6.10 Uncertainty

We often talk about teaching students open-ended or ill-structured problem solving with inherent uncertainty, but what about the instructors who want to teach with uncertainty, ambiguity, and methods such as constructive failure?



It is living on the edge because as the instructor it is hard to predict which ways the students will go, what questions will be asked, what tar pits will be encountered. These teaching moments can be exhilarating and can help keep the course exciting and interesting for both the students and instructor.

General thoughts...

• You have to make quick judgements about what to ask, how to answer, what suggestions to make, and how to guide the students as they encounter the uncertainty, develop their plans and strategies for how to deal with it and then see how it works out. Remember, having no strategy is still a strategy and this has to be dealt with by the instructor; helping the students understand how to deal with uncertainty and how to embrace it.
• You might have to use the Socratic Method to help the students understand the uncertainty, causes, and how to address it. It is better to teach them how to fish, than just provide the cooked meal. They will want the cooked meal of course, but that is not your problem per se.
• In team activities with ill-structured problem solving, each team is likely to have a different process and approach and the debriefing and assessment must address this. There might different paths and solutions; there might not be one right answer (usually isn't). However, it is possible to discuss characteristics about what a good process might need and how solutions can be judged (e.g., a balanced, holistic approach, not overlooking a main aspect or criteria).
• You will have to be able to stick handle the different team solutions (or individual) in real-time, so this demands a high level of expertise in the subject and feeling of comfort, confidence. You will also have to be comfortable making mistakes in front of the students, being seen to be less than perfect, and show how you dig out of a mistake or situation.
• We acknowledge that not all instructors can or will do this type of teaching. It is easier to use canned problems with very structured and 'correct' answers. However, it can be a great experience for both instructor and student when the activity is not 100% known in advance! It is like improv theatre! You have to be able to do the dance. Not everyone can handle multiple solutions and ill-structured problem solving - students or instructors.
• We admit that it is easier for us, the instructors and markers, to have just one answer and one path. Good for us. Efficient for us. No ambiguity to deal with. But, we think that this is rather self-serving and not in the best interst of the students.
• For major activities with ambiguity and uncertainty, we recommend taking a 'naive' individual and doing a dry run. It should not be the course TA or past student.

• You should definitely do the exercise yourself twice; first without much conscious thinking or planning, just going at it and then do it again thinking about points of departure, assumptions that others might make and where these assumptions might go. It is not wise to create the activity and then just do it. You need to be intimate yourself with the activity and the journey.
• When introducing uncertainty, you need to control the number of factors in play; the students need a fair chance at success. In this context, we try to use a context that the students know, or processes that they know, so that they do not have learn many domains in parallel (that never works). It is important to not overload the cognitive senses!
• For the first activity with imbedded uncertainty, it is probably best to go small and keep it VERY simple. Do not try teaching ill-structured problem solving in a big activity before the students know how to crawl; they need to know some basics first and have some practice before going into challenge.
• You definitely have to go with the flow, change the learning outcomes on the fly if need be; you should not be rigid and keep the lesson plan fixed.
• During the activity, you need the right help and assistants who need to know the material, have done the exercise themselves, and can lead the students through the forest, see the trees and the possible paths. If you do not have the right help, it will be a mess (our prediction). The helpers and instructors must enjoy and embrace the dynamic problem solving with students. This is mandatory!

Further reading

• Wehrmann, C., and C. Smits (2022). Reflection in action: a critical reflection tool to help students deal with uncertainties in designing solutions for complex problems, 50th SEFI Annual Conference, Barcelona, Spain.
• Hodgson, P., and R. White (2001). Relax, it is only uncertainty. Prentice Hall.