71 results
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2. Distributed team cognition and collaborative problem-solving in project management
- Author
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Fernandes, Roberto Godoy, Silva, Luciano Ferreira da, and Vils, Leonardo
- Published
- 2023
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3. Assessing elementary students’ collaborative problem-solving in makerspace activities
- Author
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Herro, Danielle, Quigley, Cassie, and Abimbade, Oluwadara
- Published
- 2021
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- View/download PDF
4. Using Automated Planning to Provide Feedback during Collaborative Problem-Solving.
- Author
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Rojas, Matias, Sáez, Cristian, Baier, Jorge, Nussbaum, Miguel, Guerrero, Orlando, and Rodríguez, María Fernanda
- Subjects
PSYCHOLOGICAL feedback ,PROBLEM solving ,AUTOMATED planning & scheduling ,PLANNING techniques ,VIDEO games ,COMPUTER systems - Abstract
Collaborative Problem-Solving Skills (CPS) have become increasingly important. Research into the development of CPS is still scarce, but there are several approaches that may be useful for its development. Specifically, providing feedback in collaborative contexts is key. In this paper, we study and develop a feedback system that uses Automated Planning techniques to promote communication among students. Our system is designed to be used in a real-world educational setting, considering the underpinning theory of when and how to give feedback. The system's frontend is a video game, which presents tasks that can only be solved when students collaborate. In the backend, the system computes the solution to the task in a partial-order plan using an automated planning engine. While it monitors the plan and provides feedback to students. We describe an experimental study involving 42 students aged between 10 and 13, in which we explore the effectiveness of the feedback that was given. We show that the feedback allowed the students to perform better in the game, improve their communication, and develop their collaborative problem-solving skills. We also describe a novel approach to monitoring multi-agent partial-order plans, specifically designed for plans with so-called independent chains, that is more efficient than previous approaches and therefore requires fewer computational resources in the classroom. This paper contributes to the literature in two ways. First, we propose a novel monitoring algorithm for partial-order plans that is better suited to educational settings. Second, we show that feedback extracted from a plan can promote reflection about collaborative problem-solving during a multi-agent activity. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
5. Towards a Tutoring System to Support Robotics Activities in Classrooms – Two Wizard-of-Oz Studies.
- Author
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Schulz, Sandra, McLaren, Bruce M., and Pinkwart, Niels
- Subjects
CLASSROOM activities ,TUTORS & tutoring ,ROBOTICS ,VIDEO recording ,COMPUTER science education - Abstract
This paper develops a method for the construction and evaluation of cognitive models to support students in their problem-solving skills during robotics in school, aiming to build a basis for an implementation of a tutoring system in the future. Two Wizard-of-Oz studies were conducted, one in the classroom and one in the lab. Based on the cognitive model, the human wizards gave support to 20 students working in pairs. The studies were video recorded and a qualitative analysis was conducted. This qualitative research approach is described in detail. The evaluation of the studies showed that students reacted mostly positively to the wizards. We also uncovered ways in which students' problem-solving skills could be improved. Based on the evaluation and observations of the Wizard-of-Oz studies, the paper proposes a design for a future robotics skills tutoring system. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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6. Closing the Theory-Practice Gap: Socio-Economic Approach and Action Research in Management
- Author
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Kuran, Omaya
- Published
- 2024
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7. Designing collaborative problem solving assessment tasks in engineering: an evaluative judgement perspective.
- Author
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Mehrabi Boshrabadi, Abbas and Hosseini, M. Reza
- Subjects
PROBLEM solving ,ENGINEERING education ,COLLECTIVE action ,SOCIAL skills ,COGNITIVE ability ,HIGHER education - Abstract
This paper argues that development of students' evaluative judgement capability, which encapsulates a range of cognitive and social skills, should be considered as a primary objective of the collaborative problem-solving assessment practices in engineering. This is a response to call for preparing job-ready students. To meet the multiple demands of complex, agile and innovative projects in the world of work, engineering graduates need to draw on their own decision-making ability and make informed judgements in various collaborative problem-solving situations. However, a review of literature shows that there is a lack of a robust model on which assessment designers can rely as a guidance to develop collaborative problem-solving assessment activities that might progressively contribute to the development of this much-needed capability. By conceptualising the concept of evaluative judgement and identifying the elements of collaborative problem-solving that can foster it, the paper concludes by proposing a stage-based model for designing and implementing assessment activities at the individual course level. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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8. Analysis of Coordination Mechanisms during Collaborative Problem-Solving on an Interactive Tabletop Display
- Author
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Maquil, Valérie, Afkari, Hoorieh, Arend, Béatrice, Heuser, Svenja, and Sunnen, Patrick
- Published
- 2024
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9. The significance of context for the emergence and implementation of research evidence: the case of collaborative problem-solving.
