The Value of Open-ended Problems in Design Pedagogy

In a traditional design studio, students are assigned framed problems with a stated solution at the start of a project. Students approach the problem knowing the outcome will be a brochure, logo, website, etc. However, as the student enters the design field, they will not solve prescribed problems, but approach problems from a variety of angles. To move away from artifact based problem solving, this paper presents a case study using open-ended problems. Open-ended problems focus on research, strategy and process. No deliverables were stated, rather questions were asked to enhance student exploration. Students became self-learners and self-starters, using critical thinking skills to evaluate possible solutions. Posing an open-ended problem resulted in research-driven diverse solutions.