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Colloberative Problem Solving (Evidence collection (Web Based Research…
Colloberative Problem Solving
Problem Identification
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Well Structure
Logical
conclusion given the precondition
Algorithmic (Set rules)
e.g. Math problems
Full explanations
All complexities of the problem are presented in full
Essential Information provided
One path and a correct resolution
Direct Instructions
Specific Instructions can be followed to successfully resolve the problem
Ill Structured
Not a direct cause and effect relationship
Personal experiences, culture, demographic information will influence definition
Limited explanations are available
Missing Information
Long term memory makes if difficult to re-apply concepts
Complexity
Simple
Multi Facited
Framing
Relevance
Manageble and within he sphere of interest of the group
Authenticity
Priority
Evidence collection
Student Learning Data
What results are we getting now?
Demographic Information
Perceptual Data (questionnaires)
School Process Data
Current approached to learning and teaching
Web Based Research
Deep
Fast
Spontanious and Self Regulated Connections
Michelle's Question:
Many of these evidence collection questions could be misleading. Often what we know we should do, and what we actually do are different. How do we implement more objective data? : :fire:
Oucomes
Adaptions
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Reflections on what assumptions are correct, and which can be imporved
Making Alterations
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Testing Alternatives
Exploring Possible Strategies
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Theory of Action Model (If...Then)
Committed in Writing
Statements of casual relationships
Can be disproved
Problem Representation
Collecting relivant information
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How one thinks about the problem
People Dynamics :!:
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Individual Perspective
Expereince
Familiarity
Ones experience with type of problem
Domain Specifity
Ones experience solving problems, which require a similar type of thinking (Jonassen, 2000)
Circumstansual Factors
Stress
Fatigue
Beliefs
Esitomolohical Beliefs
Ones believe that solutions can be gray verses black and white
Self Confidence
Ones belief in ability to solve a problem
Individual Abilities
Cognitive Controls
field independence, cognitive complexity, cognitive flexibility, and category width
Group Perspective
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Influence
Individuals that are willing to discuss openly, share informations, and implement ideas into pratice within their school or organization
Shared vision
Members have a common goal and purpose
Informal Leaders
Individuals with the ability to engage and motivate team
Formal Leader
Subject Matter Expert
Katz et al., (2009) suggest that formal leaders “distribute leadership,
identifying those teacher leaders who are in the position to lead in
a focus area because of their expertise”
Analysis
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Read
Develop an understanding of the data and what's important
Describe
"Some patterns I noticed are..."
Classify
Sort the data to understand where relations are
Interpret
What does the data tell us about the problem
Strengths and weaknesses?
Organize
"tidying up" the data
