dimension. If other colleagues have participated in this 21CLD module and understand the real-world problem solving and innovation dimension, ask them for advice or feedback on the learning activity. Based on the feedback, adjust the learning activity and put it into action. Once learners have completed the learning activity, reflect on the following:  

• What happened? 
• How did learners engage in the work? 
• Were there particular skills that learners demonstrated? 
• Did they need extra input that wasn't anticipated? 
• What worked? 
• What didn't work?  

Based on observations and reflections about the learning activity and learners' actions, consider: 

• Does the learning activity need improvement?  
• Is there a way to develop learners' real-world problem solving and innovation skills even further?   

For inspiration,  

• Learn how Michael Urvachev, an educator in Russia, incorporates real-world problem solving and innovation in a learning activity.

• Review Sarietjie Musgrave's learning activity Building a better world through my song, my voice on the Real-world problem solving and innovation in action page in the Real-world problem solving and innovation section of the OneNote. Note the real-world problem-solving and innovation skills practiced throughout the activity.