Collaborative problem-solving education for the twenty-first-century workforce

2018 ◽  
Vol 2 (6) ◽  
pp. 367-369 ◽  
Author(s):  
Stephen M. Fiore ◽  
Arthur Graesser ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
First Century ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Twenty First Century

A design template for transforming games into twenty-first century skills assessments

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Claire Scoular
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Learning Analytics ◽  
Measurement Model ◽  
Task Design ◽  
First Century ◽  
Collaborative Problem Solving ◽  
Content Type ◽  
Twenty First Century ◽  
Twenty First Century Skills

Purpose The resources needed to develop assessments of the twenty-first century skills, such as problem solving and collaboration, are huge, and require the introduction of cost-effective methods (Griffin and Care, 2015). The intention of the design template is to identify whether the presented approach to game development is viable for measuring collaborative problem solving (CPS) and if so, by using the template the same measures can be captured regardless of the specific task context. The paper aims to discuss these issues. Design/methodology/approach This paper demonstrates a design template which utilises learning analytics and applies a measurement model to transform games into the twenty-first century assessments. The design template provides parameters for game design that provide sufficient data capture in which a measurement model can be applied. The learning analytics approach allows for capture of student behaviours in game play. By applying the measurement model, inferences can be made about demonstrated behaviours that are indicative of student ability. Findings Following the task design template, it is evident that games can be designed taking into consideration the requirement for generalizability and measurement principles. In turn, tasks developed using a defined set of common characteristics and structure allow consistent measurement processes to be applied in an efficient and sufficient manner. In summary, this paper identifies a viable task design template in regards to design principles and scoring protocols for games generating measures of CPS. Originality/value This approach combines various fields of research to present an approach that is a feasible, effective and efficient method for capturing data that are useful for understanding complex social and cognitive skills. The design template presents a method by which games can be designed in a way that assesses cognitive and social skills and provides a platform on which additional games can be readily created.

Educational Psychology Is Evolving to Accommodate Technology, Multiple Disciplines, and Twenty-First-Century Skills

2021 ◽  
Vol 73 (1) ◽  
Author(s):  
Arthur C. Graesser ◽  
John P. Sabatini ◽  
Haiying Li
Keyword(s):  
Problem Solving ◽  
Educational Psychology ◽  
First Century ◽  
Collaborative Problem Solving ◽  
Annual Review ◽  
Publication Date ◽  
Research Activities ◽  
Twenty First Century ◽  
Twenty First Century Skills ◽  
Literacy Collaborative

This article covers recent research activities in educational psychology that have an interdisciplinary emphasis and that accommodate twenty-first-century skills in addition to the traditional foundations of literacy, numeracy, science, reasoning (problem-solving), and academic subject matter. We emphasize digital technologies because they are capable of tracking learning data in rich detail and reliably delivering interventions that are tailored to individual learners in particular sociocultural contexts. This is a departure from inflexible pedagogical approaches that previously have been routinely adopted in most classrooms and other contexts of instruction with no precise record of learning and instructional activities. A good design of educational technology embraces the principles of learning science, identifies the basic types of learning that are needed, implements relevant technological affordances, and accommodates feedback from different stakeholders. This article covers research in literacy, collaborative problem-solving, motivation, emotion, and science, technology, engineering, and mathematics (STEM) areas. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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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