# COLLABORATIVE INQUIRY

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COLLABORATIVE INQUIRY by

## 1. Technology in Collaboration

### 1.1. What FREE Technologies can be used to facilitate Collaborative Inquiry?

1.1.1. Drop Box

1.1.3. Slack

1.1.4. Skype

1.1.7. Trello

1.1.8. Asana

1.1.9. Popplet

1.1.10. Samepage

1.1.11. Scribblar

1.1.12. GoVisually

1.1.13. polleverywhere

## 5. CORE CONCEPT #2: INQUIRY

### 5.1. It is important to determine whether the teach is working with-in an ill structured or well structured domain

5.1.1. Ill Structured Domain: An ill-structured domain is one that is indeterminate, inexact, noncodifiable,non algorithmic, nonroutinizable, predictable,non decomposable,and disorderly. Ill-structured domains cannot have prepackaged prescriptions in long-term memory, due to the variability for each dominate (Spiro, 2009).

5.1.2. Well Structured Domain: contains features that are supposed to be directly instructed and supported. They contain regularity, and can be complex. Concepts can be directly instructed, fully explained, and simply supported (Spiro, 2009).

### 5.2. The team must also develop a question, formulate a theory of action and prioritize issues

5.2.1. Question Types:

5.2.1.1. Strong

5.2.1.1.1. Tips for Formulating a Strong Question : http://cll.mcmaster.ca/resources/misc/good_inquiry_question.html

5.2.1.2. Weak Questions

## 6. CORE CONCEPT #3: PROBLEM SOLVING

### 6.3. Problem Types [Jonassen, 2000]

6.3.1. Logical

6.3.1.1. Abstract tests of reasoning that puzzle the learner. They asses mental clarity, acuity, and logical reasoning. The goal is to determine the most efficient solution

6.3.2. Alogirthmic

6.3.2.1. Mathematical problems often involving rigid procedures, that lead to a final set of solutions. This requires number comprehension, number production, calculations

6.3.3. Story

6.3.3.1. Word problems which involve identification of key words, selecting appropriate algorithms, and sequence for solving the problem. These problems are ill structured and require semantic comprehension, visualization of data, recognition of problem structure.

6.3.4. Rule-Using

6.3.4.1. Many problems have a single solution but many paths which allow for the same outcome.

6.3.5. Decision-Making

6.3.5.1. Involve the selection of an option from a set of alternatives, each with unique consequences. Processes involve analyzing values, generating alternative choices and evaluating the options. Affected by factors like conformity, social pressures, stress, fear of failure and cognitive dissonance.

6.3.5.1.1. Normative Decisions Theory: how decisions ought to be made

6.3.5.1.2. Empirical Decision Theory: how people actually make decisions

6.3.6. Troubleshooting

6.3.6.1. Purpose os fault-stage diagnosis. This requires knowledge on how a system works, how to perform test-activities, and how to fix the problem.

6.3.7. Strategic Performance

6.3.7.1. Involves use of real-time, complex and integrated activity structures while maintaining situational awareness. This type of problem solving requires decision making, improvisation, demandnds on attention, pattern recnition, working memory.

6.3.8. Case-Analysis Problem

6.3.8.1. lll-structured problem with vaguely defined goals, no constraints may be stated and little, no undestdood agreement on what constitutes a good solution

6.3.9. Design

6.3.9.1. Most complex and illl-structured problems. The are characterized by ambiguous specification of goals, no determined solution, and the need to integrate multiple knowledge domains.

6.3.10. Dilemmas

6.3.10.1. There are many different types of dilemmas- personal, social and ethical. These are the most ill-structured and unpredictable type, because there is no solution that is satisfying or acceptable to most people- there are comrpmises associated with every single solution.

6.3.10.1.1. Social Dilemma: eg, resource managment and population are perceived by individuals in terms of their own personal or -self interest for the common good.

6.3.10.1.2. Ethical Dilemmas: involve the interaction of ethical considerations and legal,temporal or organizational obstacles.

## 9. What are the Stages of Collaborative Inquiry?

### 9.1. The Four Stage Model of Collaborative Inquiry: 1) Problem Framing 2) Collecting Evidence 3) Analyzing Evidence 4) Celebrating and Sharing [ Collaborative Inquiry: A Facilitators Guide]

9.1.1. Stage 1- In this stage, teams frame a problem, develop an inquiry question, and formulate a theory of action. Problems need to be manageable, something that can be fixed/changed, must be relevant to the current learning needs of students, and must be a common vision!

9.1.2. Stage 2: In this stage, teams determine where data will be collected from. Data types can include: Student assessments, demographics, enrolment and attendance levels, language proficiency, perceptual data from observations , interviews and questionnaires, and school process data

9.1.3. Stage 3: In this stage, a five-step approach is used to analyze data. This includes organizing, reading, describing, classifying and interpreting data. Teams search for patterns in relation to the inquiry question.

9.1.4. Stage 4: In this stage, teams share the knowledge and insights that they gained. The team needs to write up a report and determine if their inquiry question was answered, there're or not the results were expected, and what future steps need to be taken.

## 11. What Additional Skills are necessary for effective for Collaborative Inquiry?

11.1.1. Appropriate types of leadership are necessary for guidance, refocussing, and re-directing group members as necessary!

### 11.4. Self-Regulation

11.4.1. Elements of Self-Regulated Learning: *Indepndance * Initiative * Engagement * Collaboration * Consideration * Time Management * Use of Resources * Use of Professional Expertise * Problem Solving * Monitoring Performance [ Zimmerman, 2002]