Jaime Meza

Fostering Collective Intelligence Education

New educational models are necessary to update learning environments to the digitally shared communication and information reality. Collective intelligence is an emerging field that already has a significant impact in many areas and will have great implications in education, not only from the side of new methodologies but also as a challenge for education, currently more focused on the individual than in the collective. This paper proposes an approach to a collective intelligence model of teaching using Internet to combine two strategies: idea management and real time assessment in the class. A digital tool named Fabricius has been created supporting these two elements to foster the collaboration, empowerment and engagement of students in the learning process. As a result of the research we propose a list of KPI trying to measure individual and collective performance in a course. We are conscious that this is just a first approach to define which aspects of a class following a course can be qualified and quantified. We finally discuss the need to connect research and innovation in this field.

Fostering collective intelligence education

New educational models are necessary to update learning environments to the digitally shared communication and information. Collective intelligence is an emerging field that already has a significant impact in many areas and will have great implications in education, not only from the side of new methodologies but also as a challenge for education. This paper proposes an approach to a collective intelligence model of teaching using Internet to combine two strategies: idea management and real time assessment in the class. A digital tool named Fabricius has been created supporting these two elements to foster the collaboration and engagement of students in the learning process. As a result of the research we propose a list of KPI trying to measure individual and collective performance. We are conscious that this is just a first approach to define which aspects of a class following a course can be qualified and quantified.

Guess the Score, Fostering Collective Intelligence in the Class

This paper proposes the use of serious games as a tool to enhance collective intelligence of undergraduate and graduate students. The use of games in teaching, at different levels of education, has been widely discussed by researchers [1]. The development of social skills of individuals in a group is related to the performance of the collective intelligence of the group manifested through the shared and collaborative development of intellectual tasks [2]. Guess the Score GS, is a serious game implemented by means of an online tool, created to foster the development, interaction, collaboration and engagement of students with the educational activity. The game has been designed with the intention of facilitating the development of individual’s social skills in a group in order to promote education of collective intelligence. The first part of this article is devoted to the presentation of the fields of knowledge which may be involved in collective intelligence education. The second part presents GS game in the context of a model-based learning to promote collective intelligence. In the final part the results of the implementation are discussed. This paper concludes that the design of learning activities using serious games as a support tool in education, increased social skills and improves student performance groups, therefore the development collective intelligence.

CIR: Fostering Collective Creativity

Nowadays, society and organizations face an accelerated innovation that requires of professionals with new skills and attitudes, especially those related to collective creativity. However, educational environments are slowly integrating emerging paradigms limiting the contribution to the development of key skills related to innovation. Multiple investigations claim that teachers have conservative attitudes toward collaborative schemes, while employers generally recognize the effectiveness of creativity at work. Management of ideas is the core of creativity in innovation processes in the industry and in production and service management. This depends largely on the collective work and individual social skills, as well as on the capabilities that information technology and communication ICT provide. This article presents a process of collective ideas refinement CIR. This process combines paradigms of swarm creativity and social skills as a means to capture the participants’ emotions and evaluate the acceptability of ideas. We believe that it is necessary to use new forms of teaching and learning based on swarm creativity paradigms, on individual social skills, and on the use of ICT. Therefore, CIR is a tool that could become an effective way to encourage creativity in individuals.

Fostering the reduction of assortative mixing or homophily into the class

Human societies from the outset have been associated according to race, beliefs, religion, social level, and the like. These behaviors continue even today in the classroom at primary, middle, and superior levels. However, the growth of ICT offers educational researchers new ways to explore methods of team formation that have been proven to be efficient in the field of serious games through the use of computer networks. The selection process of team members in serious games through the use of computer networks is carried out according to their performance in the area of the game without distinction of social variables. The use of serious games in education has been discussed in multiple research studies which state that its application in teaching and learning processes are changing the way of teaching. This article presents an exploratory analysis of the team formation process based on collaboration through the use of ICT tools of collective intelligence called TBT (The best team). The process and its ICT tool combine the paradigms of creativity in swarming, collective intelligence, serious games, and social computing in order to capture the participants’ emotions and evaluate contributions. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, TBT is a tool that could become an effective way to encourage the formation of work groups by evaluating objective variable of performance of its members in collaborative works.

MEASURING THE COLLECTIVE INTELLIGENCE EDUCATION INDEX

War games and sports games always seek glory and excellence in an environment where participants enjoy what they do. Success is guaranteed in the degree of effective collaboration and coordination within the team members, as well as the strategy used by teams, such games or war strategies are generated since the birth of humanity. In this sense, the following questions emerge in the field of education: Is it possible to design learning activities that use this principle applied to collaborative work in the classroom? Which are the conditions of application of team competition strategy using ICT tools and how to measure it? This research explores the application of a web tool called Choose the Best (CTB). CTB implements a strategy that fosters competitiveness among the teams of a class, as well as the coordination and collaboration within the same, these types of strategies contribute to the development of Collective Intelligence levels. Its measured through a group of implemented metrics. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, CTB is a tool that could become an effective way to measuring the groups performance according to Collective Intelligence paradigms.

Research and trends in the studies of Collective Intelligence from 2012 to 2015

The interaction between groups of people and machines supports the transfer of knowledge and strengthen Collective Intelligence (CI) making it robust. The CI with the support of technology progresses through platforms and computer systems including ontology, clusters, agents and Web intelligence among others. This research consists of a content analysis of recent studies 2012-2015 on CI. After an extensive search of publications on electronic databases, two hundred and fifteen one papers were selected and exposed to a document analysis following the approach of Zott. In this research we identified three categories to consider: learning, technology and decision-making. The analysis revealed that CI is strongly related with technology, supporting the processes of training people and promoting collaborative learning as a new form of literacy. Another result of the analysis of literature indicates that the methods of decision-making and consensus foster collaboration and competition between individuals in order to achieve better results. Our review of the literature provides a contribution in the area of CI.

The ICT enhancing the creativity through collective intelligence

Nowadays, society and organizations face an accelerated innovation that requires of professionals with new skills and attitudes, especially those related to collective creativity. However, educational environments are slowly integrating emerging paradigms limiting the contribution to the development of key skills related to innovation. Multiple investigations claim that teachers have conservative attitudes toward collaborative schemes, while employers generally recognize the effectiveness of creativity at work. Management of ideas is the core of creativity in innovation processes in the industry and in production and service management. This depends largely on the collective work and individual social skills, as well as on the capabilities that information technology and communication (ICT) provide. This article presents a process of collective ideas refinement (CIR) and combines paradigms of swarm creativity and social skills as a means to capture the participants’ emotions.