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Collaborative problem solving is about people working together face-to-face or in online workspaces with a focus on solving real world problems. These groups are made up of members that share a common concern, a similar passion, and/or a commitment to their work. Members are willing to ask questions, wonder, and try to understand common issues. They share expertise, experiences, tools, and methods.[68] These groups can be assigned by instructors, or may be student regulated based on the individual student needs. The groups, or group members, may be fluid based on need, or may only occur temporarily to finish an assigned task. They may also be more permanent in nature depending on the needs of the learners. All members of the group must have some input into the decision making process and have a role in the learning process. Group members are responsible for the thinking, teaching, and monitoring of all members in the group. Group work must be coordinated among its members so that each member makes an equal contribution to the whole work. Group members must identify and build on their individual strengths so that everyone can make a significant contribution to the task.[69] Collaborative groups require joint intellectual efforts between the members and involve social interactions to solve problems together. The knowledge shared during these interactions is acquired during communication, negotiation, and production of materials.[70] Members actively seek information from others by asking questions. The capacity to use questions to acquire new information increases understanding and the ability to solve problems.[71] Collaborative group work has the ability to promote critical thinking skills, problem solving skills, social skills, and self-esteem. By using collaboration and communication, members often learn from one another and construct meaningful knowledge that often leads to better learning outcomes than individual work.[72]
In a 1962 research report, Douglas Engelbart linked collective intelligence to organizational effectiveness, and predicted that pro-actively 'augmenting human intellect' would yield a multiplier effect in group problem solving: "Three people working together in this augmented mode [would] seem to be more than three times as effective in solving a complex problem as is one augmented person working alone".[73]
Henry Jenkins, a key theorist of new media and media convergence draws on the theory that collective intelligence can be attributed to media convergence and participatory culture.[74] He criticizes contemporary education for failing to incorporate online trends of collective problem solving into the classroom, stating "whereas a collective intelligence community encourages ownership of work as a group, schools grade individuals". Jenkins argues that interaction within a knowledge community builds vital skills for young people, and teamwork through collective intelligence communities contributes to the development of such skills.[75]
Collective impact is the commitment of a group of actors from different sectors to a common agenda for solving a specific social problem, using a structured form of collaboration.
After World War II the UN, the Bretton Woods organization and the WTO were created; collective problem solving on the international level crystallized around these three types of organizations from the 1980s onward. As these global institutions remain state-like or state-centric it has been called unsurprising that these continue state-like or state-centric approaches to collective problem-solving rather than alternative ones.[76]
Crowdsourcing is a process of accumulating the ideas, thoughts or information from many independent participants, with aim to find the best solution for a given challenge. Modern information technologies allow for massive number of subjects to be involved as well as systems of managing these suggestions that provide good results.[77] With the Internet a new capacity for collective, including planetary-scale, problem solving was created
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