Abstract
Freshmen to graduate students in higher education learn about conducting research within the legal and policy frameworks. In many cases, learners may have to address “hard problems,” those that are inherently complex and challenging, open-ended (and often without known solutions or with multiple complex solutions), and requiring professional collaboration, innovation and creativity, and deep knowledge. How should those who design such learning provide optimized learner feedback in the context of learning with hard problems at every step of the learning process? How can feedback be designed for contexts in which the most effective or efficient solutions are not known?
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