Relevant bibliographies by topics / Shared and creative problem solving

Academic literature on the topic 'Shared and creative problem solving'

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Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Shared and creative problem solving"

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Angelianawati, Luh. "INDIVIDUAL PROBLEM SOLVING SHARED READING TO DEVELOP STUDENTS’ READING COMPREHENSION." Jurnal Dinamika Pendidikan 9, no. 2 (March 17, 2017): 109. http://dx.doi.org/10.33541/jdp.v9i2.343.

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ABSTRACTTeaching English as a Foreign Language is challenged to find strategies which develop student-centered learning and be able to cultivate students’ language competence and performance effectively. Shared reading is affirmed as one of effective strategies to develop student-centered learning. The strategy is recognized as a creative and exciting model for active learning by doing a group or student-sharing. It makes students learn how making connections, predicting, asking questions, understanding new vocabulary, and making inferences. The main purpose of applying this strategy is to make the students have knowledge of vocabulary and concepts of print and literature reading, as well as use the language through collaborative reading experience. In implementing this strategy, the level of education in which the strategy is implemented should be considered. The way how this strategy may be utilized in the classroom is presented in this article.Keywords: shared reading, teaching strategy, student centered learningABSTRAKPengajaran Bahasa Inggris sebagai Bahasa Asing ditantang untuk menemukan strategi yang mampu mengembangkan pembelajaran yang berpusat pada siswa dan mampu menumbuhkan kemampuan berbahasa dan kinerja siswa secara efektif. Membaca bersama diakui sebagai salah satu strategi yang efektif untuk mengembangkan pembelajaran yang berpusat pada siswa. Strategi ini diakui sebagai model pembelajaran aktif yang kreatif dan menarik dengan cara belajar bersama kelompok. Hal tersebut membuat siswa belajar bagaimana menghubungkan informasi, memprediksi, mengajukan pertanyaan, memahami kosa kata baru, dan membuat kesimpulan. Tujuan utama dari penerapan strategi ini adalah untuk membuat siswa memiliki pengetahuan kosa kata dan konsep tentang bacaannya, serta menggunakan bahasa melalui pengalaman membaca kolaboratif. Dalam menerapkan strategi ini, tingkat pendidikan di mana strategi ini dilaksanakan harus dipertimbangkan. Cara bagaimana strategi ini dapat dilakukan di dalam kelas disajikan dalam artikel ini.Kata kunci: membaca bersama, strategi pengajaran, pembelajaran berpusat pada siswa
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Larkin, Teresa L. "The Creative Project: Design, Implementation, and Assessment." International Journal of Engineering Pedagogy (iJEP) 6, no. 1 (February 22, 2016): 72. http://dx.doi.org/10.3991/ijep.v6i1.5387.

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One of the primary objectives in most STEM classrooms is to provide educational experiences that will build and enhance students’ ability to think critically and to solve a wide set of different types of problems. To be competitive in the increasingly global society of the twenty-first century, scientists and engineers must often be able to innovate and “think outside the box” when solving a problem or designing a new tool or product. Within a typical STEM classroom, however, assignments often focus primarily on solving textbook-type problems that allow little room for innovation and creative thinking. While these textbook-type problems help students develop their critical thinking skills, they do little for helping them learn to think creatively and innovatively. There is a need for pedagogical activities that include a creative component that would all students to become creative and innovative thinkers. The objective of this paper is to showcase some examples of assessment activities that can be used to facilitate the creative component of student learning in a physics course. The course is entitled Changing Views of the Universe and is often taken by students to satisfy the university’s general education requirements towards graduation. The activities assessed in the course include reading quizzes, free-writing assignments, a short paper activity, a creative project, and a final exam. Emphasis will be placed on the design, implementation and assessment of the creative project activity which was first piloted in spring 2014. A discussion related to student perceptions of the activity will be included. In addition, a summary of some of the lessons learned during the implementation phase will be shared.
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Stadler, Raphaela, and Simone Fullagar. "Appreciating formal and informal knowledge transfer practices within creative festival organizations." Journal of Knowledge Management 20, no. 1 (February 8, 2016): 146–61. http://dx.doi.org/10.1108/jkm-11-2014-0484.

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Purpose – Problem-solving approaches to research have dominated the not-for-profit festival management field. Little attention has been paid to how festival organizations successfully create cultures where knowledge transfer is practised within the high intensity of a festival life cycle. Drawing upon insights from social practice theory and appreciative inquiry (AI), the purpose of this paper is to offer a different conceptual approach to understanding how knowledge transfer “works” as an organizational practice to produce a collaborative festival culture. Design/methodology/approach – This paper draws upon an ethnographic case study with the highly acclaimed Queensland Music Festival organization in Australia. The research questions and methods were framed around an appreciative approach that identified formal and informal practices that " worked " rather than a conventional problem-focused analysis. Findings – This research focused on appreciating the cultural context that shaped the interrelationships between formal and informal knowledge transfer practices that enabled trust and collaboration. A range of knowledge transfer practices was identified that contributed to the creation of a shared festival ethos and the on-going sustainability of the festival vision. Practical implications – The not-for-profit sector brings numerous challenges for festival organizations, and there is a need to appreciate how collaborative and creative knowledge transfer can occur formally and informally. Festival organizers can benefit from understanding the relational and practice dimensions of knowledge management as they are performed within specific organizational contexts. Originality/value – An appreciative understanding of knowledge transfer practices has not yet been applied to not-for-profit festival organizations, where problem-solving approaches dominate the field.
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Diani, Rahma, Hesti Herliantari, Irwandani Irwandani, Antomi Saregar, and Rofiqul Umam. "Search, Solve, Create, and Share (SSCS) Learning Model: The Impact on the Students’ Creative Problem-Solving Ability on the Concept of Substance Pressure." Jurnal Penelitian Fisika dan Aplikasinya (JPFA) 9, no. 1 (June 30, 2019): 65. http://dx.doi.org/10.26740/jpfa.v9n1.p65-77.

