Collaborative problem-solving and Zone of Proximal Development

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Collaborative problem-solving and Zone of
Proximal Development

• Lala Mamedov
• KA702

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Overview

• Lev Vygotsky and ZPD
• Concept introduction
• Examples
• Scaffolding
• ZPD in literature
• Institutional creativity
• Cognitive effects of and with computer technology
• Peer-to-peer learning for social transformation
• Symmetrical ZPD
• Expanding ZPD to peer-to-peer collaboration
• Swarming
• Knowledge co-creation
• Summary
• References

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About Lev Vygotsky

• Lev Vygotsky (1896-1934) Russian
  social-constructivist psychologist
• Main Concepts
• Higher and lower mental functions
• Cognitive-Mediation Theory
• Zone of proximal development (ZPD)

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Zone of proximal development

• Definition the distance between the actual
  developmental level as determined through
  independent problem solving and the level of
  potential development as determined through
  problem solving under adult guidance or in
  collaboration with more capable peers (Vygotsky,
  1978, p. 86)
• Zone of Proximal Development describes the human
  development as a s socially mediated activity.
• Cognitive apprenticeship
• Examples
• Birdhouses and mom reading
• Two 8 yr old pupils at the same actual level of
  knowledge different speed of assisted
  problem-solving different ZPDs
• There is no single point at which the child had
  developed the skill but didnt have it before.

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Zone of Proximal Development
Actual
Present
Potential
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ZPD Summary

• Development level is not a point but a range
• From complete mastery of lower level skills and
  knowledge to the upper limit
• Actual potential in between is present
• Zone is dynamic
• Each knowledge domain has its own zone
• Varies per person
• Society and adult cooperate in creating tools for
  development More Capable Peer or Adult
• Intermental to intramental

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Scaffolding

• Not Vygotskys term but his concept dynamic,
  adaptive support and adult mediation of childs
  learning
• Term introduced by Jerome Bruner "vicarious
  consciousness"
• Support just above the level of construction
• Has to be within ZPD
• Vygotsky Social pretend play provided
  scaffolding
• Co-construction of skills

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ZPD in literature 1

• Hasse, Institutional creativity (2001)
• The two students - Alexander and Anni - are not
  on the same level of ZPD.
• Different contexts and different expectations
• Role of the teacher not just master the
  textbook, but point the pathways for development
  (Fielding model!)
• Hasse suggests that the teacher also operates
  within the ZPD and has own the zone of actual and
  a potential development

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ZPD in literature 2

• Salomon , Cognitive Effects With and Of Computer
  Technology (1990)
• Effects of technology cognitive residue
• Effects with technology can now do more
• System childadult more intelligent that each
  separately computer as a more capable peer or
  adult
• But can the child grow cognitively? Yes, is there
  is a mindful engagement
• Stretching abilities boundaries (scaffolding)
• Skills internalization (intermental to
  intramental)

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ZPD in literature 3

• Sawchuk, Informal Learning as a Speech-exchange
  System Implications for Knowledge Production,
  Power and Social Transformation (2003)
• More capable peer is not needed two novices can
  create own ZPD
• "Indeed, by demonstrating how novices can
  themselves collectively construct a ZPD in order
  to increase individual and collective
  knowledgeability we engage in a process of
  unsettling taken-for-granted themes of power,
  control, and knowledge." (304)

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ZPD in literature 4

• Fernandez et al, Re-conceptualizing "Scaffolding"
  and the Zone of Proximal Development in the
  Context of Symmetrical Collaborative Learning
  (2001)
• a) Disputational talk
• b) Cumulative talk
• c) Exploratory talk
• One way of talking (disputational talk)
  restricts the group's ZPD while another
  (exploratory talk) expands it. This group version
  of the ZPD is no longer the product of a
  teacher's conscious intention. It is better
  understood as a symmetrical version of the
  concept of the Intermental Development Zone, in
  which language is used in a dynamic and
  dialogical way to maintain and develop a shared
  context."

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ZPD and collaborative problem-solving

• Why is ZPD applicable?
• Vygotsky used this with child-adult dyad
• But can also be applied to a more capable peer
• In collaborative problem resolution, each
  participant comes in with different levels of
  knowledge and experience
• Problem-solving is a collaboration where each
  participant is a more capable other

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Swarming

• Co-creation of knowledge through storytelling
• Learning happens in the process of mastering a
  new skill collaborative problem-solving is
  mastering of a challenge
• Tacit to explicit knowledge
• In collaboration, ZPD of each participant varies
  and the person with the greater knowledge is
  not necessarily the one who would come up with
  the correct answer has to be within the ZPD for
  the person
• Maybe if it is in the already mastered phase,
  people are less likely to make new connections
  they need to stretch

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Collaborative problem-solving
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2
4
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Reference scenarios can provide a resource a
similar problem, an already-worked-out
interpretation, or a possible solution arrived at
in an analogous case. As precedents enclosed in
stories, scenarios are potentially relevant to
all domains. (Knorr-Cetina, 1999)
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Conclusion

• Concept of Zone of Proximal Development can be
  applied not only to hierarchical learning, but
  also to symmetric learning
• Group problem-resolution is a type of
  collaborative learning, or team sense-making
• Knowledge is co-constructed through narrative
• Tacit knowledge is converted into explicit
• Next step investigate models of group
  problem-solving

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Questions and Discussion
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References

• Daniels, H. (1996). An introduction to Vygotsky.
  London. New York Routledge.
• Fernandez, M., Wegerif, R., Mercer, N.,
  Rojas-Drummond, S. (2001). Re-conceptualizing
  "scaffolding"and the zone of proximal development
  in the context of symmetrical collaborative
  learning. Journal of Classroom Interaction,
  36(2)-37(1), 40-54.
• Hasse, C. (2001). Institutional Creativity The
  Relational Zone of Proximal Development. Culture
  Psychology, 7(2), 199-221.
• Knorr-Cetina, K. (1999). Epistemic cultures how
  the sciences make knowledge. Cambridge, MA
  Harvard University Press.
• Martin, C., Bernadette, H. (1998). Vygotsky and
  learning. Education Libraries Journal, 41(3), 17.
• Rogoff, B., Wertsch, J. V. (1984). Children's
  learning in the "zone of proximal development".
  San Francisco Jossey-Bass.
• Salomon, G. (1990). Cognitive Effects With and Of
  Computer Technology. Communication Research,
  17(1), 26-44.
• Sawchuk, P. H. (2003). Informal Learning as a
  Speech-exchange System Implications for
  Knowledge Production, Power and Social
  Transformation. Discourse Society, 14(3),
  291-307.
• Vygotskii, L. S., Cole, M. (1978). Mind in
  society the development of higher psychological
  processes. Cambridge Harvard University Press.
• Vygotskii, L. S., Rieber, R. W. (1997). The
  history of the development of higher mental
  functions. New York London Plenum.
• Wentzel, K. R., Watkins, D. E. (2002). Peer
  Relationships and Collaborative Learning as
  Contexts for Academic Enablers. The School
  Psychology Review H.W. Wilson - EDUC, 31(3),
  366.