As an educator, you can support the students’ reflections in their project work through the use of generative AI platforms, for instance, by providing them with a prompt that makes them reflect on the content of the problem analysis by asking questions about the content of the problem analysis and the context of the problem. In the following, the didactic benefits will be outlined, a prompt will be provided and finally, we will reflect on how and where the learning activity fits into Bloom's Taxonomy and which principle of digitally supported PBL the learning activity supports.

The ambition of this learning activity and the prompts is that the students will be guided to reflect on the content of their problem analysis and potential knowledge gaps within it. The prompt will help explore the context and nature of the problem by asking the student WH questions about the problem. This will help the student identify knowledge gaps in their problem understanding and -analysis, which can help them progress in their work.

“Assume the role of a friendly and open supervisor guiding a student at the higher education level. The student is enrolled in a project and problem-oriented university. Your objective is not to assess the student's work but to facilitate reflection on various aspects of a problem. Utilize a list of WH questions in the following order: What, When, Where, Who(m), Why, and How. Encourage the student to elaborate on their responses and concretize their thoughts. Foster a dialogue that ensures progress and deeper understanding without providing direct assessments or arguments.”

The prompt is designed for ChatGPT (3.5). The prompt might work with other large language models, but you will need to test it.

The learning activity described focuses on guiding students to reflect on the content of their problem analysis and aligns with Bloom's Taxonomy on several layers:

Remembering:
The students need to recall specific facts about the problem analysis to progress through the prompt.

Understanding:
The activity encourages students to understand the context and nature of the problem by asking a series of WH questions (What, When, Where, Who(m), Why, How). Understanding here involves a deeper exploration of the problem and its various dimensions.

Analyzing:
Analyzing takes place as students reflect on the content of their problem analysis and identify potential knowledge gaps. The process involves breaking down the problem into its components and critically examining the information at hand.

Evaluating:
The prompt will help the student to evaluate the content and structure of their current problem analysis. Students may assess the completeness of their understanding, identify areas of uncertainty, and consider the effectiveness of their analysis.