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This study aimed to determine the effectiveness of the Search, Solve, Create, and Share (SSCS) learning model and its impact on the students’ creative problem-solving ability. The study was conducted on eighth-grade students of Junior High School 24 (SMPN 24) Bandar Lampung, Indonesia, on the Substances Pressure subject matter. This is quasi-experimental with non-equivalent control group design. The independent sample t-test showed that the SSCS model influences the students’ creative problem-solving ability, of which the experimental class is higher than the control class. Furthermore, the results of the effect size obtained the d value of 2.39, indicating the SSCS learning model is effective for the students' creative problem-solving ability which belongs to the high category.
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Rauniar, Rupak, Greg Rawski, and Jeramy Meacham. "Collective Ambition, Creative Chaos, Information Redundancy, and Shared Knowledge in Integrated Product Development – Case Study." Journal of Information & Knowledge Management 06, no. 02 (June 2007): 79–89. http://dx.doi.org/10.1142/s0219649207001664.

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The use of cross-functional teams in integrated product development (IPD) has become a common practice in industry. Despite an extant body of literature on the importance of knowledge management in cross-functional team execution, the drivers of knowledge sharing in cross-functional teams in IPD projects have not been adequately addressed. Knowledge sharing among the IPD team members help in complex problem solving and decision-making during the course of the concurrent project environment. In this article we present findings on knowledge sharing in IPD projects from our interviews with project executives from four diverse companies. Based on social cognitive and information processing theories, the current case study proposes a theoretical framework on some of the important determinants of shared knowledge. An understanding of such determinants can help managers in IPD to promote information and knowledge sharing which may lead to superior IPD project performance.
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Reiter-Palmon, Roni, and Salvatore Leone. "Facilitating creativity in interdisciplinary design teams using cognitive processes: A review." Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science 233, no. 2 (January 22, 2018): 385–94. http://dx.doi.org/10.1177/0954406217753236.

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Interdisciplinary, or cross-functional, teams have become quite common for engineering and design. Many of today’s scientific breakthroughs occur in interdisciplinary teams, as the increasingly complex problems facing society often cannot be addressed by single disciplines alone. However, fostering creative and productive collaboration in interdisciplinary teams is no easy challenge. First, leading creative teamwork is difficult by itself. Second, many of the factors that impede teams and teamwork in general are exacerbated in interdisciplinary teams as a result of differences between team members. In this paper, we will review the team creativity psychology and management literature, and discuss how cognitive processes that facilitate creativity can be used by engineering and design teams. Specifically, past research has shown problem construction that allows teams to develop a structure to guide solving ambiguous problems. Further, problem construction allows teams to develop a shared understanding of the problem which aids in later processes. While there is significant research on idea generation, results suggest that teams may not be better at this than individuals. In this review, we discuss how idea generation in teams can mitigate some of the issues that lead to this effect. Finally, team research has only recently began to determine what factors influence idea evaluation and selection for implementation.
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Gross, Jörg, and Carsten K. W. De Dreu. "Individual solutions to shared problems create a modern tragedy of the commons." Science Advances 5, no. 4 (April 2019): eaau7296. http://dx.doi.org/10.1126/sciadv.aau7296.

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Alone and together, climatic changes, population growth, and economic scarcity create shared problems that can be tackled effectively through cooperation and coordination. Perhaps because cooperation is fragile and easily breaks down, societies also provide individual solutions to shared problems, such as privatized healthcare or retirement planning. But how does the availability of individual solutions affect free-riding and the efficient creation of public goods? We confronted groups of individuals with a shared problem that could be solved either individually or collectively. Across different cost-benefit ratios of individually versus collectively solving the shared problem, individuals display a remarkable tendency toward group-independent, individual solutions. This “individualism” leads to inefficient resource allocations and coordination failure. Introducing peer punishment further results in wasteful punishment feuds between “individualists” and “collectivists.” In the presence of individual solutions to shared problems, groups struggle to balance self-reliance and collective efficiency, leading to a “modern tragedy of the commons.”
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Edwards, Brent. "The Thinking of Students: Have You Lost Your Marbles? Three Creative Problem-Solving Approaches." Mathematics Teaching in the Middle School 11, no. 1 (August 2005): 18–21. http://dx.doi.org/10.5951/mtms.11.1.0018.

