Directions:Your paper should be no more than 10 double-spaced pages.
I.  Describe the study.  In one page or less, describe the following aspects of the study. Using your own words, interpret and summarize what is presented in the paper and, if necessary, translate it into terms that are accessible to the non-specialist.
1. Identify the research question.
2. Summarize the theoretical framework guiding the study.
3. Describe and characterize the research methodologies (both design and data analysis) employed.
4. Identify the authors’ conclusions.
II.  Critically Evaluate the study.  Evaluate and critique the design and implementation of the study. Consider at least the following issues and discuss ways they are addressed appropriately or, if they are not, identify and discuss any gaps and concerns.  Feel free to address issues not specifically listed here.
5. Have the research questions been adequately addressed?
6. Do the authors provide adequate justification for their choice of design, selection of sites and/or participants, and data collection and analysis techniques? 
7. How do the design, site and participant selection, data collection and analysis methods, conclusions, and interpretations relate to the research questions and theoretical framework?  Are each of these aspects of the research appropriate? Are they well-implemented? What questions remain unanswered for you concerning their design and analysis?
8. Is evidence appropriate to the research methodology provided of the reliability and validity of the measures and conclusions? Explain.
9. Are there other possible interpretations of the results?
10. Discuss any ethical issues raised by this work.
11. Reflect on the completeness and importance of this paper.
a. What open questions remain?
b. Are there any alternative methodologies or methodological issues that you see as missing?
c. Do the authors identify weaknesses in their own work?
d. What other issues/concerns/questions do you have with this work?
e. What is the importance of this work?

The critical indcident technique by Flanagan

West, R. E., & Hannafin, M. J. (2011). Learning to design collaboratively: Participation of student designers in a Community of Innovation. Instructional Science, 39(6), 821-841.

Turvey, K. (2006). Towards deeper learning through creativity within online communities in primary education. Computers & Education, 46(3), 309-321.

Peppler, K. A., & Solomou, M. (2011). Building creativity: Collaborative learning and creativity in social media environments. On the Horizon, 19(1), 13-23.

Eteläpelto, A., & Lahti, J. (2008). The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, 3(3), 226-240.

Damsa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., & Sins, P. H. M. (2010). Shared epistemic agency: An empirical study of an emergent construct. The Journal of the Learning Sciences, 19(2), 143-186.

[Notes]

The concept of emergence is becoming increasingly important in many fields that study complex systems, including biology, meteorology, and cognitive science. In an emergent system, interaction among constituent components leads to overall system behavior that could not be predicted from a full and complete analysis  of the individual components of the system. Group behavior must be thought of as emergent in those cases where there is not a structured plan guiding the group and where there is no leader who directs the group (Sawyer, 1999).

A small but growing group of psychologists, generally known as socioculturalists, have begun to draw on such theories to draw on such theories to study human action from an interdisciplinary perspective. The concept of emergence has always been a central theme among socioculturalists, who argue that social groups are emergent phenomena and cannot be understood by analyzing the individual members of the group. Socioculturalists are fundamentally concerned with individual agency and with the processes of interaction and communication that give rise to these emergent phenomena--what social theorists sometimes refer to as the "micro-macro" issue (Knorr-Cetina & Cicourel, 1981).

Read and prepare questions for Discussion on December, 7th, 2013

Due on 12/13/2013

A critical analysis of the theoretical frameworks used in qualitative studies which deal with a similar topic. You should find 6 published studies and analyze the theories used by the writers. Theory is explanatory and offers a researcher a way of connecting research to larger issues and to discussions in the field. The theories selected by the research should be reflected in the research questions, methods, and conclusions. You analysis should include some background information on the theory used by each author and how well the authors used the theories to frame the studies you selected. Your goal is to critically examine how well the theory or theories informed each study. Having a clear set of criteria for evaluating each study is helpful.
Your paper should be about 18 pages in length, double-spaced, and follow APA guidelines. You should have a cover sheet, a 100-word abstract, and a list of sources.
Structure of the paper:

• Title page
• Introduction that includes the research question you used to guide your selection of articles. This is not a research questions about a research topic that interests you.
• A description of your search that includes what key words you used, what journals you searched, and what criteria you used to select the articles for you review.
• Begin analysis of each paper with a full citation.
• Follow citation with a shout summary of the paper no more than a couple of paragraphs.
• Follow summary with an analysis of the article. You should establish a set of criteria that you are using for your analysis.
• Conclude with a summary of your analysis of all articles and how you were able to answer you research question.

Research questions: creative thinking, collaborative creativity, creative collaboration

1. Kevin Dunbar: How scientists think
2. Kylie A. Peppler: Building creativity: Collaborative learning and creativity in social media environments 
3. Vass, Eva: Exploring processes of collaborative creativity-The role of emotions in children's joint creative writing.
4. Etalapelto, A, & Lahti, J. : The resources and obstacles of creative collaboration in a long-term learning community
5. West, R. E., & Hannafin, M. J. (2011). Learning to design collaboratively: Participation of student designers in a community of innovation
6. Sawyer, R. K., & DeZutter, S. (2009). Distributed creativity: How collective creations emerge from collaboration
7. Turver, K. (2006). Towards deeper learning through creativity within online communities in primary education
8. Vass, E., Littleton, K., Miell, D., & Jones, A. (2008). The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration.
9. Rojas-Drummond, S. M., Albarran, C. D., & Littleton, K. S. (2008). Collaboration, creativity and the co-construction of oral and written texts.
10. Damsa, C, I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., & Sins, P. H. M. (2010). Shared epistemic agency-An empirical study of an emergent concept.

Helpful articles for analysis:
Zhou, C., & Luo, L. (2012). Group creativity in learning context: Understanding in a social-cultural framework and methodology.