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Collaboration Concept Map

by jasonthehammerlane5883e177e38f8
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Collaboration Concept Map

PROBLEM SOLVING

ILL DEFINED - Unpredictable- IrregularSpiro, p.107

COLLABORATION IN PROFESSIONAL LIVES

INQUIRY

DESIGN

-all elements known-knowable solutions-require rules/principlesJonassen, p. 67

WELL DEFINED- correct efficient solutions-direct instructional guidanceSpiro, p. 109

-Daily activity-Effective employees solve problems-Typically ill-defined problemsJonassen, p.63

-Mastering component skills doesn't = problem solving ability-Web based for ill-defined = multiple viewpoints -Well defined problems don't prepare students for workforce-Factors that promote inquiry and problem solving: familiarity, domain knowledgte, cognitive controls/flexibility, metacognition, epistemic beliefs, self-efficacy Jonassen, pp. 63-71

Ideal model: Identify / Define / Explore / Act / Reflect / Evaluate->Though creates generalizing when problem solving not uniformJonassen, p.65

Common Design Problems w/ Ill-Defined-ambiguous goalsno set path-integrates several domains-no right/wrong, but better/worse-lack evaluation standardsJonassen, p.65

How do we further incoporate ill-defined problems into education to simulate "real-world" problems, and how would we evaluate success?

Is this type of needed problem solving reflected in my program's vocational outcomes?

Collaborative Inquiry Guide- promotes teacher inclusion and ownership1) Framing2) Evidence3) Analyzing4) SharingConcerns:- do you have the right facilitator that will be respected and skillful- Is this process needed or doing for sake of doing? - time contraints

Partnering to investigate challenge7 Characteristics1)Relevant2)Collaborative3)Reflective4)Iterative5)Reasoned6)Adaptive7)ReciprocalKerry McDonald video

-Possess unkowns- Multiple solutions-Uncertainty-Require judgementsJonassen, p.67

Process:1)Identify Problem2)Generate Possible Solutions3)Try One4)Reflect5)Now What is Happening?Concerns:Trial and Error approach?Kerry McDonald video

Collaboration Concept Map

Has there been followup to the Facilitator's Guide? How well has this been implemented? Who provided the facilitation? Has anyone had direct experience?

case based approach - individ. and group tasks- evaluate by oral responses, written assignments, skill performance, geared towards performance in real-life situations.Dori & Herscovitz, 1998.Eval. by ability to justify responses, quality/quantity of participation. Use 1:1 discussion, class partic, artifacts. - from PME 801 discussion forumsCont. to incorporate M.C. tests to ensure ministry exam prep., but lower stakes

Objectives speak vaguely, though do involve: "establish treatement based on findings" and "evaluate effectiveness of treatment and adapt or change strategies". This demonstrates expectation of students to solve real-world problems, evaluate and reflect on solutions.

Concerns: What will this look like in my classroom? Can I incorporate this for one unit as I create the material? Will all students receive the same content and depth? Is anyone in my school doing this to work with?

Donohoo & Velasco "The Transformative Power of Collaborative Inquiry", direct follow up publication. Importance of voluntary = ownership/trust.Shared leadership = group led, trust/respect. Facilitator roles.Must focus on urgent student need, then professional needs to fulfill that, need vs teacher focused.Professional development vs professional learning.

-How does one further promote ownership and participation?-What are key leadership Pearls and Pitfalls?-Can coercing buy-in lead to ownership?-What are some common leadership tools that promote success and drive the process? -Can a formal leader still effectively lead, or are they best in an advisory role?


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