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As an eighth-grade mathematics teacher, I have come to value the process of communicating about mathematics. I have learned that it is vital for students to explain and describe their work, not just simply submit their solutions. I use several methods to encourage my students to share their problem-solving processes, such as asking them to show their work on the board for the class, write essays, and answer a simple question like “How did you arrive at your answer?” Of these tasks, writing takes the most time and effort, but the results can be extraordinary. The formal essay requires students to organize their thoughts, prepare a logical sequence, and explicitly communicate the details of their work. This “thinking about thinking” translates to an improved problem-solving ability and greater conceptual understanding.
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Ko, Yunjeong, Sinjeong Kim, and Sejung Lim. "On Developing Convergence Subject for Digital Literacy and That Effect." Korean Association of General Education 15, no. 3 (June 30, 2021): 51–61. http://dx.doi.org/10.46392/kjge.2021.15.3.51.

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As it enters into a hyper connected society, we are requesting a new technological convergence. Also, these days are a convergent society based on IoT, AI in earnest. We need to build up ‘digital literacy’, that is the ability to critically watch digital information to choice the correct and right information in the flood of information in these days.<br/>This paper is for sharing our research process and conclusion about the convergence subject for cultivating a digital literacy. The subject “Comprehension of digital literacy” is made for fostering students who to be great talents can be critical, integrating, problem-solving, creative. This subject was managed by three professors who are consist of a humanities major, a social science major, an engineering major. For this, Three teachers shared AI knowledge based on expert knowledges per major, and based on this, this subject was developed for cultivating students who get a critical comprehension about digital information and a creative solve-problems with digital tools. This subject consists of four parts; in the first part, students have recognized the necessity of digital literacy and main conception of digital literacy. In the second part, students have recognized ethical manner and ethical mind as digital literacy. Next, they have learned various tools of digital and could use those tools. Lastly, students have fulfilled a critical project with digital tools.<br/>The survey at the end of this class shows positive effects of our subject to students getting abilities in many domains: solving problem, thinking integrated, creating knowledge, digital ethics, team teaching, self-efficacy. This integrating subject is judged that cultivating student of various major to get basic knowledge of digital literacy by changing of existing cognition and this is can be leading case jumping over academic boundary.
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Brown, Susannah. "Creativity, Social Justice and Human Rights within Adult Education." International Journal of Adult Vocational Education and Technology 6, no. 2 (April 2015): 1–12. http://dx.doi.org/10.4018/ijavet.2015040101.

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In this paper, the author describes philosophical concepts of adult learning and their application as integrated with creative problem solving within the context of social justice and human rights. The context is framed by the work of the United Nations (1992) which emphasizes importance of women's roles and creativity in the process of forming a global community. Foundational theories (Gardner, 1999; Greene, 1995; Knowles, 1975; Lawrence, 2005; & Vygotsky, 1978) are connected to support this philosophical approach to adult learning. Creative application examples are shared featuring changes in women's education and subsequently their lives such as, a project guided by artist, Vic Muniz (Walker, Jardim, Harley, & Muniz, 2010) and an arts-based education program that changed the lives of incarcerated women in one female correctional facility (Mullen, 1999). The goal of this paper is to provide examples of how creativity and arts-based learning can be integrated within adult education promoting social justice and human rights.
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Dissertations / Theses on the topic "Shared and creative problem solving"

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Nicholas, Paul, and not supplied. "Approaches to Interdependency: early design exploration across architectural and engineering domains." RMIT University. Architecture and Design, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081204.151243.

