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About ACER

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ACER's head office in Camberwell, Victoria.

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The Australian Council for Educational Research (ACER) creates and promotes research-based knowledge, products and services to improve learning. ACER is an independent, not-for-profit research organisation established in 1930, with offices in six countries.

ACER’s global education research spans early childhood, school education, higher education, vocational and adult education, indigenous education and the development sector, drawing on decades of national and international expertise.

Sources

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  • Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79(1), 102-125.
  • DiCerbo, K. E., (2014). Game-based assessment of persistence. Educational Technology and Society, 17(1), 17-28.
  • Flavell, J. H. (1976). Metacognitive aspects of problem-solving. In L. B. Resnick (Ed.), The Nature of Intelligence. (pp. 168–198). Lawrence Erlbaum Associates.
  • Horton, W. S., & Gerrig, R. J. (2005). Conversational common ground and memory processes in language production. Discourse Processes, 40, 1–35.
  • Husting, P. M. (1996). Leading work teams and improving performance. Nursing Management, 27(9), 35-38.
  • Jennings, N., Mamdani, E., Laresgoiti, I., Perez, J., & Corera, J. (1992). GRATE: a general framework for co-operative problem solving. Intelligent Systems Engineering, 1, 102-114.
  • Larson, J. R., & Christensen, C. (1993). Collaborative medical decision making. Medical Decision Making, 13(4), 339-346.
  • Loxley, A. (1997). Collaboration in Health and Welfare. Jessica Kingsley Publishers.
  • Ohland, M. W., Loughry, M. L., Woehr, D.J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H.R., & Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviourally anchored rating scale for self- and peer evaluation. Academy of Management Learning and Education, 11(4), 111-124.
  • Organisation for Economic Co-operation and Development. (OECD). (2013). PISA 2015: Draft collaborative problem- solving framework. Retrieved from https://www.oecd.org/callsfortenders/Annex%20ID_PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf.
  • Oser, F., Hascher, T., Spychiger, M. (1999). Learning from errors: The psychology of negative knowledge. In W. Althof (ed.), Error Worlds: Making Mistakes and Learning From Them(pp. 11-43). Opladen, Germany: Leske & Budrich.
  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal Education in a Knowledge Society (pp. 76–98). Open Court.
  • Scoular, C., & Care, E. (2019, in press). Monitoring patterns of social and cognitive student behaviors in online collaborative problem solving assessments. Computers in Human Behavior. Retrieved from https://doi.org/10.1016/j.chb.2019.01.007.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times John Wiley & Sons.
  • van Knippenberg, D., De Dreu, C. K. W., Homan, A. C. (2004). Work group diversity and group performance: An integrative model and research agenda. Journal of Applied Psychology, 89, 1008–1022.
  • Wilczenski, F. L., Bontrager, T., Ventrone, P., & Correia, M. (2001). Observing collaborative problem-solving processes and outcomes. Psychology in the Schools, 38(3).
  • Zagal, J., & Rick, J. (2006). Collaborative games: Lessons learned from board games. Simulation & Gaming, 31(1), 24–40.

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