A Scenario-Based Learning of Electrical Circuits

This paper presents a framework of an educational scenario for the teaching of electrical circuits at senior high schools. This scenario aims at the development of exploratory and critical thinking of students, the development of make-decision skills and knowledge transfer skills from one framework to another, the ability of collaboration and  in common approach of problem solving. During the lessons, the student teams discover the formulas and principles of the  total resistance, the voltage drop across the resistances, and the flowing current through the resistances, in series, in parallel, and in combination resistance circuits by comparing the circuits with each other and guided by the exploratory questions and scaffolding as well. At the end, the student teams solve an open-ended problem based upon their knowledge obtained through the activities. This framework has adopted and applied by educators with a great success. Keywords: Educational scenario, Problem solving, Social constructivism, Cooperative learning

A Comprehensive Architecture for the Cooperative Guidance and Control of Autonomous Ground and Air Vehicles

This thesis deals with the problem of cooperative explorations of a group of autonomous vehicles in unknown environments in the context of decentralized behaviour. The main contribution of this thesis is the development of a comprehensive decentralized cooperative exploration frame work in which each individual vehicle has the ability to explore an unknown environment by itself and also by cooperative behaviour in a team of several vehicles. To simulate the whole system, each individual vehicle will have the ability to explore an unknown environment by dynamically path-planning (with obstacle and collision avoidance), high-level con- trolling, updating the environment map, proposing potential destinations (frontiers), and solving online task assignment. In this thesis, the framework simulates an unknown environment as an occupancy grid map and uses a frontier-base exploration strategy, in which a cell will be marked as a frontier if it is adjacent at least one open cell, as the core architecture. In dealing with the uncertainties in process transition and observation models of autonomous vehicles, the well-known discrete extended Kalman filter (EKF) algorithm is investigated and implemented. When exploring the environment, a vehicle will update its surrounding information, then propose its potential destinations and evaluate the utility (benefit) to travel to each of those destinations. The benefit to go to each destination is derived from the subtraction of the utility (value) of that cell to the sum of the cost to travel to that cell and the steering cost. The key to cooperative exploration in the team of vehicles lies in each vehicle's ability to communicate the updates of the world to the whole team and to contribute to the global list of potential destinations. And each vehicle has the capability of solving the task assignment problem for the team by calling its own online-task-assignment solving engine. This algorithm results each vehicle in having a destination to visit, which benefits the whole team the most and reduces the total exploration time of the team

Solved! Making the case for collaborative problem-solving

This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nesta’s ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works

Collaborative design : managing task interdependencies and multiple perspectives

This paper focuses on two characteristics of collaborative design with respect to cooperative work: the importance of work interdependencies linked to the nature of design problems; and the fundamental function of design cooperative work arrangement which is the confrontation and combination of perspectives. These two intrinsic characteristics of the design work stress specific cooperative processes: coordination processes in order to manage task interdependencies, establishment of common ground and negotiation mechanisms in order to manage the integration of multiple perspectives in design

Young children's research: children aged 4-8 years finding solutions at home and at school

Children's research capacities have become increasingly recognised by adults, yet children remain excluded from the academy, with reports of their research participation generally located in adults' agenda. Such practice restricts children's freedom to make choices in matters affecting them, underestimates children’s capabilities and denies children particular rights. The present paper reports on one aspect of a small-scale critical ethnographic study adopting a constructivist grounded approach to conceptualise ways in which children's naturalistic behaviours may be perceived as research. The study builds on multi-disciplinary theoretical perspectives, embracing 'new' sociology, psychology, economics, philosophy and early childhood education and care (ECEC). Research questions include: 'What is the nature of ECEC research?' and 'Do children’s enquiries count as research?' Initially, data were collected from the academy: professional researchers (n=14) confirmed 'finding solutions' as a research behaviour and indicated children aged 4-8 years, their practitioners and primary carers as 'theoretical sampling'. Consequently, multi-modal case studies were constructed with children (n=138) and their practitioners (n=17) in three ‘good’ schools, with selected children and their primary carers also participating at home. This paper reports on data emerging from children aged 4-8 years at school (n=17) and at home (n=5). Outcomes indicate that participating children found diverse solutions to diverse problems, some of which they set themselves. Some solutions engaged children in high order thinking, whilst others did not; selecting resources and trialing activities engaged children in 'finding solutions'. Conversely, when children's time, provocations and activities were directed by adults, the quality of their solutions was limited, they focused on pleasing adults and their motivation to propose solutions decreased. In this study, professional researchers recognised 'finding solutions' as research behaviour and children aged 4-8 years naturalistically presented with capacities for finding solutions; however, the children's encounters with adults affected the solutions they found