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While 3D digital design tools have extended the reach of architectural and engineering designers within their own domains, restrictions on the use of the tools and an approach to practice whereby the architect designs (synthesises) and the engineer solves (analyses) - in that order ¡V have limited the opportunities for interdependent modes of interaction between the two disciplines during the early design phase. While it is suggested that 3D digital design tools can facilitate a more integrated approach to design exploration, this idea remains largely untested in practice. The central proposition of my research is that that 3D digital tools can enable interdependencies between crucial aspects of architectural and engineering design exploration during the early design phase which, before the entry of the computer, were otherwise impossible to affect. I define interdependency as a productive form of practice enabled by mutual and lateral dependence. Interdependent parties use problem solving processes that meet not only their own respective goals, but also those of others, by constructively engaging difference across their boundaries to actively search for solutions that go beyond the limits of singular domains. Developed through practice-based project work undertaken during my 3 year postgraduate internship within the Melbourne Australia office of the engineering firm Arup, my research explores new and improved linkages between early design exploration, analysis and making. The principal contribution of my research is to explore this problem from within the context, conditi ons and pressures of live practice. To test the research proposition this dissertation engages firstly with available literature from the fields of organisation theory and design, secondly with information gathered from experts in the field principally via interview, and lastly with processes of testing through practice-based (as opposed to university-based) project work. The dissertation is organized as follows: The Introductory Chapter outlines the central hypothesis, the current state of the discourse, and my motivations for conducting this research. I summarise the structure of my research, and the opportunities and limitations that have framed its ambitions. Chapter Two, Approach to Research and Method, details the constraints and possibilities of the Embedded Research within Architectural Practice context, within which this work has been undertaken, and describes the Melbourne office of Arup, the practice with whom I have been embedded. These contexts have led to the selection of a particular set of ethnographic research instruments, being the use of semi-structured interviews and the undertaking of practice-based studies as a participant-observer. These modes of testing are explained, and the constraints, limitations and requirements associated with them described. Within Chapter Three, Factors for Separation and Integration in Architectural and Engineering Design, I examine selected design literature to detail several factors impacting upon the historic and contemporary relationship between architects and engineers, and to introduce the problem towards which this thesis is addressed. I describe a process of specialisation that has led architects and engineers to see different aspects of a common problem, detail the historical factors for separation, the current relationship between domains and the emerging idea of increased integration during the early design phase. The aim of this section is primarily contextual - to introduce the characters and to understand why their interaction can be difficult - and investigation occurs through the concepts of specialisation and disciplinary roles. Chapter Four, Unravelling Interdependency, establishes an understanding of interdependency through the concept of collaboration. While I differentiate interdependency from collaboration because of the inconsistent manner in which the latter term is employed, the concept of collaboration is useful to initialise my understanding of interdependency because it, as opposed to the closely linked processes of cooperation and coordination, is recognised as being characterised by interdependency, and in fact is a viewed as a response specific to wider conditions of interdependency. From the literature, I identify four sites of intersection crucial to an understanding of interdependency; these are differing perceptions, shared and creative problem solving, communication and trust. These themes, which correlate with my practice experience at Arup Melbourne, are developed to introduce the concepts and vocabulary underlying my research. Chapter Five, Intersections & Interdependency between Architects and Engineers, grounds these four sites of intersection within contemporary issues of digital architectural and engineering practice. Each site is developed firstly through reference to design literature and secondly through the experiences and understandings of senior Arup practitioners as captured through my interviews. The views and experiences of these practitioners are used to locate digital limits to, and potential solutions for, interdependent design exploration between architects and engineers as they are experienced within and by practice. Through this combination of design literature and grounded experience, I extend: * the understanding of differing perceptions through reference to problems associated with digital information transfer. * the understanding of joint and creative problem solving by connecting it to the notion of performance-based design. * the understanding of communication by focussing it upon the idea of back propagating design information. * the understanding of trust by connecting it to the management and reduction of perceived complexity and risk. Chapter Six, Testing through Projects, details the project studies undertaken within this research. These studies are grouped into three discourses, characterized as Design(Arch)Design(Eng), Design|Analysis and Design|Making. As suggested by the concurrency operator that separates the two terms that constitute each of the three labels, each discourse tests how architectural and engineering explorations might execute in parallel. The section Design(Arch)|Design(Eng) reports projects that use a common language of geometry to link architectural and engineering design ideas through geometric interpretation. The section Design|Analysis reports projects in which analytical tools have been used generatively to actively guide and synthesise design exploration. The final section, Design|Making, reports projects in which the architectural and engineering design processes are synthesised around the procurement of fabrication information. Conclusions are then drawn and discussed in Chapter Seven. In evaluating the research I discuss how 3D digital design tools have enabled alternative approaches that resolve issues associated with differing perceptions, establishing common meanings, communication and trust. I summarise how these approaches have enabled increased interdependency in architect engineer interaction. Lastly, I draw together the impacts of intersecting 3D digital aspects of architectural and engineering design exploration during the early design phase, and indicate those aspects that require further analysis and research.
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Francisco, Rosemary. "Can knowledge be created and shared on the move? The case of collaborative problem-solving in the mobile workers’ context." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6640.