- Author
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Cukurova, Mutlu, Luckin, Rose, and Baines, Ed
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EDUCATION research ,EFFECTIVE teaching ,EVIDENCE ,META-analysis ,PROBLEM solving ,PRACTICE theory (Social sciences) - Abstract
One of the fundamental purposes of educational research is to provide evidence to facilitate effective practice. However, the evidence itself does not have much value for practitioners unless key information about the context from which the evidence was generated is also provided. In this paper, we use the word ‘context’ to refer to factors that are relevant for learning, including the interactions that learners experience with multiple people, artefacts, and environments. Unfortunately, in many educational research studies, either these factors do not get the required attention or information about them is presented in an incoherent structure. The resultant lack of information leads to two significant drawbacks. First, it creates confusion among practitioners who want to apply research evidence in their practice. Second, it leads to research studies that on the face of it are similar, but that in reality have resulted from evidence that has been collected in significantly different contexts being included under the same categories in reviews, meta-reviews, and best-evidence syntheses. In this paper, we draw on the concept of ‘relatability’ of evidence and present taxonomy for collaborative problem-solving (CPS) that can be used to provide the valuable information against which research evidence can be indexed. By addressing the need for more detailed information about the contextual factors from which the evidence is generated to bridge the gap between research and practice in CPS research, we aim to exemplify the approach that is needed in educational research more generally. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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10. Exploring an Online Community of Blind Programmers by Using Topic Modeling and Network Analysis.
- Author
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Park, Jaihyun, Seo, JooYoung, and Lee, Jae Young
- Subjects
- *
DIGITAL technology , *ARTIFICIAL intelligence , *INFORMATION technology , *TECHNOLOGICAL innovations , *INFORMATION science - Abstract
Much work has been carried out to highlight the accessibility challenges of blind programmers. Yet, relatively little has been known about how blind programmers help each other to solve problems. We present a data‐driven approach to explore collaborative problem‐solving of users in the Program‐l community of, by, and for blind programmers. We collected 8,344 longitudinal email threads from 778 users from 2004 through 2022 to observe the dynamics of collaborative problem‐solving among blind programmers. Our embedding‐based topic modeling and assortativity network analysis reveal that the knowledge of blind programmers diverges between when asking and answering questions. Our findings also suggest that users who have a high cluster level in the first year of activity and members are more likely to interact with other members with different roles. Our paper contributes to the field of social computing by introducing the first large‐scale study of a unique community of blind programmers. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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11. A critical appraisal of four approaches which support teachers' problem-solving within educational settings.
- Author
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Bennett, Sue and Monsen, JeremyJ.
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PROBLEM solving ,COGNITIVE learning ,CLASSROOMS ,TEACHER training ,SCHOOL environment - Abstract
This paper critically appraises four problem-solving approaches, based on a range of theoretical perspectives and procedures, which are currently used in educational settings to support adults to find solutions to complex problems that arise within classrooms and the wider school community. The four approaches are: Circles of Adults; Teacher Coaching; Collaborative Problem-solving Groups; the Staff Sharing Scheme. The principle aim of all of these interventions is to enable school staff to generate solutions to problems so that children and young people who are causing concern are perceived in ways which lead to more constructive actions and outcomes. A second aim is to build the capacity of those working in schools by developing their skills and self confidence as problem-solvers and decision-makers; the assumption being that they will be more able to solve similar problems in the future largely on their own, without the need for extensive external support. The paper then considers the relative strengths and limitations of each approach in relation to practice. [ABSTRACT FROM AUTHOR]
- Published
- 2011
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12. Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model
- Author
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Brandl, Laura, Stadler, Matthias, Richters, Constanze, Radkowitsch, Anika, Fischer, Martin R., Schmidmaier, Ralf, and Fischer, Frank
- Published
- 2024
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13. collaborative problem-solving and citizenship education: a philosophical escape in the age of competencies.
- Author
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santi, marina
- Subjects
CITIZENSHIP education ,COMMUNITY of inquiry ,EDUCATIONAL planning ,SOCIAL participation ,EDUCATIONAL benefits ,PROBLEM solving ,ORGANIZATIONAL citizenship behavior - Abstract
Copyright of Childhood & Philosophy is the property of International Council for Philosophical Inquiry with Children and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
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14. The Impact of Team Synchrony on Argument Construction and Science Knowledge Acquisition: Insights from a Science Learning Game
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Yan, Lili, Na, Chungsoo, and Kang, Jina
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- 2024
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15. Serious and Playful Inquiry: Epistemological Aspects of Collaborative Creativity.
- Author
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Sullivan, Florence R.
- Subjects
THEORY of knowledge ,CREATIVE ability ,COLLABORATIVE learning ,ROBOTICS ,DIALOGISM (Literary analysis) ,CREATIVE thinking in children - Abstract
This paper presents the results of a micro-genetic analysis of the development of a creative solution arrived at by students working collaboratively to solve a robotics problem in a sixth-grade science classroom. Results indicate that four aspects of the enacted curriculum proved important to developing the creative solution, including the following: an open-ended, goal-oriented task; teacher modeling of inquiry techniques; provision of tools and an environment that allowed students to move between dual modes of interaction (seriousness and play); and provision of tools and an environment that allowed students to jointly develop a shared understanding achieved through tool-mediated, communicative, and cognitive interaction. The findings suggest that play is an important mode of inquiry if creativity is the learning goal. Implications of this research for the design of learning spaces as well as directions for future collaborative creativity research are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2011
16. Teaching collaborative problem-solving skills to law students.
- Author
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Ryan, Philippa
- Subjects
ACADEMIC degrees ,UNIVERSITIES & colleges ,TEACHING - Abstract
This article describes and critically evaluates a collaborative dispute resolution activity conducted in a mid-degree law subject at an Australian university. Australian law degrees are required to be vocational. Teaching problem-solving to law students is an effective way to impart key professional skills. However, it requires planning and preparation. It is therefore important to reflect on whether the aims of the activity have been achieved. In particular, three ideas about what constitutes good teaching are explored. The first is that good teachers do not simply deliver content – they give their students problems to solve. The second is the expectation employers have that law graduates will readily collaborate with their colleagues. Finally, giving students an opportunity to reflect on what they have learned will enable students to transfer what they have understood and articulated to legal practice. By delineating each of these three teaching aims, it is possible to assess the value and effectiveness of the problem-solving activity. This paper also reflects on the positive impact that is achieved when authentic and ethical legal processes are embedded into student-centred learning. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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17. Data science in educational assessment.
