Education for Collective Intelligence
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| Title: | Education for Collective Intelligence |
|---|---|
| Language: | English |
| Authors: | Michael J. Hogan, Adam Barton, Alison Twiner, Cynthia James, Farah Ahm, Imogen Casebourne, Ian Ste, Pamela Hamilton, Shengpeng Shi, Yi Zhao, Owen M. Harney (ORCID |
| Source: | Irish Educational Studies. 2025 44(1):137-166. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Intelligence, Educational Technology, Problem Solving, Group Behavior, Active Learning, Student Projects, Cooperation, Cooperative Learning, Instructional Design, Systems Approach |
| DOI: | 10.1080/03323315.2023.2250309 |
| ISSN: | 0332-3315 1747-4965 |
| Abstract: | Collective Intelligence (CI) is important for groups that seek to address shared problems. CI in human groups can be mediated by educational technologies. The current paper presents a framework to support design thinking in relation to CI educational technologies. Our framework is grounded in an organismic-contextualist developmental perspective that orients enquiry to the design of increasingly complex and integrated CI systems that support coordinated group problem solving behaviour. We focus on pedagogies and infrastructure and we argue that project-based learning provides a sound basis for CI education, allowing for different forms of CI behaviour to be integrated, including swarm behaviour, stigmergy, and collaborative behaviour. We highlight CI technologies already being used in educational environments while also pointing to opportunities and needs for further creative designs to support the development of CI capabilities across the lifespan. We argue that CI education grounded in dialogue and the application of CI methods across a range of project-based learning challenges can provide a common bridge for diverse transitions into public and private sector jobs and a shared learning experience that supports cooperative public-private partnerships, which can further reinforce advanced human capabilities in system design. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468148 |
| Database: | ERIC |
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| Abstract: | Collective Intelligence (CI) is important for groups that seek to address shared problems. CI in human groups can be mediated by educational technologies. The current paper presents a framework to support design thinking in relation to CI educational technologies. Our framework is grounded in an organismic-contextualist developmental perspective that orients enquiry to the design of increasingly complex and integrated CI systems that support coordinated group problem solving behaviour. We focus on pedagogies and infrastructure and we argue that project-based learning provides a sound basis for CI education, allowing for different forms of CI behaviour to be integrated, including swarm behaviour, stigmergy, and collaborative behaviour. We highlight CI technologies already being used in educational environments while also pointing to opportunities and needs for further creative designs to support the development of CI capabilities across the lifespan. We argue that CI education grounded in dialogue and the application of CI methods across a range of project-based learning challenges can provide a common bridge for diverse transitions into public and private sector jobs and a shared learning experience that supports cooperative public-private partnerships, which can further reinforce advanced human capabilities in system design. |
|---|---|
| ISSN: | 0332-3315 1747-4965 |
| DOI: | 10.1080/03323315.2023.2250309 |
