Accomplishing collaboration at scale: How professionals jointly frame problems on Stack Overflow

Across the country, there is a call for instructional innovations that will increase the practical problem solving ability of college graduates. To meet this need, instructors are inundated with prescriptions on how to change teaching, the classroom, and assessments. To effectively employ these innovations, instructors need knowledge of more than just how to change instruction; instructors also need to understand the learning processes of the students in the classroom. In this paper, three of the most powerful principles of learning are presented in an effort to help classroom instructors better understand not only the ”how” of instructional innovation but also the ”why.” The three principles, student attention, knowledge organization, and problem solving processes, are covered in separate sections of this paper. In each section, the principle is explained and specific links to instructional practice are provided. The paper closes with an explanation of how the three principles operate jointly and how these should be understood in relation to other instructional recommendations.

This article presents a theoretical approach to examining professional knowledge practices on online platforms, employing the concept of epistemic objects and their incompleteness, and analysing how objects are actively produced and negotiated through interactions among users and the platform. We illustrate this approach by conducting an interaction analysis of two threads from Stack Overflow, a prominent online platform where millions of software developers ask and answer programming-related questions. The findings demonstrate that the incompleteness of epistemic objects is central to understanding how professionals collectively engage with and produce knowledge online. They also highlight the role of specific technical features of platforms and the embeddedness of objects – and, thereby, the platforms themselves – in the broader professional domain. The article discusses the potential of the theoretical approach for investigating online platforms as sites for professional learning and calls for educational programs and platform designs that support professionals’ engagements with epistemic objects.

This study examined the creation of knowledge in two embedded cases of Open Innovation (OI) in a complex technological setting. The study focused on the role of boundaries in knowledge flow and knowledge creation and sought to understand how boundaries shape the trajectory of an OI project. While the OI literature is well-developed, most studies are at the level of the organisation and have examined instances of innovation, rather than longitudinal OI processes. In addition, most have taken a cognitive view of knowledge in theorising OI, which can result in an overly simplified understanding of how agents from different knowledge domains achieve sufficient mutual understanding to create new knowledge. For this reason, I took the novel approach of using a practice-based view of knowledge as the theoretical lens through which to explore knowledge creation, to generate a richer theorisation of knowledge creation in OI projects.In line with this practice-based perspective, the study took a qualitative research approach and used ethnographic methods to collect data over seventeen months, thereby enabling novel insights not available from elsewhere in the literature. The first case examined involved the development of a new diagnostic practice for detecting pre-cancerous changes in human cells in-vivo, using magnetic resonance spectroscopy (MRS) and was at a mature stage of technological development. The second case involved applying the MRS technology developed in the first case, to create a novel diagnostic practice for detecting a mental health condition and was at an early phase of development.The study identified three types of practices involved in knowledge creation: project-specific practices, occupation-specific practices and framework practices. Distinguishing between the practices involved in overcoming knowledge boundaries enabled a detailed theorisation of the processes involved. Differences between agents’ occupation-specific practices (knowledge boundaries), rather than organisational boundaries, impacted the OI projects and caused interruptions that stopped project progress. Each of the three practice types played a specific role in enabling knowledge creation by the agents, who co-developed project-specific practices to overcome their knowledge boundaries. Agents embedded the new project-specific knowledge created, in each case study, into the new or modified project-specific practices.To explicate these findings, I argue that the interruptions to progress in the OI projects due to knowledge boundaries, caused the agents to shift from a state of absorbed coping to one of theoretical detachment. In that state, the agents had the opportunity to self-distanciate, a known precursor activity for knowledge creation, and from that state, to co-create new project-specific knowledge. This process was repeated each time an interruption was encountered, resulting in the accumulation of new knowledge over time as the knowledge creation process unfolded. As successive knowledge boundaries were overcome, agents embedded the increments of project-specific knowledge created into project-specific practices and project-specific objects, with the result that these practices and objects co-evolved over time. Thus, repeated interruptions over time created knowledge cumulatively. I theorised this phenomenon, which has not previously been reported, as practice maturation. I articulated this relationship between interruptions and the cumulative creation of new project-specific knowledge in a proposed processual model of knowledge creation. The finding that repeated interruptions over time created knowledge cumulatively and this relationship between interruptions and cumulative knowledge creation findings, enabled conceptualising an OI project as a continuous, iterative process of individual agents overcoming their mutual knowledge boundaries through a process of self-distanciation, induced by the interruptions they encountered, to create new shared practices and objects. I therefore argue that an OI project is a situated and ongoing process of project-specific knowledge creation and that it is practice maturation that enables an OI project to progress.The study’s main contributions to the Knowing-in-practice literature include the identification of three types of practice enacted to create new project-specific knowledge; the novel concept of practice maturation; the identification of interruptions caused by knowledge boundaries as an alternative means of bringing about self-distanciation, and the repeated encountering and overcoming of knowledge boundaries to cumulatively create knowledge over time, as articulated in the processual model of knowledge creation presented. The study contributes to the OI literature by demonstrating that OI project processes are considerably more complex than how they are portrayed in the dominant OI literature, and by drawing attention to the significant role of knowledge boundaries in knowledge creation involving agents from different knowledge domains. Further, the study highlights the constructive role of interruptions that are otherwise often perceived as evidence that something is ‘wrong’ with an OI project. Finally, the study provides an alternative conceptualisation of OI to the accepted understanding, by identifying the different types of practices involved in it and the role of each in co-creation.

