| Communities Resolving Our Problems: the basic idea | ||
| [SUP: Sharing Problems] | [THINK: Guidance] | [LEAP: Solving Problems] |
| Communities Resolving Our Problems: the basic idea | ||
| [SUP: Sharing Problems] | [THINK: Guidance] | [LEAP: Solving Problems] |
The ideas below can be read in a linear fashion from beginning to end starting with the Introduction section, or you can jump to sections within this document by using the links below.
Conceptually the task is simple. Find something of interest and pursue it. The pursuit requires you to interact with the world around you. As you explore aspects of this interest, you inevitably find problems and create questions and from those problems you build collections of answers and more questions. Four steps are noteworthy here: problem discovery, problem mapping, solution discovery, and solution mapping. Of these, only problem mapping lacks a parallel more formal structure in computer networks. A possible solution to this missing structure within computer networks will be discussed.
First, I will review the three structures that parallel some aspects of this universal process in computer networks. Computer conferences have become popular "watering holes" in which questions, problems and discussions swirl in unending debate. They exist by the tens of thousands. These simple email conferences serve as systems for two of the above structures, problem and solution discovery. (Unfortunately these email structures fails to provide a schema that incorporates many other powerful features of computers and computer systems.) Further, some questions are asked over and over again by those continually joining the conferences. From that problem emerged a list of questions with answers that is stored in topical directories within computer networks as FAQ or Frequently Asked Questions files. Each conference would have established a file sharing computer or site with a directory or folder title relevant to the name of their conference, sometimes called an FTP site. FTP stands for file transfer process. This FAQ file is an information structure of long standing in computer network archives. That is, for a conference on collaborative learning, there would be a file for beginners simply labeled FAQ. Because this FAQ file is in a directory or folder on collaborative learning, the reader would expect the questions and answers to be focused on that topic. FAQ files provide one solution to the problem of solution mapping. Only the issue of problem mapping remains. Where are the problems that have not been answered?
This essay is a primer for problem mapping, creating structures that stimulate, track and manage the creation of problems (questions) and their eventual answers. In turn, this engine for thought can be applied to any content area. To address problem mapping, I propose a new construction called SUP (Still Unsolved Problems).
One could still use the concept of text file storage, like FAQ text files, but these would be web pages with links as well. The SUP file contains lists, but these are lists of current problems not yet answered. These problems might be in a prioritized sequence, with the most important being at the top. For each problem or question, there would be references to those willing to concentrate on this problem and perhaps links to tentative solutions or work in progress. Then, as you and/or others solve a problem, you drop the problem from the SUP file and add the problem and its answer to the FAQ file. The SUP file might even list the date that the problem was solved and transferred to the FAQ file. This concept could be used for personal problem solving, but network access allows a large group of people to participate. In turn, this network access greatly reduces conflicts of geography and time in achieving a solution. However, using separate text files for different groups adds to the management load and decreases interaction across groups.
This CROP site promotes the creation of SUP files across the Internet that list questions, points to those working on the questions, to partial solutions and to the FAQ files that have been generated from this work. By their very nature, SUP files invite, challenge and stir reflection upon the part of participants.
Though conceptually the goal of increasing interaction is simple, in practice in our culture, its implementation is difficult. Our culture of information technology (outside of computer networks) models and over-promotes listenership and undervalues creatorship and invention. In a culture dominated by radio, television, videotape, lectures and demonstrations, these one-way forms of communication reinforce an old and long standing model of education. True, FAQ structures within computer networks also foster simple receiving, storing and recalling of information, but because of the tools for problem discovery and solution discovery that emerge from the inherent interactivity of computer networks, different aspects of thinking and learning are becoming dominant.
This computer network approach to education supports and confirms a long standing perspective on learning and its body of research. Piaget and his proteges found knowledge to be an active construction, an increasing web of thought and connections, a growing construction of and by the individual. Interaction is one of the keys to the successful growth of knowledge and wisdom. Interaction is perceived as an active cross-input between the learners and their environment. The management and improvement of that interaction through ever more powerful models is at the heart of the purpose of this electronic Web Center. SUP is the center's most basic model. Increasing interaction, that is increasing its frequency and its depth, is the driving force at the center of this model.