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Mobile workers are professionals who frequently work on the move, far from a fixed workplace, often performing knowledge-intensive activities. Mobility brings challenges to the processes of knowledge creation and sharing of these workers, and the existing literature lacks theoretical frameworks to explain these phenomena. Considering this gap, this study seeks to answer the following research question: How knowledge creation and knowledge sharing are carried out in collaborative problem-solving situations in the mobile workers’ context? The primary purpose of this investigation is to analyse how knowledge creation and knowledge sharing are carried out in collaborative problem-solving situations in the mobile workers’ context. To reach the research goals, this study applied Activity Theory (AT) and its key concepts as a theoretical lens. This theoretical approach allowed better understanding both the individual (the mobile worker) as well as his relations in his/her social context. Besides, the adoption of the Design Science Research method (DSR) provided tools for a deeper understanding of the research problem and also to propose an approach to stimulate knowledge creation and sharing through collaborative problem-solving in the mobile workers’ context. The results of this study helped to understand the fundamental needs of mobile workers related to knowledge creation and knowledge sharing to solve work problems. It was observed that these workers use their ICT tools, especially mobile ICT, to conduct the majority of their collaborative problem-solving situations and subsequently, to create and share knowledge on the move. The findings also highlight how mobile technologies are used to support collaborative problem-solving in the mobile work’ context. Therefore, the key argument tested and supported in this thesis is that collaborative problem-solving mediated by mobile ICT can support and stimulate knowledge creation and knowledge sharing in the context of mobile workers. This research makes a theoretical contribution by exploring this key argument with the use of AT as a theoretical lens. Since this theory was not used so far to analyse practices of knowledge creation and sharing in the context of mobile workers, this study contributes to the expansion of this theory in this subject. The results of the empirical data also provided lessons from the practice that can contribute to the theory, mainly considering the diversity of workplaces that mobile workers can use to perform their work activity. Also, this study provides methodological and practical contributions; through a detailed descriptive of how to apply the DSR in IS (Information Systems) studies, in addition to the artifact developed that can be used in practice. Finally, this study addresses some questions that can be explored in future research.
Trabalhadores móveis são profissionais que freqüentemente trabalham em movimento, longe de um local de trabalho fixo, muitas vezes realizando atividades intensivas em conhecimento. A mobilidade traz desafios aos processos de criação e compartilhamento de conhecimento para esses trabalhadores, e a literatura existente carece de frameworks teóricos para explicar esses fenômenos. Considerando esta lacuna, este estudo procura responder à seguinte pergunta de pesquisa: Como a criação e o compartilhamento de conhecimento são realizados em situações colaborativas de resolução de problemas no contexto dos trabalhadores móveis? O objetivo principal deste estudo é analisar como a criação e o compartilhamento do conhecimento são realizados em situações colaborativas de resolução de problemas no contexto dos trabalhadores móveis. Para alcançar os objetivos da pesquisa, este estudo aplicou a Teoria da Atividade (AT) e seus conceitos-chave como uma lente teórica. Esta abordagem teórica permitiu uma melhor compreensão tanto do indivíduo (o trabalhador móvel) quanto das suas relações no seu contexto social. Além disso, a adoção do método de pesquisa Design Science Research (DSR) proporcionou ferramentas para uma compreensão mais profunda do problema de pesquisa e também para propor uma abordagem para estimular a criação e o compartilhamento do conhecimento por meio da colaboração na resolução de problemas no contexto dos trabalhadores móveis. Os resultados deste estudo ajudaram a compreender as necessidades fundamentais dos trabalhadores móveis em relação à criação e ao compartilhamento de conhecimento para a resolução de problemas de trabalho. Observou-se que esses trabalhadores utilizam suas ferramentas de TIC, especialmente as TIC móveis, para conduzir a maioria de suas situações colaborativas de resolução de problemas e, posteriormente, criar e compartilhar conhecimento em movimento. Os resultados também destacam como as tecnologias móveis são usadas para apoiar a resolução colaborativa de problemas no contexto do trabalho móvel. Portanto, o principal argumento testado e suportado por esta tese, indica que a resolução colaborativa de problemas, mediada por TICs móveis, pode apoiar e estimular a criação e o compartilhamento do conhecimento no contexto de trabalhadores móveis. Esta pesquisa faz uma contribuição teórica explorando este argumento chave com o uso de AT como uma lente teórica. Uma vez que esta teoria não foi utilizada até agora para analisar as práticas de criação e compartilhamento de conhecimento no contexto dos trabalhadores móveis, este estudo contribui para a expansão desta teoria neste assunto. Os resultados empíricos também forneceram lições da prática que podem contribuir para a teoria, considerando, principalmente, a diversidade de locais de trabalho que os trabalhadores móveis podem usar para realizar suas atividades de trabalho. Além disso, este estudo fornece contribuições metodológicas e práticas; por meio de um descritivo detalhado de como aplicar o DSR em estudos de SI (Sistemas de Informação), além do artefato desenvolvido que pode ser usado na prática. Finalmente, este estudo endereça algumas questões que podem ser exploradas em futuras pesquisas.
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Røssland, Kari. "A Shared Memory Structure for Cooperative Problem Solving." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-10081.

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The contribution of this thesis is a framework architecture for cooperative distributed problem solving in multiagent systems using a shared memory structure. Our shared memory structure, the TEAM SPACE, coordinates the problem solving process that is based on a plan in form of a hierarchy of decomposed tasks.

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Davila, Hernandez Maria del Consuelo. "Socially shared calculus problem solving : defining a culture /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Welsh, Kimberly D. "Individuals solving problems : the effects of problem solving strategies and problem solving technologies on generating solutions." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045625.

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This experiment was designed to compare two problem solving strategies, brainstorming and the hierarchical technique, and two problem solving technologies, computer software and pencil and paper. The first purpose of this study was to explore what effects computer software and pencil and paper have on the facilitation of solutions for individual problem solvers. Subjects generated solutions by either recording ideas on a computer or by writing ideas down on paper. The second purpose of this study was to examine how individuals evaluate solutions they have generated.Specifically, we were looking for solution evaluations to differ according to which problem solving strategy subjects received training on, brainstorming or the hierarchical technique. Solutions were rated on overall quality, practicality, and originality on a scale ranging from 0 (being the lowest possible score) to 4 (being the highest possible score).Subjects who used a computer to record ideas generated significantly more solutions than those subjects recording ideas on paper. Subjects trained with the hierarchical technique generated ideas higher in quality than those trained with brainstorming. Subjects trained with brainstorming generated more original ideas than those trained with the hierarchical technique. Finally, subjects rating of practicality did not differ according to problem solving strategy.
Department of Psychological Science
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Kristiansen, Glenn. "Creative problem solving : the roles of moods and emotions." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708122.

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De, Jager C., A. Muller, and G. Roodt. "Developing creative and innovative thinking and problem-solving skills." Journal for New Generation Sciences, Vol 12, Issue 1: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/649.