탐구는 학교과학에서 지속적으로 강조되어 왔다. 하지만 학교에서 주어지는 문제는 학생들이 일상생활에서 경험하고 부딪치는 문제들과는 여러 면에서 다르다. 본 연구의 목적은 학생들이 문제에 대한 인지도식을 거의 갖고 있지 않을 때, 과제에 대한 태도와 사고력이 문제해결과정, 특히, 문제공간의 형성과 정교화에 어떻게 영향을 미치는지를 알아보는 것이다. 이를 위하여 연구자는 미국의 한 영재센터 여름방학 프로그램 중 4-6학년 영재학생 대상 '레고 로봇 수업'에 참여한 학생들의 문제해결전략을 추적하였다. 결과는 다음과 같다. (1) 과제의 선택과 파악방법, 작동자에 대한 인식의 차이 등 과제에 대한 태도는 서로 다른 문제공간을 형성하게 하였다. (2) 분석적 사고, 융통성, 효율적인 정교화 기술, 기존 인지도식의 적용 등의 사고력의 수준 차이는 문제공간의 정교화 차이와 문제해결의 성공여부로 이어졌다. (3) 초기의 문제공간의 차이는 문제해결전략의 형성 차이를 가져왔지만, 사고력 없이는 효과적인 문제해결전략의 정교화가 이루어지지 못하였다. 마지막으로, 위의 결과를 바탕으로 과학탐구를 증진시킬 몇 가지 사항이 제안되었다. Inquiry has been emphasized in science classrooms, but the problems shown in the inquiry are somewhat different with ones that students usually meet and experience in everyday life. The purpose of this study is to investigate how attitudes toward the task and thinking skills affect students' problem solving process, especially, the way of creating a problem space and elaborating problem solving strategies when they have little schema. The difference in students' problem solving strategies of Lego Robotics class, one of the summer programs for <TEX>$4^{th}-6^{th}$</TEX> grade gifted students, which is new to them, was investigated. The results are as follows: (1) The difference in attitudes toward the task, or selection and identification of the missions, and the perception of operators, affected creating a different problem space. (2) Different level of thinking skills, or analytical and flexible thinking, efficient elaborative skill, and application of schema affected a different level of elaboration of the problem space and resulted in asuccess rate of problem solving. (3) Different initial problem space resulted in different problem solving strategies. But without thinking skills, students could not elaborate problem solving strategies efficiently. Several instructional recommendations to promote scientific inquiry were suggested based on the results.

India's higher education industry is rapidly evolving and progressing in its use of technology. Educational institutions can strategically improve their overall performance and decision-making processes by integrating data warehousing and business intelligence tools. The purpose of this research paper is to examine higher education operations in greater detail about the advantages provided by data warehousing and business intelligence applications. We aim to clarify how these technology tools and pedagogical practices work in concert to improve institutional effectiveness, academic quality, and administrative efficiency. This study aims to shed light on the transformative potential of data-driven decision-making in the context of higher education in India through empirical analysis and case studies. The study's conclusions ultimately seek to provide useful recommendations for instructors, administrators, legislators, and other interested parties committed to enhancing the higher education environment

Zero-sum bias in politicized problem solving.

