Normalise collaborative decision making and meaning making across upper secondary, undergraduate and postgraduate learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article concludes with a forward-looking recommendation: "Measures and processes that normalise collaborative decision making and collaborative meaning making should become part of all upper secondary, undergraduate and postgraduate learning across the globe." This reorients knowledge discussion from adversarial critical thinking toward inclusive collaboration and emergent creativity, preparing students as creative agents for complex, intractable problems.

Design Implications¶

Context¶

Requirements¶

• Institutions currently emphasising certainty, linearity, high-stakes testing and disciplinary silos would need to change assessment and teaching practices

Constraints¶

• The article frames this as a call and a research agenda rather than a tested intervention

Target Learners¶

• upper secondary students
• undergraduate students
• postgraduate students

Target Learning Goals¶

• collaborative meaning making
• creative agency in addressing complex problems

Affordances¶

• Epistemic Control Framework Four Stages

Related Strategies¶

Examples¶

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Key Sources¶

• Gardiner Paul. (2020). Learning to think together: Creativity, interdisciplinary collaboration and epistemic control. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2020.100749