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Gibson, David and Webb, Mary
- Subjects
EDUCATIONAL evaluation ,DATA science ,EDUCATIONAL tests & measurements ,PROBLEM solving ,COMMUNICATION in education ,PSYCHOMETRICS - Abstract
This article is the second of two articles in this special issue that were developed following discussions of the Assessment Working Group at EDUsummIT 2013. The article extends the analysis of assessments of collaborative problem solving (CPS) to examine the significance of the data concerning this complex assessment problem and then for educational assessment more broadly. The article discusses four measurement challenges of data science or 'big data' in educational assessments that are enabled by technology: 1. Dealing with change over time via time-based data. 2. How a digital performance space's relationships interact with learner actions, communications and products. 3. How layers of interpretation are formed from translations of atomistic data into meaningful larger units suitable for making inferences about what someone knows and can do. 4. How to represent the dynamics of interactions between and among learners who are being assessed by their interactions with each other as well as with digital resources and agents in digital performance spaces. Because of the movement from paper-based tests to online learning, and in order to make progress on these challenges, the authors call for the restructuring of training of the next generation of researchers and psychometricians to specialize in data science in technology enabled assessments. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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18. Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding
- Author
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Kuo, Chih-Chen and Hou, Huei-Tse
- Published
- 2024
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19. The effects of online simulation-based collaborative problem-solving on students’ problem-solving, communication and collaboration attitudes
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Chen, Meng-Jun, She, Hsiao-Ching, and Tsai, Pei-Yi
- Published
- 2024
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20. Exploring the effects of roles and group compositions on social and cognitive interaction structures in online collaborative problem-solving
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Tang, Yeye, Du, Xu, Hung, Jui-Long, Li, Hao, Tang, Hengtao, and Xie, Yiqian
- Published
- 2024
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21. Improving collaborative problem-solving skills via automated feedback and scaffolding: a quasi-experimental study with CPSCoach 2.0
- Author
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D’Mello, Sidney K., Duran, Nicholas, Michaels, Amanda, and Stewart, Angela E. B.
- Published
- 2024
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22. A discussion of the cognitive load in collaborative problem-solving: The decision-making phase
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Kolfschoten, Gwendolyn, French, Simon, and Brazier, Frances
- Published
- 2014
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23. A DIALOGIC FRAMEWORK FOR ASSESSING COLLECTIVE CREATIVITY IN COMPUTER-SUPPORTED COLLABORATIVE PROBLEM-SOLVING TASKS.
- Author
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TAN, JENNIFER PEI-LING, CALEON, IMELDA SANTOS, JONATHAN, CHRISTIN REKHA, and KOH, ELIZABETH
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COLLABORATIVE learning ,CREATIVE ability ,PROBLEM solving ,TECHNOLOGY education ,HISTORY of education ,COMPUTERS in education ,TWENTY-first century - Abstract
Creativity and collaboration are increasingly recognised as 21st century skills that schools should foster in learners. To understand how groups, organisations and communities innovate over time, these competencies need to be more effectively cultivated and assessed in individuals and groups. Assessing these competencies, however, has proven challenging, especially in K-12 learning contexts. In the field of CSCL, where the pedagogical premise is that knowledge and competencies are fostered through social interactions and dialogic negotiations, contemporary research has pointed to the affordances of a dialogue-based approach to assessing various learning processes and outcomes. While numerous dialogic frameworks now exist for assessing students' collaborative knowledge building and problem-solving skills, few frameworks connect these assessments to creative competencies. In this paper we propose a dialogic framework for theorising, measuring and fostering students' collective creativity in the context of computer-based collaborative problemsolving formative assessment tasks. We conceptualise collective creativity as encompassing a suite of metacognitive, cognitive and socio-communicative competencies, manifest in the interactions of student teams in their problem-solving process. We present the components of our framework and its operationalization through a content-analytic coding scheme. We then apply the proposed framework to a subset of students' dialogic interactions generated on a computer-based collaborative problem-solving formative assessment task in order to investigate the framework's potential affordances and to assess issues of reliability and validity. Results indicate favourable inter-coder reliability, and identify statistically significant differences in the dialogic features and patterns of successful and unsuccessful collaborative problem-solving student dyads. We conclude by discussing the limitations and the applicability of the framework as an effective way of profiling and scaffolding learning in online collaborative and creative problem-solving contexts. [ABSTRACT FROM AUTHOR]
- Published
- 2014
24. Alive by Meeting: A Solution to the Paradox of Meetings Based on the Pyramid of New Collaboration.
- Author
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Bettoni, Marco and Obeng, Eddie
- Subjects
- *
PARADOX , *MEETINGS - Abstract
Meetings are the activity at the centre of every organisation; they are critical. But there is a problem: most people hate them. How can we solve this so-called "paradox of meetings"? How can we avoid death by meeting? By reviewing meeting theories which help to better understand meetings, we have found support for the view that bad meetings today are primarily the consequence of unsuitable knowledge sharing and collaboration. Based on this and by applying our new understanding of collaboration as New Collaboration, we propose to look at meetings by focusing on collaborative problemsolving and to perceive collaboration in such problem-solving meetings as New Collaboration. But how do we have to interact in order to implement New Collaboration in meetings? This is where our Pyramid of New Collaboration comes in as a detailed description of the collaboration process. Our paper will first review related literature dealing with leadership, meeting theories, knowledge sharing and collaboration. Then, we will explain in detail our concept of collaboration, the process of collaboration and the Pyramid of New Collaboration with its seven layers. Finally, we will discuss the application of the Pyramid to the solution of the paradox of meetings and propose the concept of a New Collaboration Meeting. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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25. Identifying collaborative problem-solver profiles based on collaborative processing time, actions and skills on a computer-based task.