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Published Article
A specific financial services organisation in South Africa realised that they had to join the innovation revolution in order to remain commercially competitive due to unexpected competitors entering the traditional financial services domain. The evaluation question asks whether employees in a financial services organisation can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop, and can a benefit for the business unit and organisation be identified. This qualitative study employed Utilisation Focused Evaluation (UFE) to address the evaluation question. Questionnaires, pen-and-paper tests and interviews were used to gather data. Descriptive statistics were applied to report the data. The most critical finding confirmed that individuals can acquire creative and innovative thinking and problem-solving skills. The acquisition of these skills though is not sufficient on its own to establish a culture supportive of creativity and innovation. The study culminated in the creation of The Triple I Creativity and Innovation Model. The Triple I Creativity and Innovation Model illustrates how a workshop with distinctive training design features can impact the individual, the business unit and the organisation in order to initiate, ideaneer and ignite creativity and innovation.
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Hurme, T. R. (Tarja-Riitta). "Metacognition in group problem solving—a quest for socially shared metacognition." Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514262708.

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Abstract The aim of this study was to explore metacognition, specifically socially shared metacognition within computer-supported collaborative problem solving. Another aim of this study was to find methodological solutions for uncovering how metacognition becomes visible and shared in group problem solving in a text-based and asynchronous learning environment. During this dissertation study, two empirical experiments were performed. Participants in the first experiment were secondary school students (N=16) who worked with the Knowledge Forum (KF) learning environment. In the second experiment, triads of pre-service teachers’ (N=18) problem solving was supported by the Workmates (WM) learning environment. The data of this study consist of discussion forum data, self-report questionnaires, and individual’s feeling of difficulty graphs. In the data analysis, quantitative and qualitative research methods, along with individual and group level analyses, were combined to provide a deeper understanding of the phenomena being studied. A qualitative content analysis of the computer notes at the cognitive, metacognitive and social level were first analysed at the individual level, which made visible individual thinking and characterized the nature of the online discussions. In the interpretation phase, the categorizations were interpreted as group level processes in order to examine the contextual development of collaborative problem solving. To accomplish this, a process-oriented graph of group problem solving was developed. Further, to understand how socially shared metacognition in group problem solving can be related to individual metacognition, especially metacognitive experiences, group members’ individual feelings of difficulty were combined with the results of the discussion forum data. The results of this study show that the process of socially shared metacognition is a differentiator in the success of a group’s mathematical problem solving. Socially shared metacognition requires that group members participate in joint problem solving intentionally and reciprocally, acknowledge each other’s thinking and develop their ideas further. In other words, the process of socially shared metacognition has intention to steering the discussion rather than exchanging ideas about possible ways to solve the tasks. Further, the results of this study suggest that if the process of socially shared metacognition emerges, then the most of students will be able to reduce their feelings of difficulty. The results of this study suggest that socially shared metacognition is a complex and extra-ordinary group-level phenomenon. Socially shared metacognition could become more visible if participants focus on analysing the task and verifying the process as well as the outcome of the problem solving instead of exploring and implementing various unelaborated solution efforts. While socially shared metacognition fosters success in group problem solving, it also helps individual’s thinking grow as a part of the group
Tiivistelmä Tässä tutkimuksessa selvitetään metakognition, erityisesti sosiaalisesti jaetun metakognition, ilmenemistä tietokoneavusteisessa yhteisöllisessä matematiikan ongelmanratkaisussa. Tutkimuksen tavoitteena on myös kehittää aineiston analysointimenetelmiä metakognition ja erityisesti sosiaalisesti jaetun metakognition tutkimiseksi. Tutkimus koostuu kahdesta empiirisestä osatutkimuksesta. Ensimmäisessä tutkimuksessa koehenkilöinä olivat erään perusasteen yläkoulun seitsemännen luokan suomalaiset oppilaat. Toisessa tutkimuksessa koehenkilöinä toimivat ensimmäisen vuosikurssin suomalaiset luokanopettajaopiskelijat. Molemmissa tutkimuksissa yhteisöllisen ongelmanratkaisuprosessin tukena käytettiin tekstipohjaiseen, eriaikaiseen vuorovaikutukseen perustuvia oppimisympäristöjä: Knowledge Forumia ja Työporukkaa (engl. WorkMates, WM). Tutkimusaineisto koostuu verkkokeskustelukommenteista, kyselylomakkeista sekä ongelmanratkaisutehtävän jälkeen piirretyistä graafeista, jotka ilmentävät tehtävän aikana koettua vaikeuden tunnetta. Ongelmanratkaisuprosessia kuvaavassa analyysissa yhdistetään sekä kvalitatiivisia että kvantitatiivisia menetelmiä sosiaalisesti jaetun metakognition tutkimiseksi. Verkkokeskusteluaineistoa analysoidaan yksilötasolla kvalitatiivisen sisällönanalyysin periaatteiden mukaisesti. Osallistujien tallentamat verkkokeskustelukommentit on luokiteltu kognitiivisiksi, metakognitiivisiksi tai sosiaalisiksi viesteiksi. Viestien sisällön tulkinta perustuu ainoastaan kirjoitettuun tekstiin eikä osallistujien ajatteluun viestien taustalla. Verkkokeskusteluaineistoa tulkitaan ryhmätasolla erilaisten visualisointimenetelmien, kuten sosiaalisen verkostoanalyysin ja ryhmän ongelmanratkaisua kuvaavan graafin, avulla. Sosiaalisesti jaetun metakognition yhteyttä yksilön metakognitioon, erityisesti tehtävään liittyvään vaikeuden tunteeseen, tutkitaan ryhmän ongelmanratkaisua kuvaavien graafien, verkkokeskustelukommenttien ja ongelmanratkaisutehtävän jälkeen piirrettyjen tehtävän aikana koettua vaikeutta kuvaavien graafien avulla. Sosiaalisesti jaettua metakognitiota ei ilmene yleisesti ryhmän ongelmanratkaisussa. Tähän vaikuttaa muun muassa se, ettei ryhmissä kiinnitetä huomiota tehtävänantoon ja saadun ratkaisun oikeellisuuteen, vaan pääpaino ongelmanratkaisussa on ratkaisumenetelmien etsimisessä ja esitettyjen ehdotusten toteuttamisessa. Tämän tutkimuksen tulokset kuitenkin osoittavat, että sosiaalisesti jaettu metakognitio on ilmiönä monitahoinen. Tulosten perusteella sosiaalisesti jaettu metakognitio on myös tärkeä tekijä ryhmän ongelmanratkaisussa. Onnistuneessa ongelmanratkaisussa ryhmän jäsenet sitoutuvat yhteiseen prosessiin ja toimivat vastavuoroisesti perustellen esittämänsä ajatukset sekä huomioiden ratkaisun kannalta tärkeät kysymykset ja ratkaisuehdotukset. Tällöin on mahdollista, että sosiaalisesti jaettu metakognitio vähentää useimpien ryhmän jäsenten kokemaa vaikeuden tunnetta. Sosiaalisesti jaetulla metakognitiolla näyttää olevan tärkeä tehtävä paitsi ryhmän myös yksilön ajattelussa
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Vanhorn, Renee E. "Locus of control, need for cognition, and a hierarchical approach to real-world problem solving : searching for a problem solving personality." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/897524.