Before 2020, there were three methods for students at the University of Zilina (hereafter referred to as UNIZA) to pursue their education. Students have to complete exercises and lectures as scheduled during their daily study. Students were required to participate in classes or exercises individually, as agreed upon with the instructor, through an external study method with a timetable for their educational activities. Beginning in 2020, distance learning (which took place online) was added, changing this. Moodle seemed no longer sufficient; thus, Microsoft Teams was adopted to handle large-scale online collaboration. The paper addresses the benefits and drawbacks of the platforms, as mentioned earlier and analyses the survey results obtained from UNIZA students. Students have become somewhat accustomed to distance learning while developing their digital skills through various programs and software. Some applications were made available to them thanks to MS Teams. Students learned to develop their logical, technical, and analytical thinking potential. They had to learn to work independently and with new platforms. This experience can give students a competitive advantage in the job market. &#x0D; &#x0D; Received: 29 July 2023 / Accepted: 21 October 2023 / Published: 5 November 2023

SmartWiki: A reliable and conflict-refrained Wiki model based on reader differentiation and social context analysis

Meaningful and impactful learning experiences are rife with failure. And yet, students struggle with framing, tolerating and attributing failure in a positive manner within the post secondary learning context. This paper explores whether using design thinking as a pedagogical approach might help students learn to tolerate, reframe and attribute failure in a more productive way. Findings from this comparative study of 600 undergraduate business students enrolled in a common first year marketing class reveal the ways in which design thinking-based learning approaches might be used to re-orient student’s conceptions of failure as a part of their creative problem-solving skill development process. Students were surveyed to learn more about how they perceived the concept of failure within their learning, to whom they attributed failures within their learning, and how well they tolerated failure as a part of their learning experience. Results from the nearly 400 responses to the online survey suggest that integrating design thinking focused approaches to learning into the post secondary classroom has a positive impact on the development of a student’s self-reported failure tolerance and may change the way that failure is attributed and framed in students’ descriptions of their individual learning. I find that design thinking-based learning might be used as an effective pedagogical approach in classes where the development of a failure-positive mindset is considered an essential competency or learning objective, and I offer practical recommendations for educators seeking to develop a failure-positive mindset within their learning communities.

With the development of the Internet, the gradual rise of mass collaboration and showing more and more widely momentum, mass collaboration to subvert the traditional concept of resource ownership, use the rules to ensure that everyone involved can share resources, collaborate to jointly to an end, and the distribution of resources throughout the body linked to the exchange of ideas and information, exchange of resources, the formation of a large-scale collaboration of resources on the Internet network.

Syllables constitute a fundamental building block of human languages; yet, they remain overlooked in many second language (L2) classrooms and learning materials. This chapter introduces the syllable and its phonotactics (i.e., the principles that determine which string of sounds is possible) in language learning, tracks aspects of its development, and discusses pedagogical considerations for the teaching of this prosodic constituent. It begins by defining the syllable's internal hierarchical structure and its subcomponents such as onsets (e.g., /d/ in dog ) and codas (e.g., /g/ in dog ), the role of sonority in syllable organization, and language‐specific phonotactic constraints. The chapter then examines how L2 learners develop non‐native syllable structures, which follow a predictable progression influenced by individual (e.g., gender, aptitude) and linguistic factors (e.g., sonority sequencing, markedness). To address the challenges that learners face in perceiving and producing complex L2 syllable structures such as onset clusters (e.g., /st/ in stop ) and codas, the chapter proposes pedagogical recommendations that include “traditional” techniques such as over‐articulation and tongue twisters, as well as the use of technologies such as Text‐to‐Speech Synthesis, Automatic Speech Recognition, and Intelligent Personal Assistants. By understanding the intricate nature of syllables, their phonotactics, and relevant research findings, teachers can more effectively guide learners towards achieving mutual intelligibility among L2 users.