- Author
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Ma, Yue, Zhang, Huilin, Ni, Li, and Zhou, Da
- Subjects
CHINESE-speaking students ,SOCIOECONOMIC status ,FOREIGN students ,INDIVIDUALIZED instruction ,PROBLEM solving ,LATENT semantic analysis - Abstract
Understanding how individuals collaborate with others is a complex undertaking, because collaborative problem-solving (CPS) is an interactive and dynamic process. We attempt to identify distinct collaborative problem-solver profiles of Chinese 15-year-old students on a computer-based CPS task using process data from the 2015 Program for International Student Assessment (PISA, N = 1,677), and further to examine how these profiles may relate to student demographics (i.e., gender, socioeconomic status) and motivational characteristics (i.e., achieving motivation, attitudes toward collaboration), as well as CPS performance. The process indicators we used include time-on-task, actions-on-task, and three specific CPS process skills (i.e., establish and maintain shared understanding, take appropriate action to solve the problem, establish and maintain team organization). The results of latent profile analysis indicate four collaborative problem-solver profiles: Disengaged, Struggling, Adaptive, and Excellent. Gender, socioeconomic status, attitudes toward collaboration and CPS performance are shown to be significantly associated with profile membership, yet achieving motivation was not a significant predictor. These findings may contribute to better understanding of the way students interact with computer-based CPS tasks and inform educators of individualized and adaptive instructions to support student collaborative problem-solving. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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26. The relationship between social media-related factors and student collaborative problem-solving achievement: an HLM analysis of 37 countries
- Author
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Wang, Meishu, Yu, Rushi, and Hu, Jie
- Published
- 2023
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27. Learning to Program: Going Pair-Shaped.
- Author
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Teague, Donna and Roe, Paul
- Subjects
COMPUTER assisted instruction ,INTERNET in education ,COMPUTER training ,COMPUTER programming ,INFORMATION technology ,COLLABORATIVE learning ,PROGRAMMING languages - Abstract
Students continue to struggle with learning to program. Not only has there been a significant drop in the number of students enrolling in IT courses, but the attrition rate for these courses continues to be significant. Introductory programming subjects in IT courses seem to be a stumbling block for many students. How do we best engage students in the learning of a programming language? How can our current teaching and learning methods be improved to provide a better experience for them? Issues that have a detrimental effect on students' learning outcomes include more than simply the cognitive. Although programming really is complex and difficult to learn, there are also cultural and social influences on students presenting to introductory computer science courses. This paper highlights the advantages of intensive collaboration between students by exploiting the students' own ability and desire to interact with their peers. Peer interaction can lead to very strong learning experiences. This paper reflects on the current approaches to teaching programming by the Queensland University of Technology (QUT), Australia, with a short summary of the current focus of QUT's first programming subject and the methods used to teach it. An overview is then given of the web-based Environment for Learning to Program (ELP) which provides scaffolding for students while learning to program. The authors propose the introduction of tools to present a collaborative environment for students to actively engage in the course material through interaction with each other. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
28. Mathematical poetic structures: The sound shape of collaboration.
- Author
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Staats, Susan
- Subjects
- *
DISCOURSE analysis , *CONVERSATION analysis , *MATHEMATICAL analysis , *ANTHROPOLOGICAL linguistics , *PROBLEM solving , *WORD problems (Mathematics) - Abstract
• Poetic structures are conversational repetitions of syntax and words. • Recency and comment length help identify mathematical poetic structures. • Multimodal poetic structures facilitate many collaborative mathematical insights. • Poetic analysis bridges discourse analysis with mathematical reasoning. This paper outlines a new method of mathematical discourse analysis focused on identifying poetic structures in students' mathematical conversations. Following the linguistic anthropology tradition inspired by Roman Jakobson, poetic structures refer to any conversational repetition of sounds, words or syntax; this repetition draws attention to the form of the message. In mathematical conversations, poetic structures can express patterns, rhythms, similarities or dissimilarities associated with a task. Methodological dilemmas associated with identifying and representing poetic structures and pragmatic responses are highlighted. An analysis of a nine minute algebraic problem-solving conversation revealed eight types of mathematical poetic structures that collectively assisted all of the students' vital mathematical insights. The paper aims to demonstrate that poetic analysis of mathematical conversations can bridge the illusory distinction between mathematical discourse and mathematical reasoning. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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- View/download PDF
29. Pair interactions in online assessments of collaborative problem solving: case-based portraits
- Author
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Pöysä-Tarhonen, Johanna, Care, Esther, Awwal, Nafisa, and Häkkinen, Päivi
- Published
- 2018
- Full Text
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30. Evaluating the Impact of the Curriculum Structure on Group Metacognition During Collaborative Problem-solving Using Educational Robotics.
