Developing problem solving skills using student-generated problems that reverse engineer YouTube videos

让学生做好面对现实世界的准备，解决复杂的问题需要超越讲课和教科书的教育创新。事实上，培养解决复杂问题的技能可能是未来劳动力中最重要的技能。该项目旨在通过开发和实施一种策略来支持学生解决复杂问题的能力，学生可以对在线视频进行逆向工程，例如，从YouTube，以产生学生创建的问题集（“视频问题”）。将学生创作的视频与文本信息相结合，产生“视频问题”，将有助于调动多种感官，更好地满足学生问题解决的发展需求。 多感官活动已被证明可以改善学习，因此本研究基于现有的学习理论和知识。在本研究项目中，将通过评估学生创建视频问题的能力以及学生解决这些问题的能力来检查解决问题的技能。这样的框架，在促进学生自我创建相关的“视频问题”，有可能告知许多STEM教室和科目。教育工作者将有机会获得一个简单的，多功能的方法和资源，让学生参与，提高解决问题的能力，并将这些关键技能转化为劳动力。更具体地说，本研究的背景将是托莱多大学的材料和能量平衡课程。 本课程是一门基础化学工程课程，在许多工程项目中广泛教授，因此具有广泛适用性的材料潜力。 工程专业的学生将接受解决问题的教育，在真实的世界应用和限制的背景下跨越领域的知识。通过批判性地思考如何将工程概念应用于视频中的真实的世界场景（例如，制作蜡笔时会发生什么化学反应），学生将创造新颖而引人入胜的问题。这个项目将考察在编写新问题时解决问题的技能的质量，以及解决“视频问题”的困难和方法。一系列研究问题将调查学生生成的“视频问题”与传统教科书问题相比，在多大程度上促进了更好的问题解决技能。“视频问题”的有效性和严谨性将通过几种方式来衡量，包括（a）使用整体和分析性规则来分析学生解决问题的过程，（B）使用任务负荷指数来量化严谨性，以及（c）进行调查，以了解学生对解决问题能力和动机的看法。该项目的成果将包括：（a）大量实用和真实世界的“视频问题”，将在网上提供给其他教育工作者，（B）教师讲习班，以传播研究成果和资源，以及（c）出版物和会议演示，以更广泛地分享项目成果。根据以前的研究结果，该项目也有可能更好地吸引通常在工程领域代表性不足的学生。

Engaging students to be prepared to face real-world, complex problem solving requires educational innovation beyond lecturing and textbooks. In fact, developing complex problem solving skills may be the most important skill to thrive in the future workforce. This project aims to support students' complex problem solving skills by developing and implementing a strategy where students reverse engineer online videos, e.g., from YouTube, in order to produce student-created problem sets ("video problems"). The combination of student-created videos and textual information to produce "video problems" will serve to engage multiple senses and better meet students' problem solving developmental needs. Multi-sensory activities have been shown to improve learning, so this study is grounded in existing learning theories and knowledge. During this research project, problem solving skills will be examined by assessing students' ability to create video problems as well as students' ability to solve these problems. Such a framework, in facilitating students to self-create relevant "video problems," has the potential to inform many STEM classrooms and subjects. Educators will have access to a simple, versatile method and resources to engage students, improve problem solving skills, and translate these critical skills into the workforce.More specifically, the context for this study will be a material and energy balances course at the University of Toledo. This course is a foundational chemical engineering course that is widely taught in many engineering programs, thus having potential for the materials to have wide applicability. Engineering students will be educated in problem solving that bridges knowledge across domains in the context of real world applications and limitations. By thinking critically about how engineering concepts can be applied to real world scenarios in the videos (e.g. what chemical reactions occur when crayons are made), students will create novel and engaging problems. The project will examine the quality of problem solving skills when writing new problems as well as the difficulty and methods for solving "video problems." A series of research questions will investigate the extent to which student-generated "video problems" promote better problem-solving skills in contrast to traditional textbook problems. The effectiveness and rigor of "video problems" will be measured in several ways, including (a) analyzing students' problem solving processes using holistic and analytical rubrics, (b) using a task load index to quantify rigor, and (c) administering surveys to gain insight about students' perceptions of problem solving ability and their motivation. Deliverables of this project will involve (a) a large set of practical and real-world "video problems" that will be made available online for accessibility to other educators, (b) faculty workshops to disseminate research findings and resources, as well as (c) publications and meeting presentations to share project outcomes more widely. There is also potential based on previous findings that this project would better engage students typically underrepresented in engineering.