3 research outputs found

    Reasoning, argumentative interaction and idea life cycles during group product ideation in higher education

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    Abstract. This study presents the analysis of the use of argument in group ideation process in higher education settings. The need for such analysis is dictated by the fact that students in higher education are one step away from joining wider professional communities, where the ability to engage in joint brainstorming and evaluating new products is in high demand. The study data consists of transcripts of ideation discussions of two groups of master’s degree students. The task for both groups was to imagine and formulate a future AI-based teaching/learning assistant, prepare a short verbal presentation of the product, and present it to the whole class. The analysis is arranged in three steps. First, frequency and quality of grounded claims is evaluated using Toulmin’s Argumentation Pattern. Then, the type of talk is determined using the indicators of exploratory, cumulative and disputational talk (Mercer, 1996), the interplay between types of talk is examined. Finally, idea life cycles and reasoning behind idea demotion is investigated. The results indicate that 1) arguments are provided rarely, but when provided, most of them (2/3) are complete; 2) exploratory talk manifests mostly in elaborations on peers’ ideas, whereas reasoning (justifications) to own ideas and critical evaluation is less frequent; these factors characterise the discussions more as co-constructive interaction rather than exploratory talk; 3) dominance of elaborative comments on an idea leads to inclusion the idea in group solution; reasoning for idea demotion varies remarkably between the two groups (56% vs. 80%). These outcomes indicate that students might benefit from enhancing their reasoning to be ready for workplace ideation in groups. From task design view, clear product metrics should be set, and a line drawn between brainstorming and evaluation phase, to prevent unreasoned idea demoting in brainstorming and stimulate questioning and reasoning in evaluation

    Designing Adaptive Instruction for Teams: a Meta-Analysis

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    The goal of this research was the development of a practical architecture for the computer-based tutoring of teams. This article examines the relationship of team behaviors as antecedents to successful team performance and learning during adaptive instruction guided by Intelligent Tutoring Systems (ITSs). Adaptive instruction is a training or educational experience tailored by artificially-intelligent, computer-based tutors with the goal of optimizing learner outcomes (e.g., knowledge and skill acquisition, performance, enhanced retention, accelerated learning, or transfer of skills from instructional environments to work environments). The core contribution of this research was the identification of behavioral markers associated with the antecedents of team performance and learning thus enabling the development and refinement of teamwork models in ITS architectures. Teamwork focuses on the coordination, cooperation, and communication among individuals to achieve a shared goal. For ITSs to optimally tailor team instruction, tutors must have key insights about both the team and the learners on that team. To aid the modeling of teams, we examined the literature to evaluate the relationship of teamwork behaviors (e.g., communication, cooperation, coordination, cognition, leadership/coaching, and conflict) with team outcomes (learning, performance, satisfaction, and viability) as part of a large-scale meta-analysis of the ITS, team training, and team performance literature. While ITSs have been used infrequently to instruct teams, the goal of this meta-analysis make team tutoring more ubiquitous by: identifying significant relationships between team behaviors and effective performance and learning outcomes; developing instructional guidelines for team tutoring based on these relationships; and applying these team tutoring guidelines to the Generalized Intelligent Framework for Tutoring (GIFT), an open source architecture for authoring, delivering, managing, and evaluating adaptive instructional tools and methods. In doing this, we have designed a domain-independent framework for the adaptive instruction of teams
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