- Author
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Socratous, Chrysanthos and Ioannou, Andri
- Subjects
METACOGNITION ,PROBLEM solving - Abstract
Educational robotics (ER) has emerged as a novel educational tool that enables students to improve their thinking skills. The study aims to compare the effect of a structured versus an unstructured ER curriculum on students' group metacognition during collaborative problem-solving with ER. The authors' hypothesis is that an unstructured ER curriculum might be more beneficial in supporting young learners' group metacognition in programming contexts. This study follows a quasi-experimental design with students (n = 35) split into two comparison groups – a structured ER curriculum group and an unstructured one. The results show that students in the structured curriculum group demonstrated higher levels of group metacognition and better collaboration. Furthermore, using a micro-ecological approach, the study reveals that individual metacognitive contributions from students in the unstructured curriculum group had a systemic impact on the group work progress. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
31. Transcend socioeconomic status constraints to mathematics and science achievement by collaborative problem-solving: The female people-smartness hypothesis.
- Author
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Mei-Shiu Chiu
- Subjects
ACADEMIC achievement ,SOCIOECONOMIC status ,STRUCTURAL equation modeling ,FEMALES ,MATHEMATICS - Abstract
This study examines the female people-smartness (FPS) hypothesis, which addresses the reasons why females are more responsive to socioeconomic status (SES) and posits that using females’ strengths of people-smartness can assist females to overcome SES constraints. This study used data from the student surveys of the Program for International Student Assessment (PISA) in 2015, including 519,334 students from 72 participating countries and economies. The results of the general linear model analysis revealed that females are better at collaborative problem-solving (CPS) and reading, while males are better at mathematics and science. Structural equation modeling revealed that the effect of SES on (mathematics and science) achievement is higher for females than for males. CPS can reduce the effect of SES on achievement. The findings generally support the FPS hypothesis and suggest that CPS-related competences should be emphasized and exercised to transcend SES constraints, especially for females in STEM curricula, studies and careers. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
32. Keeping It Real! : Investigating Presence in Asymmetric Virtual Reality
- Author
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Nieminen, Mika P., Kirjonen, Markus, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, De Paolis, Lucio Tommaso, editor, and Bourdot, Patrick, editor
- Published
- 2020
- Full Text
- View/download PDF
33. Agents of Social Change: Conditions Promoting Police-Social Policy Collaboration in Four New England Cities.
- Author
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Peaslee, Liliokanaio
- Subjects
- *
SOCIAL policy , *POLICE , *LAW enforcement , *COMMUNITY policing , *PROBLEM-oriented policing - Abstract
Over the last two decades, there has been a transformation in police practices from a professional, bureaucratic model to one that emphasizes the employment of community-based and problem-oriented policing. This has shifted the focus of police departments to include expanded definitions of crime prevention. As a result, some departments have begun to work in social policy arenas traditionally outside the purview of law enforcement, including education, health, and community and economic development. It is clear from crime prevention research that this phenomenon is occurring, yet the means and mechanisms of police involvement in social policy have received little systematic investigation. Analyses of community and problem-oriented policing emphasize the effect of these strategies on crime control, not on the expansion of social policies. While most police departments are involved in some form of problem-oriented or community policing, extensive collaboration and other forms of policy engagement is still not the norm. This paper situates police-social service partnerships in an account of the transformation of ideas about police organization and practice and identifies conditions that make police departments more likely to embrace partnerships with community-based and municipal social service agencies. Research findings are drawn from case studies of four urban police departments: Boston and Springfield, Massachusetts and New Haven and Harford, Connecticut. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]
- Published
- 2007
34. Simulating the Camp David Negotiations: A Problem-Solving Tool in Critical Pedagogy.
- Author
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McMahon, Sean F. and Miller, Chris
- Subjects
CREATIVE thinking ,CONSTRUCTIVISM (Education) ,PROBLEM solving ,EDUCATION ,CRITICAL theory - Abstract
This article reflects critically on simulations. Building on the authors’ experience simulating the Palestinian-Israeli-American Camp David negotiations of 2000, they argue that simulations are useful pedagogical tools that encourage creative—but not critical—thinking and constructivist learning. However, they can also have the deleterious effect of reproducing unequal power relations in the classroom. The authors develop this argument in five stages:They distinguish between problem solving and critical theory and define critical thinking—something not done by the simulation orthodoxy.They describe the Camp David simulation. This is their contribution to the relatively small corpus of literature on simulating Palestinian-Israeli relations.They review the constructivist learning and peer teaching accomplished through their simulation. This section is notable because it is authored by a graduate student who participated in the simulation as a meaning maker.They review the manner in which simulations promote creative, not critical, thinking, and reproduce asymmetrical power relations.They reflect on the overall utility of simulating the Camp David negotiations in the classroom. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
35. What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?
- Author
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Nieminen, Juuso Henrik, Chan, Man Ching Esther, and Clarke, David
- Published
- 2022
- Full Text
- View/download PDF
36. Professional Learning Plan: A Tool to Facilitate Teacher Collaboration and Improve Instructional Practice.
- Author
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Miller, Dustin and Anthony, Anika Ball
- Subjects
TEACHER collaboration ,TEACHERS ,SCHOOL administrators ,EDUCATIONAL change ,LEARNING ,SCHOOL improvement programs ,LEADERSHIP training - Abstract
This case study is designed to support the preparation of school administrators and teacher leaders enrolled in courses pertaining to school improvement, instructional leadership, and educational change. The principal of an urban middle school has been charged by the district superintendent to study a downward trend in math state achievement test scores. The case involves a middle school principal and how he might choose to work with his faculty to analyze the issue and develop an appropriate professional learning plan to improve instructional practice. This case scaffolds leader preparation candidates in (a) collaboratively identifying a problem underlying declining state achievement test scores and (b) developing a professional learning plan to support school improvement efforts. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
37. Toward authentic university-community engagement.
- Author
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Chupp, Mark G., Fletcher, Adrianne M., and Graulty, James P.
