This is the first assignment as a part of the ATC21S Coursera MOOC. It involved selecting an example of collaborative problem solving (CPS) in which you have been involved. The response included illustrating an understanding of the nature of collaborative problem solving, why it is important and what sets it apart from activities like group work. Associated with this, two specific incidents were required to demonstrate that different collaborators have different levels of skill in CPS. This is my response …
It is easy to think of Collaborative Problem Solving (CPS) as a highfalutin euphemism for what is commonly known as group work. However, they are not the same. The major difference is that CPS focuses on the skills and attributes people bring, rather than the jobs people do. In a traditional classroom, group work usually involves splitting a task between members in order to do something more efficiently or simply to share responsibilities. These contributions are then usually assessed at the end of the outcome. With CPS, the focus is not so much about product, but what that process can bring to bear.
In his book Too Big To Know, +David Weinberger argues that there are two key elements relating to diversity which make the room smarter: perspectives and heuristics. Perspectives are the maps of experience, while heuristics are the tools we bring to bear. Without either, there is little point to diversity. I feel that the same can be said about CPS.
What is significant is that success is not deemed by the room itself, but by who is in that room and what skills may be drawn upon. The reality is some individuals have more abilities than others. For as Weinberger posits, “Even if the smartest person in the room is the room itself, the room does not magically make all who enter it smarter.” CPS helps assess the contribution of the different people in the room by splitting work into different subsets as represented in the Conceptual Framework for Collaborative Problem Solving in order to identify areas for growth and improvement.
Difference between CPS and group work often relates to the authenticity of the task. Group work is often heavily scaffolded. In comparison, CPS is ambiguous and ill-defined. There is more than one way to solve problems and deciding on such solutions is usually more important than the end product.
An example of CPS I have facilitated was the creation of the school yearbook. My Year 9 Elective Class was put in charge of creating a yearbook. They had to decide who the yearbook would be for, what it would include and how they would complete it. Once students had made these decisions, they worked collaboratively to develop roles, timelines and expectations.
Two particular incidents of ambiguity associated with CPS was firstly, the beginning where the project was in its infancy, and secondly, in what +Bianca Hewes‘ describes as the ‘mushy middle’, where the project had taken shape, but hurdles start to arise.
The beginning is always an interesting point to reflect upon. Everyone starts from scratch, with a new opportunity to prosper. However, this lack of clarity and cohesion often divides collaborators.
On the one hand, some members commence by working as a part of the group to define the project and then set out to independently come up with all the answers. Although there is some recognition of the need for information, there is little consideration as to where this comes from or how it all fits together.
In contrast, there are some collaborators whose first thoughts are about everyone else. This does not necessarily mean that they are leaders in the traditional sense. On the contrary, they often seek to support others to take the limelight. These students persevere in the effort to identify the heart of the ambiguity and break things down into subtasks. They seek to include all the differences of opinion and create strategies associated to goals for how the project is going to push ahead.
The second significant incident when it comes to CBL is the middle stages. Unlike the defining stages of a project which asks collaborators to work together to define what it is that they are working towards, the middle stages raises the challenge of redefining ideas, managing goals and continually reviewing strategies.
For some, this part can be gruelling. Whereas in the beginning the connection that everyone shares is obvious, once people start moving into different subtasks, they lose track of where they are in relation to the wider problem. Therefore, when issues arise, there are random examples of trial and error. However, little effort is made to modify the initial hypothesis or reconstruct the problem at hand. It is simply seen in isolation with little connection to the other tasks or group members.
Contrary to this, some members thrive on continually reflecting on goals, connecting personal contributions with the work of others, exhaust all possible solutions when faced with a hurdle and evaluate their own performance. For example, when a program didn’t allow for the creation of collage, a student with high level ability took a step back and considered the alternatives. Once they exhausted this, they then spoke with other members of the group to see if anyone else had any ideas. While here is the feedback which I received …
Suggest any elaboration of the example that could have made it more clearly an example of a collaborative problem solving.
self → I think that I could have been more explicit in regards to the assessment. Maybe even fill in some examples and attach them to the document.
peer 1 → This example would need significant elaboration if it is to be considered an example of collaborative problems solving, The author speaks about the difference between CPS and groupwork, yet fails to implement this in the learning activity.
peer 2 → It would be better to show the specific skills listed in CPS workframe.
peer 3 → Provide clear links of personal behavior to CPS framework.
Say what you liked best about this example as an instance of collaborative problem solving.
self → I like the practicality associated with the task. It is essential that the task is authentic.
peer 1 → This example did not address Part 1 of the assignment as outlined, and completely failed to recognize Part 2. This example does not demonstrate the capacity to use the conceptual framework for CPS.
peer 2 → i am not sure about the difference between CPS and group work and i think this homework gave a good explanation.
peer 3 → Very vivid and essential examples of CPS are provided.
It was definitely an interesting process and demonstrates one of the biggest problems with innovation, implementing 21st century strategies and education in general. As much as we think that we are on the same page, this is rarely the case. That is why the focus needs to be on creating canvas to structure the conversation as +Richard Olsen has suggested with the Modern Learning Canvas, rather than dictating strategies. For how can we achieve anything if we cannot talk about it?
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I am an Australian educator whose life has granted a breadth of opportunities. I also have a keen interest in ICT and 21st Century pedagogies. My current role finds me supporting schools with the integration of technology.