Computers and computer networks are rife with tools that could support SUP development. At the personal level, any word processor can create two such files, one SUP and one FAQ. Outline processors, many within word processors that run on multiple platforms (e.g., ClarisWorks, Word, Word Perfect) provide a more powerful tool for listing and sorting questions and the ensuing sub-developments. Within a local area network, these files and folders can be placed on the file server for group work. At the Information Highway level, a variety of tools support such problem collection and reaction (email, LISTSERVs, netnews, Chat, MUDs, MOOs, IRC's) and distribution (FTP, Gopher and Web browser such as Netscape). What is missing are models that string these tools together in ever more useful ways.
Underlying this development is an interest in new ways to organize learning beyond the school systems and content specific curriculum texts now in place in our schools. The challenge is to see if a range of real-world problems can be generated that will challenge yet include students of all ages and abilities. That is, can an ongoing relationship be established between real problems of ever larger circles of community outside of the school and the curriculum within the school?
A further challenge to the reader is to claim editorship of a problem, to manage an SUP list or to support others in this work in your area of interest. Please send your observations about the development of SUP lists to my email address below. I'll take editorship of the problem of nurturing SUP development. As readers report to me their progress, I will share their reports through this Web site and through the branches in this section. As numbers increase, management tools will need to match the growing complexity of the interaction. Other branches of my research section will provide more tools and models to support more complex levels of the SUP process and some problem areas to tackle: American history (LAMP) and community problem resolution (CROP and its sub-model, LEAP).
Contact me. Let me know what questions you generate from the ideas of this part of the web. I'll be glad to discuss our developments with you.
Robert S. Houghton, Sept. 15, 1994 (Updated, July 15, 1996)
email: Houghton@wcuvax1.wcu.edu
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Several items are of value to record:
What type of file would hold this information? What would this file look like? The solution used for FAQ files is appropriate here. Use a word processor and put the information in a standard text file. The heading of the file would list the question and/or subquestions being tackled. The question would be repeated in the body along with the additional information in the numbered list above.
How would you access this information? The file could be placed in FTP directories, Gopher structures or Web sites relevant to particular topics within communities of problem solvers. The file would logically be paired with a parallel FAQ file. The issue of when a problem is solved and a candidate for the FAQ list is ultimately controlled by the creator of the files, but is a decision that logically would involve the collective judgment of the group participating in the problem's solution. Constructs that focus interest on more challenging problems can be invented. It may be fun for students to note how long a question remains actively tackled but unanswered, and whether there are characteristics in common among these high-challenge, high-interest questions. For example, the teacher can promote the 10 Most Wanted Answers list, or 10 Longest Running Problems list. Teachers could integrate the SUP concept into courses so that gradebook points would increase for the solution or resolution of problems that have stayed longer on the list. Top 10 Music hits provide another metaphor, with the top question being the one that generated the most comment and writing during the week and then choose the remaining nine in the same way, based on the message traffic they generates.
Each creator of an email list will manage the pruning of questions as they see fit, though I believe wide latitude should be allowed. If a question received is on a known FAQ list, the question's author should be pointed in the right direction, not humiliated for missing the previously posted answer. Otherwise, a wide range of problems should be encouraged. The wider the readership, the more extensive a range of problems, the more a wide range of problems can attract problem solvers of a wide range of abilities and age levels.
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A challenge for North Carolina educators or their SUP editors would be to label their problems in the categories of thinking set by the North Carolina Standard Course of Study. In that way, students could determine how high they are reaching in their higher order thinking skills.
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If several classrooms in the building have similar setups, a single computer in the classroom, it is very easy to copy computer files to multiple diskettes, and trade disks between rooms, challenging other classes to a time race to solve questions created by other classes. Better than competition is to work collaboratively between classrooms to solve problems of common interests to students. Networking between classrooms, however, can further be managed by sharing files across classroom and building networks of computers.