- Subjects
RACISM ,PROBLEM solving ,EMPATHY ,COMMUNITIES ,INTERVIEWING ,PRE-tests & post-tests ,QUALITATIVE research ,UNIVERSITIES & colleges ,INTERPROFESSIONAL relations ,EXPERIENTIAL learning ,DESCRIPTIVE statistics ,THEMATIC analysis ,TRUST ,AFRICAN Americans ,ADULT education workshops - Abstract
University-community engagement (UCE) tends to be unequal, yielding greater benefits to the university. This creates mistrust, particularly between the university and African American neighborhoods. We propose a model of authentic UCE that builds reciprocity and trust between members of the community and university and increases their capacity to collaboratively problem solve. Through experiential learning, participants confront implicit biases, and develop empathy and stamina to confront systemic racism. Through five training workshops and action circles, participants developed strategies for using their learning to address real-life issues. Lessons learned from this model might be instructive for other universities seeking more authentic UCE. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
38. Reducing seclusion and restraint in a child and adolescent inpatient area: implementation of a collaborative problem-solving approach.
- Author
-
Black, Valerie, Bobier, Candace, Thomas, Baiju, Prest, Fiona, Ansley, Chris, Loomes, Barbara, Eggleston, Glenda, and Mountford, Helen
- Subjects
SOLITUDE ,PROBLEM solving ,SKEPTICISM - Abstract
Objective: The aim of this study was to determine whether implementation of a collaborative problem-solving approach would be associated with a decrease in seclusion and restraint in a child and adolescent inpatient unit.Method: A collaborative problem-solving (CPS) approach was implemented. Seclusion and restraint, length of treatment, clinician- and patient/parent-rated outcomes and staff utility and acceptability were surveyed pre and post implementation.Results: The number of restrictive events significantly decreased, including full restraint, partial restraint and seclusion. Length of treatment and routine clinician-rated outcome measures remained consistent. Patient or parent-rated outcomes showed greater reduction post implementation. Despite some initial scepticism, the staff found this approach useful.Conclusions: A CPS approach was successfully implemented, and in this naturalistic study was associated with a significant decrease in seclusions and restraints. [ABSTRACT FROM AUTHOR]- Published
- 2020
- Full Text
- View/download PDF
39. Pair interactions in online assessments of collaborative problem solving: case-based portraits
- Author
-
Johanna Pöysä-Tarhonen, Esther Care, Nafisa Awwal, and Päivi Häkkinen
- Subjects
Case studies ,Collaborative problem-solving ,Computer-supported collaborative learning ,Directed content analysis ,Small-group processes ,Social aspects of learning and teaching ,Information technology ,T58.5-58.64 ,Education - Abstract
Abstract This exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen in the context of the CPS construct, in a symmetrical and asymmetrical task type. Even though CPS is widely recognised as a core twenty-first-century competency, its nature is not yet well understood. Also, until recently, most of studies have focused on the individual’s solution to a problem or on the skills individuals bring into a problem-solving space. This study extends from an individual- to group-level focus in CPS, emphasising the role and quality of the social aspects in CPS processes and outcomes. Focusing on the group level because it mediates multiple levels of learning, including individual cognition and socio-cultural practices, may provide us with a better understanding of how pairs establish CPS practices. Because of the complexity of CPS and the general challenges of remote collaboration in an online context, the study relies on the triangulation of multiple data sources and phases of analysis. In this paper, the aim is to explore and visualise through contrasting case-based portraits of two pairs how micro-interaction processes evolve at the pair level. The results show that despite students’ similar CPS performance outcome scores and task designs aimed to facilitate collaboration, variations in micro-interactions occur across pairs, for example as individual and joint solution endeavours and as balanced and unbalanced dynamics of group interactions. Studying these patterns at the pair level may provide new insights into CPS and support strategies for acquiring these practices.
- Published
- 2018
- Full Text
- View/download PDF
40. Critical Thinking and Collaborative Problem-Solving for Improving Education Performance - Case Study Thermal Retrofit to Ensure Health and Wellbeing of Historic Built Environment in Lebanon.
- Author
-
El-Daghar, Khaled
- Subjects
CRITICAL thinking ,COMMUNICATION ,ACQUISITION of data ,ARCHITECTURAL design ,HISTORIC sites - Abstract
The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
41. Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education
- Author
-
Ouyang, Fan, Chen, Zixuan, Cheng, Mengting, Tang, Zifan, and Su, Chien-Yuan
- Published
- 2021
- Full Text
- View/download PDF
42. Collaborative Robotics, More Than Just Working in Groups.
- Author
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Taylor, Kellie and Baek, Youngkyun
- Subjects
COLLABORATIVE learning ,ROBOTICS ,SCIENCE education ,PROBLEM solving ,ACADEMIC motivation ,LEARNING - Abstract
The purpose of this study was to determine what collaborative interventions produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem-solving, and learning motivation. In addition, the study examined the impact students’ prior robotics experience had on science process skills, collaborative problem-solving, and learning motivation. The results indicated experience level and collaboration interventions can have impacts on students. Assigned Group Roles had positive effects on students’ motivation and collaborative problem-solving. Experience level also had effects upon student learning motivation and collaborative problem-solving with the Novice status associated with higher levels as compared with students who had more experience. A collaboration intervention was identified that has the potential to produce positive effects for students in collaborative robotics projects as well as assist classroom educators in the purposeful design of collaborative robotics projects with scientifically based strategies to improve the attitudinal outcomes for students of various robotics experience. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
43. The Agricultural Community as a Social Network in a Collaborative, Multi-Stakeholder Problem-Solving Process.
- Author
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Simpson, Hugh C. and de Loë, Rob C.
