42825 Inventive Problem-Solving with TRIZ
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 3 cp
Result type: Grade and marks
Description
This micro-credential develops problem-solving skills, with a focus on problem analysis and design of solutions to technical contradictions of engineering problems and products by applying a particular methodology – TRIZ (a Russian acronym for the "Theory of Inventive Problem Solving"). This microcredential builds cognitive skills around TRIZ as a sophisticated problem-solving approach. Participants are able to apply TRIZ methods/tools independently and transfer this complex knowledge to other problems.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Create function models identifying technical contradictions in engineering products or problems. (D.1) |
|---|---|
| 2. | Develop conceptual solutions to technical contradictions in engineering products or problems. (C.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
Teaching and learning strategies
The microcredentials blends interactive, self-paced online activity with problem based supported learning to develop skills in TRIZ.
The interactive online component focuses on basic theory and methods of TRIZ using high-quality videos and interactive text, quizzes and exercises. Learners build understanding of TRIZ, its underlying concepts and relevance for tackling complex technical problems. They practice function analysis to build understanding of technical systems, issues, and identifying and solving technical contradictions.
Along with self-reflection exercises throughout the three modules, each Module contains an exercise. These exercises include quizzes and practical assignments in which learners apply TRIZ methods/tools to selected real-world problems. Learners will submit their exercise solutions via the LMS for marking and individual feedback by the academic via email or video conference like Zoom.
Joint video conference calls (depending on number of participants) will allow for discussing and supervised peer-feedback of the exercises of Module 2 and Module 3. This helps participants deepen their understanding through evaluating the assignments pf their peers.
An online Discussion Board, moderated by the academics, allows learners to connect with other learners and UTS academic to discuss their TRIZ exercises and challenges. Formative peer feedback on exercises is via the Discussion Board. This develops critique practice by asking learners to identify and justify good and poor practices.
In addition, participants will need to solve a technical problem in an initial practice assignment (unmarked) that evaluates their existing problem-solving skills. This allows lecturers and tutors a better understanding where participants start. Participants will also need to use their initial assignment in their final TRIZ project when they reflect on their individual learning from this course.
Through connection via the Discussion Board and periodic synchronous webinars, academic can display additional TRIZ methods/tools, which could be interesting for an independent self-study. Therefore, along with giving participants a basic set of TRIZ tools that help them analysing and solving innovation problems, this microcredential sets the foundation of an innovators and growth mindset in the context of lifetime learning. Especially through understanding problem contradictions as opportunity for developing innovative solutions, participants prepare for dealing with growing uncertainty of modern technology, digitalisation and Industry 4.0 as well as lifetime learning.
Content (topics)
The content of the microcredential is structured into three modules
1. Module 1: “Systemically innovate your problems”- Understanding and solving complex engineering problems
- Introduction to TRIZ as problem-solving approach
- The issue of innovation barriers and how to overcome them
- Basic TRIZ function analysis, including component and interaction analyses
- Enhanced function analysis: Relationship-oriented function analysis
- Identifying key issues of a technical problem
- Identifying technical contradictions
- Ideating to overcome technical contradictions
Assessment
Assessment task 1: TRIZ Exercises
| Intent: | Demonstrate understanding of function modelling and skill in identifying and solving technical contradictions. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): D.1 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1,000 words equivalent |
Assessment task 2: TRIZ Design Project
| Intent: | Demonstrate self-evaluation of competency in solving technical problems using TRIZ function modelling for solving technical contradictions. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 70% |
| Length: | 2,500 words equivalent plus design drawings |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.