ABSTRACT
Foreword
Goals and preconditions. The primary goals of this theory are to develop content knowledge in complex domains, problem-solving and critical thinking skills, and collaboration skills. It should only be used when those types of learning are paramount and when the students and instructor are receptive to this approach to learning, with its shift in roles and power relationships.
Values. Some of the values upon which this theory is based include:
learning to use naturally effective collaborative processes,
critical-thinking and problem-solving skills,
rich social contexts and multiple perspectives for learning,
learning environments that are situated, learner-centered, integrated, and collaborative,
authenticity, ownership, and relevance of the learning experience for students,
cultivating supportive, respectful relationships among learners, as well as between learners and the instructor,
developing a desire for life-long learning and the skills to sustain it.
Methods. Here are the major methods this theory offers:
Comprehensive guidelines
Instructor-Implemented Methods
Act as a resource and tutor.
Create learning environments that allow learners to work in a variety of small groups, each for an extended period of time.
Formulate questions to focus the learner on important aspects of content and learning processes.
Provide just-in-time instruction when requested by learners.
Learner-Implemented Methods
Determine how the acquired knowledge and resources will be used to resolve the problem.
Determine and account for individual and group time on project activities.
Instructor- and Learner-Implemented Methods
Collaborate to determine learning issues and objectives.
Conduct group progress meetings.
Collect needed resources.
Evaluate learners in multiple ways; provide group and individual evaluations/grades.
Interactive Methods
Learn and purposefully use appropriate social skills and team-building activities.
Promote investigation, interaction, interpretation, and intrinsic motivation.
Encourage simultaneous interaction and face-to-face promotive interaction.
Promote equal participation, positive interdependence, and individual accountability.
Process activities
Build Readiness
Overview the collaborative problem-solving process.
Develop an authentic problem or project scenario to anchor instructional and learning activities.
Provide instruction and practice in group process skills.
Form and Norm Groups
Form small, heterogeneous work groups.
Encourage groups to establish operational guidelines.
Determine a Preliminary Problem Definition
Negotiate a common understanding of the problem.
Identify learning issues and goals.
Brainstorm preliminary solutions or project plans.
Select and develop initial design plan.
Identify sources of needed resources.
Gather preliminary information to validate the design plan.
Define and Assign Roles
Identify the principal roles needed to complete the design plan.
Negotiate the assignment of roles.
Engage in an Iterative Collaborative Problem-Solving Process
Refine and evolve the design plan.
Identify and assign tasks.
Acquire needed information, resources, and expertise.
Collaborate with instructor to acquire additional resources and skills needed.
Disseminate acquired information, resources, and expertise to the other group members.
Engage in solution- or project-development work.
Report regularly on individual contributions and group activities.
Participate in intergroup collaborations and evaluations.
Conduct formative evaluations of the solution or project.
Finalize the Solution or Project
Draft the final version of the solution or project.
Conduct final evaluation or usability test of the solution or project.
Revise and complete the final version of the solution or project.
Synthesize and Reflect
Identify learning gains.
Debrief experiences and feelings about the process.
Reflect on group and individual learning processes.
Assess Products and Processes
Evaluate the products and artifact created.
Evaluate the processes used.
Provide Closure
Formalize group adjournment through a closure activity.
242 243Major contributions. The synthesis of problem-solving and collaborative methods of instruction. The comprehensive yet detailed nature of the guidance offered.
—C.M.R.
