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Contemporary theories of problem-solving highlight that expertise is domainspecific, contingent on the social context and available resources, and involvesknowledge, skills, attitudes, emotions and values. Developing educational activitiesthat incorporate all of these elements is a challenge. Through case studies,this paper outlines how situated, embodied and social problem-solving activitieswithin virtual worlds can elicit responses that engage all facets of expertise

Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that incorporate all of these elements is a challenge. Through case studies, this paper outlines how situated, embodied and social problem-solving activities within virtual worlds can elicit responses that engage all facets of expertise.Keywords: problem-solving; expertise; attitudes; emotions; values IntroductionIn recent years, there have been two trends in theories of problem-solving. The first is a shift from domain-general conceptualisations of problem-solving towards domain-specific models (Jonassen 2000), which recognise that the ability to resolve unfamiliar problems is less contingent on possessing a general process of problemsolving than on being able to interpret and respond to a specific situation in effective ways. This view places an emphasis on the impact of the social and environmental context from which the problem has emerged. The second trend is that it is increasingly being recognised that problem-solving expertise is not only dependent on a person's knowledge and skills, but also relies on attitudes, values and other social factors (Hatano and Oura 2003). A challenge for educators is to develop activities that equip learners with these facets of expertise.One approach for educators is to develop contextualised problem-solving challenges that elicit both cognitive and affective responses from students. These designed experiences (Squire 2006) would involve problematic situations that encourage learners to consider the range of experiences and interpretations that emerge from social interactions. Virtual worlds offer intriguing opportunities for achieving this aim, providing a four-dimensional space in which learners can participate in a narrative to engage with and resolve problems through social interactions and use of situational resources. This paper discusses current theories and educational perspectives of expertise. Then, the potential contribution of virtual worlds is outlined and illustrated through two case studies involving a problem-solving challenge situated in an organisational setting. The analysis and discussion examines the extent that the challenge invokes responses that involve attitudinal, cognitive and social facets of expertise.

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This article analyzes codesign practices within a series of innovation projects that have diverse stakeholders, initially ill-defined goals, and subjective success measures. Following a practitioner inquiry approach, we draw on practice theory to analyze data and artifacts from 68 educational codesign projects shaped through new forms of collaborative working. The article examines project management principles by analyzing codesign practices and explores the interrelationship of practice and the project site. Contributions include an enriched conception of project management ontologies and a set of principles that identify practitioner mindsets and approaches that are valuable in managing innovation projects.