Hothousing: utilising industry collaborative problem solving practices for STEAM in schools

• Tony Houghton ^[3] ; Zsolt Lavicza ^[3] ; Jose Manuel Diego-Mantecón ^[1] ; Kristof Fenyvesi ^[2] ; Robert Weinhandl ^[3] ; Imam Fitri Rahmad ^[3]
  1. [1] Universidad de Cantabria

     Universidad de Cantabria

     Santander, España

     
  2. [2] University of Jyväskylä

     University of Jyväskylä

     Jyväskylä, Finlandia

     
  3. [3] Johannes Kepler University (Austria)

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• Localización: JOTSE, ISSN-e 2013-6374, Vol. 12, Nº. 1, 2022, págs. 274-289
• Idioma: inglés
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• Resumen

  • Collaborative Problem Solving (CPS) has been widely used in both industry and in schools over at least the last twenty years. The Industry Hothousing variant of CPS is an intensive, time-constrained workshop-based process to build mutual trust between customers and industry experts in order to synergically develop creative solutions. The main objective of this research is to determine whether and how Hothousing might be used in schools for developing Collaborative Problem Solving and then promoting industry skills. In particular, we seek to establish the degree of structure and support required to unleash student creativity and enhance learning, and the benefits to students and teachers in learning, cross-curricular applicability and time savings. Hothousing for students is based on an intensive series of workshops including face-to-face and on-line collaboration supported by a facilitator. It is student-driven and addresses an open-ended challenge such as: how do I get my friends to love STEAM? Three collaborative problem-solving case studies were examined with different groups of students. Concerning the degree of structure and support, the analyses revealed that student-led intensive collaboration within a trusted framework drives creativity, and it was a good opportunity to experience real life challenges.

    Positive benefits to students and teachers were the development of technology skills, and Personal Learning and Thinking Skills (PLTS) as well as the enhancement perception of self and STEAM education. These benefits were cross-curricular providing qualitative and efficiency gains including on-line learning