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A common second step in networking computers in a classroom or within a building is to add electronic mail (email). Electronic mail provides an excellent tool for communicating with the SUP list editor, with new questions, answers and feedback on posted questions. Electronic mail (email) within a local area network is built in to the most current operating systems from Novell, Apple and Microsoft. This is especially important in educational systems where students do not have control over their time to arrange meetings and conversation, and are confined to certain buildings every day, but do have time every day or so to check their email at their convenience. However, for those labs with older operating systems and working within a given classroom during class time, email is not critical. The communication can be done face to face. Only outside of class communication is hobbled by this arrangement.
Classroom management must also be considered. The following are suggestions. Within a class, divide the students into four teams of 5 to 7 students, each with a team captain that could be team or teacher appointed. At the beginning of the class session, each team must write down authentic questions about a topic or the previously assigned work (this writing could involve a word processor). The questions should not be contrived for the sake of making up questions. Then, the captain assigns problem solvers within the team. After a given period of time, the problems are either solved, or not. They must be typed into word processor files. Solved questions (the question and the answer) become part of the FAQ pool, a word processor file or files of Frequently Asked Questions shared by the class through the computer network. Remaining problems become part of the class SUP file or files, the pool of Still Unsolved Problems, with a student assigned to be the problem editor who will report on its progress in the next class session. This file is also available through the computer networks. Outside of class, participants could be required to read the work of the other teams, that is their FAQ and SUP documents. They might be required to pick questions in the SUP pool, and electronically sign up as solvers and assist the problem editors.
In practice, the team SUP editor/captain periodically collects (opens) the files from his team members into his computer screen desktop. This presumes that each team member has previously saved their working file into a previously named folder. This folder would be located on a network file server so that they can be quickly found. The team leader copies data into two files, one FAQ and one SUP. The data might represent updates to existing work and new questions for the SUP file or final solutions that are bound for the FAQ file.
To deal with the problem of scheduling conflicts between class meetings, problem solving teams can use email to communicate without meeting at the same place and time. Along the way the students should use at least: a word processor and email software.
A simple topic to start classroom teams practicing this process is the course itself. The team would consider itself a study group preparing for the next exam. Following lectures and assignments, students would see what additional questions developed and work towards their answer.
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The Captain ends the class period with two files updated: FAQ and SUP. The captain or the team then agree to assign each member of the team to be in charge of finding answers to the remaining unanswered questions in the SUP file. That information should also be saved into the SUP file. This division of course depends on the number of remaining questions, but the goal is that each team member is responsible for generating further work on at least one question.
(The solver editor may or may not be the person who generated the question. It's the editor's job to decide if the question is answered to the editor's satisfaction and/or to the team's satisfaction.)
Answer in Progress - Going to check the Hunter Library Infotrak database. I will email the results on Tuesday.
Answers in Progress
They can both show grids for displaying words and data in rows and columns. There are some other possibilities that we need more time to write about.
Netnews email subject thread - DB-SS Similarities
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For newcomers to telecommunications, seek out experienced hands to guide you. There are several choices: area computer user groups; BBS (bulletin board system) computer operators; and educational professionals devoted to telecommunications system support. I believe that the last choice is the best for classroom teachers.
In North Carolina, the center for inter-school networks is MicroNet, a center supported by Western Carolina University and staffed by experienced trainers devoted to stimulating K-12 telecommunications networking in North Carolina. And as you will discover through use of MicroNet's extensive menus, cross-district extends easily to connecting any and many points around the globe. International education, teamwork and communication has become extremely cheap and very fast.
Once you have the basic hardware, here are two examples of how MicroNet staff might set up an SUP list for you as an SUP editor and other problem solvers who are helping answer the questions.
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MicroNet Staff could design a Web type computer screen for your classroom. Boldface keywords represent terms that if selected will lead to additional documents and resources. With graphic oriented operating systems like the Macintosh and Windows, the keywords will be underlined and selected by a mouse click. On a text oriented system Web browser, the keyterms would be numbered and number input taken at the bottom of the screen.
Please download, print out and add the updated information (Top Hits, Complete List, InfoFerret Awards, and last 10 conference email messages) to your SUP wall poster.
Dr. Robert S. Houghton. Updated, Oct. 1, 1996.
email: Houghton@wcuvax1.wcu.edu
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