- Subjects
AGRICULTURAL associations ,SOCIAL networks ,PROBLEM solving ,CLIMATE change ,ECOLOGY - Abstract
Collaborative approaches are being promoted as inclusive forums for bringing state and non-state interests together to solve complex environmental problems. Networks have been recognized through previous research as important ways to involve stakeholders in such forums with members participating in knowledge creation and sharing as part of deliberative processes. Less well understood is the effectiveness of network creation and promotion by external actors, especially in relation to knowledge creation and sharing. A case study approach was used to evaluate the efforts of a farm organization to organize a provincially-cohesive network of locally-elected agricultural representatives in Ontario, Canada. Network structure and function were evaluated using a combination of participant observation and Social Network Analysis as part of a mixed methods research approach. The results indicate that stakeholder network development can be actively supported, and that knowledge creation and sharing in these networks occurs within a complex structure of local and provincial-scale relationships. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
44. The peer model: A new framework for promoting collaborative problem-solving in young people
- Author
-
Baucal, Aleksandar, Pavlović-Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović, Kristina, Rajić, Milana, and Ivanović, Jovan
- Subjects
socio-emotional competencies ,intervention study ,mixed-methods approach ,collaborative problem-solving ,PEER model - Abstract
Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will also be engaged in CPS but will not receive any training or scaffolding. The above described implementation of the PEER model should yield major insights into the possibility of developing adolescents’ capacities for CPS and using it to promote their individual competencies.
- Published
- 2022
45. Wikis for a Collaborative Problem-Solving (CPS) Module for Secondary School Science.
- Author
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DeWitt, Dorothy, Alias, Norlidah, Siraj, Saedah, and Spector, Jonathan Michael
- Subjects
WIKIS ,PROBLEM solving ,SCIENCE education (Secondary) ,COMMUNITY of inquiry ,ONLINE education ,COMPUTER network resources - Abstract
Collaborative problem solving (CPS) can support online learning by enabling interactions for social and cognitive processes. Teachers may not have sufficient knowledge to support such interactions, so support needs to be designed into learning modules for this purpose. This study investigates to what extent an online module for teaching nutrition in secondary school science, using a wiki for CPS, enables interactions, and social and cognitive processes. The module was implemented with 31 volunteer participants. Data collected from the online communications was analyzed for the types of interactions and processes based on the Community of Inquiry Framework. This was triangulated using transcripts of interviews with students. In addition, pretests and posttests were conducted to determine whether the learning outcomes were achieved. Analysis of the online communications showed that the interactions were mainly between learner and content (64.4%), with a large portion of cognitive processes (69.3%) but little social (4.0%), attitudes (9.9%), teaching processes (12.9%) and noise (5.9%). The findings suggest that the module could be used to improve outcomes of learning and encourage interactions for cognitive processes and online presences. The findings may provide insights in encouraging CPS for learning science online. [ABSTRACT FROM AUTHOR]
- Published
- 2017
46. Keeping It Real!
- Author
-
Nieminen, Mika, Kirjonen, Markus, De Paolis, Lucio Tommaso, Bourdot, Patrick, Professorship Nieminen M., Department of Computer Science, Aalto-yliopisto, and Aalto University
- Subjects
immersion ,sense of presence ,collaborative problem-solving ,virtual reality ,asymmetric virtual reality - Abstract
In this paper we discuss the necessity to preserve the sense of presence in virtual reality (VR). A high sense of presence has proven advantages but is also very fragile to interruptions. We outline scenarios where interaction and communication between persons inside and outside virtual environments are necessary and assess challenges for maintaining the immersed user’s sense of presence in such cases. We also use existing literature to outline an experiment that allows us to try out different methods of collaboration between immersed users and external facilitators in order to discern their effect on presence.
- Published
- 2020
47. Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem- Solving Skills and Outcomes: A Group Communication Analysis
- Author
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Andrew Godfrey, Christopher Brooks, Nia Dowell, and Yiwen Lin
- Subjects
Cooperative learning ,sociocognitive roles ,Knowledge management ,21st century skills ,business.industry ,05 social sciences ,Learning analytics ,050301 education ,050801 communication & media studies ,STEM ,Computer Science Applications ,Education ,computational linguistics ,Group communication analysis ,0508 media and communications ,Social cognition ,Component (UML) ,Communication in small groups ,collaborative problem-solving ,Computer-mediated communication ,Computational linguistics ,business ,Psychology ,0503 education - Abstract
Collaborative problem-solving (CPS) has become an essential component of today’s knowledge-based, innovation- centred economy and society. As such, communication and CPS are now considered critical 21st century skills and incorporated into educational practice, policy, and research. Despite general agreement that these are important skills, there is less agreement on how to capture sociocognitive processes automatically during team interactions to gain a better understanding of their relationship with CPS outcomes. The availability of naturally occurring educational discourse data within online CPS platforms presents a golden opportunity to advance understanding about online learner sociocognitive roles and ecologies. In this paper, we explore the relationship between emergent sociocognitive roles, collaborative problem-solving skills, and outcomes. Group Communication Analysis (GCA) — a computational linguistic framework for analyzing the sequential interactions of online team communication — was applied to a large CPS dataset in the domain of science (participant N = 967; team N = 480). The ETS Collaborative Science Assessment Prototype (ECSAP) was used to measure learners’ CPS skills, and CPS outcomes. Cluster analyses and linear mixed-effects modelling were used to detect learner roles, and assess the relationship between those roles on CPS skills and outcomes. Implications for future research and practice are discussed regarding sociocognitive roles and collaborative problem-solving skills.
