Reconstructed Intentions in Collaborative Problem Solving Dialogues

We provide evidence that speech act recognition, is 1) difficult for humans to do and 2) likely to misidentify proposals involving reconstructed intentions. We examine the reliability of coding for speech acts in collaborative dialogues and we present an approach for recognizing reconstructed proposals using domain context and other more easily recognized features. 1 Introduction Speech act recognition plays a prominent role in dialogue understanding, in traditional approaches that infer a plan using plan construction operators [PA80], [LA90], [LC91, LC92], and in more recent techniques relying on statistical correlations or finite state machines [RM95, QDL + 97]. Both approaches recognize surface speech acts, using surface form and information provided by the discourse context and the discourse operators, or by a finite state approximation of the planning information. These approaches assume that it is (relatively) simple to recognize speech acts, and that speech acts are a requi..

Coordination Matters : Interpersonal Synchrony Influences Collaborative Problem-Solving

The authors thank Martha von Werthern and Caitlin Taylor for their assistance with data collection, Cathy Macpherson for her assistance with the preparation of the manuscript, and Mike Richardson, Alex Paxton, and Rick Dale for providing MATLAB code to assist with data analysis. The research was funded by the British Academy (SG131613).Peer reviewedPublisher PD

On Being Responsible

Joint responsibility is a mental and behavioural state which captures and formalizes many of the intuitive underpinnings of collaborative problem solving. It defines the pre-conditions which must hold before such activity can commence, how individuals should behave (in their own problem solving and towards others) once such problem solving has begun and minimum conditions which group participants must satisfy

An Emergentist Account of Collective Cognition in Collaborative Problem Solving

As a first step toward an emergentist theory of collective cognition in collaborative problem solving, we present a proto-theoretical account of how one might conceive and model the intersubjective processes that organize collective cognition into one or another--convergent, divergent, or tensive--cognitive regime. To explore the sufficiency of our emergentist proposal we instantiate a minimalist model of intersubjective convergence and simulate the tuning of collective cognition using data from an empirical study of small-group, collaborative problem solving. Using the results of this empirical simulation, we test a number of preliminary hypotheses with regard to patterns of interaction, how those patterns affect a cognitive regime, and how that cognitive regime affects the efficacy of a problem-solving group

Commentary: Collaborative Problem Solving with Liquor Stores

This article appears exclusively in the online edition of the Alaska Justice Forum.This article recounts the history of a successful community-based collaborative problem-solving process in the Fairview neighborhood in Anchorage to resolve a seemingly intractable public disorder problem associated with two area liquor stores. The story is an example of the "co-production of public safety" — residents actively working together with police and others to solve neighborhood problems, rather than waiting passively for police or other government officials to find solutions. The author is a member of the leadership of the Fairview Community Council and an academic and researcher with expertise in using community partnerships to address public safety concerns.[Introduction] Angry Residents Demand Closure of Liquor Stores / FVCC Adopts Collaborative Process / Action and Assessment Plan / APD Monitors Liquor Stores / Opposing Liquor License / Co-Production of Public Safet

PENINGKATAN KEMAMPUAN BERPIKIR ALJABAR DAN DISPOSISI MATEMATIS SISWA SMP MELALUI MODEL PEMBELAJARAN COLLABORATIVE PROBLEM SOLVING (CPS)

Penelitian ini bertujuan untuk: 1) mengetahui peningkatan kemampuan berpikir aljabar siswa yang memperoleh pembelajaran Collaborative Problem Solving (CPS) lebih baik dari pada siswa yang memperoleh pembelajaran biasa 2) mengetahui disposisi matematis siswa yang memperoleh model pembelajaran Collaborative Problem Solving (CPS) lebih baik dari pada siswa yang memperoleh pembelajaran biasa 3) mengetahui korelasi antara kemampuan berpikir aljabar dan disposisi matematis siswa yang memperoleh pembelajaran Collaborative Problem Solving (CPS). Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen. Subjek dalam penelitian ini adalah kelas VIII SMP Al Falah Bandung sedangkan yang menjadi objek pada penelitian ini adalah model pembelajaran Collaborative Problem Solving (CPS), kemampuan berpikir aljabar dan disposisi matematis. Instumen pengumpulan data menggunakan tes kemampuan berpikir aljabar dan angket disposisi matematis. Data yang terkumpul kemudian diolah menggunakan software SPSS 20.0 for Windows. Adapun teknik analisis data pada penelitian ini adalah analisis data pre-test kemampuan berpikir aljabar, analisis data post-test kemampuan berpikir aljabar, analisis data indeks gain, dan analisis data angket disposisi matematis. Hasil penelitian ini menunjukkan bahwa peningkatan kemampuan berpikir aljabar siswa yang memperoleh pembelajaran Collaborative Problem Solving (CPS) lebih baik dari pada siswa yang memperoleh pembelajaran biasa, disposisi matematis siswa yang memperoleh model pembelajaran Collaborative Problem Solving (CPS) lebih baik dari pada siswa yang memperoleh pembelajaran biasa, serta terdapat korelasi antara kemampuan berpikir aljabar dan disposisi matematis siswa yang memperoleh pembelajaran Collaborative Problem Solving (CPS). Dengan demikian model pembelajaran Collaborative Problem Solving (CPS) dapat dijadikan salah satu alternatif bagi guru dalam melaksanakan pembelajaran matematika di kelas. Kata Kunci: Model Pembelajaran Collaborative Problem Solving (CPS), Kemampuan Berpikir Aljabar, Disposisi Matematis, Model Pembelajaran Bias

How can I learn more when I collaborate in a virtual group?

Learning in virtual groups has been a process studied and analysed long from multiple perspectives. However, the literature is scarce when we look for models to explain information problem solving skills in online collaboration. A descriptive model of cognitive skills involved in individual information problem solving while using internet information can be found in recent research. The purpose of this study was to find out what information problem solving skills (IPS) students apply when working collaboratively online, and secondly, to analyse what differentiates students who do well on their knowledge tests after collaboration, in relation to these IPS skills. We conducted a research with more than 40 students in 10 virtual groups to analyse the correlation between learning and IPS skills applied by students during an online task that lasted more than 4 weeks. Students completed a weekly self-report with actions related to IPS skills and time devoted to the collaborative task. Findings show that students applied more frequently the skill to check the communication (30%), secondly, read de information (22%), in the third place exchange information (20%), followed by write the information (15%), analyze the information (8%), and finally, search for information (5%). However, only three skills correlate with learning: information exchange, analysis of information and checking communication. Two of them (exchange and check) are collaborative skills and one of them (analysis) is an information problem-solving skill. The conclusions of this study may provide guidelines for instructors and students on ways to improve learning in online collaborative group work

A collaborative approach to learning programming: a hybrid learning model

The use of cooperative working as a means of developing collaborative skills has been recognised as vital in programming education. This paper presents results obtained from preliminary work to investigate the effectiveness of Pair Programming as a collaborative learning strategy and also its value towards improving programming skills within the laboratory. The potential of Problem Based Learning as a means of further developing cooperative working skills along with problem solving skills is also examined and a hybrid model encompassing both strategies outlined

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