Collaborative Problem Solving in Emergency Situations: Lessons Learned from a Rescue Mission

2013 ◽  
pp. 47-58
Author(s):  
Radosław Nielek ◽  
Aleksander Wawer ◽  
Adam Wierzbicki
Keyword(s):  
Problem Solving ◽  
Lessons Learned ◽  
Collaborative Problem Solving ◽  
Rescue Mission ◽  
Emergency Situations ◽  
Collaborative Problem

scholarly journals Introduction: Lessons Learned from Data Mining Applications and Collaborative Problem Solving

2004 ◽  
Vol 57 (1/2) ◽  
pp. 13-34 ◽  
Author(s):  
Nada Lavrač ◽  
Hiroshi Motoda ◽  
Tom Fawcett ◽  
Robert Holte ◽  
Pat Langley ◽  
...  
Keyword(s):  
Data Mining ◽  
Problem Solving ◽  
Lessons Learned ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

Parallel Informal Negotiation: An Alternative to Second Track Diplomacy

2000 ◽  
Vol 5 (3) ◽  
pp. 569-586 ◽  
Author(s):  
◽  
Keyword(s):  
Climate Change ◽  
Problem Solving ◽  
Lessons Learned ◽  
Collaborative Problem Solving ◽  
Consensus Building ◽  
High Stakes ◽  
High Profile ◽  
Collaborative Problem ◽  
Multilateral Institutions ◽  
International Environmental Treaties

AbstractRecently adopted international environmental treaties on climate change and biodiversity represent some of the most complex agreements ever negotiated, involving science-intensive policy questions and implicating not only governments, but industry and a range of nongovernmental organizations. The inter-connections that should have been taken into account in drafting these agreements were difficult to achieve, given the fractured structure of multilateral institutions. Even if the parties were willing to expose their interests as necessary for effective problem-solving, commitments made to home constituencies made it impossible to be flexible. The Consensus Building Institute has pioneered efforts to design a process that can overcome such barriers in high stakes, high profile, multi-party negotiations. Each has involved senior diplomats in what is best described as collaborative problem solving. This article will use the lessons learned from three experiences to show how parallel informal negotiation provides an alternative –or complement – to more traditional second track diplomacy.

scholarly journals What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021 ◽  
Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Real Life ◽  
Collaborative Problem Solving ◽  
Student Agency ◽  
Student Groups ◽  
Collaborative Problem ◽  
Mathematical Arguments ◽  
Life Tasks ◽  
Collaborative Construction

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

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