- Published
- 2020
48. Encouraging Pattern Language Development in a Pre-service Inclusive Education Course: A Comparative Study.
- Author
-
Lancaster, Julie and Auhl, Greg
- Subjects
TEACHER education ,ANALYSIS of variance ,COMPARATIVE studies ,INTERPROFESSIONAL relations ,LANGUAGE acquisition ,MAINSTREAMING in special education ,MULTIVARIATE analysis ,PROBLEM solving ,SELF-efficacy ,STUDENT attitudes ,T-test (Statistics) ,ADULT education workshops ,REPEATED measures design ,DESCRIPTIVE statistics - Abstract
This study investigated the ability of students in a pre-service teacher education course to deploy pattern language (or professional lexicon) related to specific inclusive teaching strategies. The study sought to determine whether there were differential effects of two approaches to learning, one based on a field-based placement (Applied Experience) and the other employing an embedded course design approach (Embedded Design). The results indicate that pattern language frequency and sophistication increased significantly over time. Results also indicate that pre-service teachers’ use and sophistication of pattern language differed according to the structure of the university learning approach employed. The findings are discussed within the context of Embedded Design theory and the role of Applied Experience in pre-service inclusive education, as well as within the context of building more rigorous teacher preparation programmes. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
49. Pair interactions in online assessments of collaborative problem solving: case-based portraits
- Author
-
Esther Care, Nafisa Awwal, Johanna Pöysä-Tarhonen, and Päivi Häkkinen
- Subjects
oppiminen ,Social Psychology ,Computer science ,media_common.quotation_subject ,sosiaaliset tekijät ,Context (language use) ,Collaborative problem-solving ,case studies ,050105 experimental psychology ,Education ,Task (project management) ,Social aspects of learning and teaching ,tapaustutkimus ,pienryhmät ,Computer-supported collaborative learning ,Management of Technology and Innovation ,Qualitative research ,tietokoneavusteinen oppiminen ,Media Technology ,0501 psychology and cognitive sciences ,Quality (business) ,yhteisöllinen oppiminen ,social aspects ,media_common ,lcsh:T58.5-58.64 ,lcsh:Information technology ,Research ,Directed content analysis ,05 social sciences ,Educational technology ,050301 education ,Cognition ,opetus ,Data science ,teaching ,computer-supported collaborative learning ,Triangulation (geometry) ,directed content analysis ,collaborative problem-solving ,Small-group processes ,small-group processes ,Case studies ,kvalitatiivinen tutkimus ,Construct (philosophy) ,0503 education - Abstract
This exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen in the context of the CPS construct, in a symmetrical and asymmetrical task type. Even though CPS is widely recognised as a core twenty-first-century competency, its nature is not yet well understood. Also, until recently, most of studies have focused on the individual’s solution to a problem or on the skills individuals bring into a problem-solving space. This study extends from an individual- to group-level focus in CPS, emphasising the role and quality of the social aspects in CPS processes and outcomes. Focusing on the group level because it mediates multiple levels of learning, including individual cognition and socio-cultural practices, may provide us with a better understanding of how pairs establish CPS practices. Because of the complexity of CPS and the general challenges of remote collaboration in an online context, the study relies on the triangulation of multiple data sources and phases of analysis. In this paper, the aim is to explore and visualise through contrasting case-based portraits of two pairs how micro-interaction processes evolve at the pair level. The results show that despite students’ similar CPS performance outcome scores and task designs aimed to facilitate collaboration, variations in micro-interactions occur across pairs, for example as individual and joint solution endeavours and as balanced and unbalanced dynamics of group interactions. Studying these patterns at the pair level may provide new insights into CPS and support strategies for acquiring these practices. peerReviewed
- Published
- 2018
50. Communication in Creative Collaborations: The Challenges of Uncertainty and Desire Related to Task, Identity, and Relational Goals.
- Author
-
Jordan, MichelleE. and Babrow, AustinS.
- Subjects
COMMUNICATION education ,PROBLEM-oriented policing ,ENGINEERING design ,TEACHER researchers ,EDUCATIONAL objectives ,SOCIAL context - Abstract
This study offers a systematic analysis of uncertainty in communication education by examining communication goals and challenges in the context of collaborative creative problem-solving in engineering assignments. Engineering design projects are seen as having the potential to help K-12 students learn to deal with uncertainty as well as a means through which to learn science and math. Educational researchers have emphasized the cognitive or very general social aspects of this context. The current investigation argues that collaborative, creative design work involves a distinctive constellation of communication challenges: ongoing efforts to temporarily suspend normal inclinations to understand well, to appraise what we understand, and to do so in relation to instrumental, identity, and relational meanings. This argument guides textual analyses of transcripts of fifth-graders assigned to groups tasked with designing and building an environmentally beneficial robot. Implications for communication education are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
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