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The purpose of this study was to explore the effects of two problem-solving techniques and two personality variables upon the quantity and self-reported quality of solutions people generated to an ill-structured problem. College students completed the Locus of Control and Need for Cognition Scales and, after having been trained in either brainstorming or a hierarchical problem-solving method, they used their new skill to solve a problem. They also rated their solutions on quality. Subjects in the hierarchical condition produced more solutions than those in brainstorming. Moreover, those in the hierarchical group produced solutions of subjectively higher quality than did the brainstormers. Analyses of the personality variables suggested that as need for cognition increased, people generated more solutions before training. No relationship was found between need for cognition and quality ratings. Locus of control was not related to either quantity or quality. Implications for business are discussed and suggestions for future research are provided.
Department of Psychological Science
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Weakland, Marie A. "Creativity, openness to experience, and environmental support in problem solving." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1124872.

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The relationship between the personality trait of openness to experience and problem solving ability in environments offering various levels of informational support in the form of analogous problems was investigated using 173 participants. I suspected the strongest positive relationship in an environment offering moderate support and that individuals who were high on openness to experience would be likely to see that previous presented information was analogous in nature. There was no relationship between penness to experience and problem solving ability as a function of the environment or in general. However, students given a high level of support solved significantly more problems than those participants receiving no support. Also, more students solved the problems when they saw an analogous connection between the experimental and the demonstration problems. An implication may be that problem solving ability can be taught using analogies, if the information is complete and students are able to determine the relevance to future problems.
Department of Psychological Science
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Books on the topic "Shared and creative problem solving"

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Michele, McCarthy, ed. Software for your head: Core protocols for creating and maintaining shared vision. Boston, MA: Addison-Wesley, 2002.

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Xanthakou, Giōta. Creative problem solving. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Winters, Nathan B. Creative problem solving. Upper Saddle River, N.J: Prentice Hall, 1995.

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Weiss, Donald H. Creative problem solving. New York, NY: American Management Association, 1988.

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Noone, Donald J. Creative problem solving. Hauppauge, N.Y: Barron's, 1993.

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Noone, Donald J. Creative problem solving. 2nd ed. Hauppauge, NY: Barron's Educational Series,c, 1998.

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Ragsdell, Gillian. Creative problem solving. Hull: University of Lincolnshire & Humberside, 1999.

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Turner, Thomas N. Brainstorms: Creative problem solving. Glenview, Il: Scott, Foresman, 1990.

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Creative thinking & problem solving. Chelsea, Mich: Lewis Publishers, 1990.

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Creative problem-solving in ethics. New York: Oxford, 2006.

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Book chapters on the topic "Shared and creative problem solving"

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Brad, Stelian. "TRIZ to Support Creation of Innovative Shared Value Business Initiatives." In Advances and Impacts of the Theory of Inventive Problem Solving, 101–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96532-1_10.

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Puccio, Gerard J., Barry Klarman, and Pamela A. Szalay. "Creative Problem-Solving." In The Palgrave Encyclopedia of the Possible, 1–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98390-5_41-1.

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Medeiros, Kelsey E., Belinda C. Williams, and Adam Damadzic. "Creative Problem Solving." In Leader Thinking Skills, 176–204. 1 Edition. | New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781315269573-8.

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Merrotsy, Peter. "Problem Solving." In Pedagogy for Creative Problem Solving, 9–28. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315198019-1.

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Proctor, Tony. "Problem solving." In Absolute Essentials of Creative Thinking and Problem Solving, 27–38. New York : Routledge, 2021. | Series: Absolute essentials of business and management: Routledge, 2021. http://dx.doi.org/10.4324/9781003124054-4.

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Merrotsy, Peter. "Creative Problem Solving Environments." In Pedagogy for Creative Problem Solving, 126–48. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315198019-6.

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Baer, John, and James C. Kaufman. "Creative Problem Solving (CPS)." In Being Creative Inside and Outside the Classroom, 93–127. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-840-7_4.

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Bowkett, Steve. "Jumpstart creative problem solving." In Jumpstart! Creativity, 89–103. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351256162-4.

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Proctor, Tony. "Problem solving and improvisation." In Creative Problem Solving for Managers, 64–84. 5th Edition. | New York: Routledge, 2019. | Revised edition of: Routledge, 2018. http://dx.doi.org/10.4324/9780429458255-4.

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Schneck, Russell. "Complexity and Creative Problem Solving." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 335–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_200050.

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Conference papers on the topic "Shared and creative problem solving"

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Deshpande, Shrinath, and Anurag Purwar. "A Machine Learning Approach to Kinematic Synthesis of Defect-Free Planar Four-Bar Linkages." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85578.

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The past forty years of research in mechanism synthesis has witnessed an unprecedented volume of work in formulating and solving planar four-bar linkage synthesis problems. However, finding practical and useful mechanisms for the motion synthesis problem has proven to be elusive, as a large majority of mechanisms turn out to be defective with respect to their assembly modes. Most methods formulate the problem as a discrete precision position problem, which inherently ignores the continuity information in the input, resulting in linkages with branch-, circuit- and order-defects. In this paper, we bring together diverse fields of pattern recognition, machine learning, artificial neural network, and computational kinematics to present a novel approach that solves this problem both efficiently and effectively. At the heart of this approach lies an objective function that compares the motion as a whole thereby capturing designer’s intent. In contrast to widely used structural error or loop-closure equation based error functions which convolute the optimization by considering shape, size, position, and orientation simultaneously, this objective function computes motion difference in a form, which is invariant to similarity transformations. We employ auto-encoder neural networks to create a compact and clustered database of invariant motions of known linkages. The query is raised in the database for nearest neighbors, which are either solutions or good initial conditions for fast local optimization techniques. In spite of highly non-linear parameters space, our approach discovers a wide pool of defect-free solutions very quickly. We show that by employing proven machine learning techniques, this work could have far-reaching consequences to creating a multitude of useful and creative conceptual design solutions for mechanism synthesis problems, which go beyond planar four-bar linkages.
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Song, Min Hae, Jung Ae Park, and Jooyong Park. "Measuring Collaborative Problem Solving Capability in Creative Problem Solving Situation." In GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3369884.

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Helie, Sebastien, and Ron Sun. "Creative problem solving: A CLARION theory." In 2010 International Joint Conference on Neural Networks (IJCNN). IEEE, 2010. http://dx.doi.org/10.1109/ijcnn.2010.5596891.

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Camacho, Adriana Perez, Allison Janowski, Abdullah Konak, and Sadan Kulturel-Konak. "Creative problem solving builds entrepreneurial mindset." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457556.

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Hilliges, Otmar, Lucia Terrenghi, Sebastian Boring, David Kim, Hendrik Richter, and Andreas Butz. "Designing for collaborative creative problem solving." In the 6th ACM SIGCHI conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1254960.1254980.

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Khoorl, Ahmed, and Aftab Ahmed. "The Modern Techniques Of Creative Problem Solving." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 1996. http://dx.doi.org/10.2118/36290-ms.

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Forster, Florian. "Distributed Creative Problem Solving over the Web." In 2008 3rd International Conference on internet and Web Applications and Services (ICIW). IEEE, 2008. http://dx.doi.org/10.1109/iciw.2008.11.

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Van Hentenryck, Pascal, and Carleton Coffrin. "Teaching creative problem solving in a MOOC." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538913.

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Ormerod, Tom, Linden J. Ball, Alan Dix, and Corina Sas. "HCI and Creative Problem-Solving at Lancaster." In Proceedings of HCI 2007 The 21st British HCI Group Annual Conference University of Lancaster, UK. BCS Learning & Development, 2007. http://dx.doi.org/10.14236/ewic/hci2007.35.

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Susanti, Wenny Arie Puji, Tamsil Muis, and Endang Pudjiastuti Sartinah. "Creative Problem Solving Training to Enhance Students Problem Solving Skills on Career Issues." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.002.

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Reports on the topic "Shared and creative problem solving"

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Stewart, Steven R., and Donna C. Angle. Correlates of Creative Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada258720.

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Oh, Keunyoung. Integrating Creative Problem Solving into the Clothing and Textile Classrooms. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1532.

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002566.

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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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