ISBN:
9781461489603
Language:
English
Pages:
Online-Ressource (X, 733 p. 126 illus., 104 illus. in color, online resource)
Series Statement:
Computer-Supported Collaborative Learning Series 15
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Productive multivocality in the analysis of group interactions
Keywords:
Computer science
;
Education
;
Education
;
Computer science
Abstract:
The key idea of this book is that scientific and practical advances can be obtained if researchers working in multiple traditions - including traditions that have been assumed to be mutually incompatible - make a concerted and sustained effort to engage in dialogue with each other by comparing and contrasting their understandings of a given phenomenon and considering how these different understandings can either complement or mutually elaborate on each other. This key idea applies to many fields, particularly in the social and behavioral sciences, as well as education and computer science. The book shows how we have achieved this by presenting our analyses of collaborative learning during the course of a four-year project involving dozens of researchers in a series of five workshops. The 37 editors and authors involved in this project generally study collaborative learning, technology enhanced learning, and cooperative work, and share an interest in understanding group interactions, but approach this topic from a variety of disciplinary homes and theoretical and methodological traditions. The sustained dialogue across these multiple "voices" makes this book useful to researchers in many different fields and with diverse goals and agendas
Description / Table of Contents:
Contents; Contributors; Part I: Introduction; Chapter 1: The Productive Multivocality Project: Origins and Objectives; Origins and Development of the Productive Multivocality Project; A Common Framework for CSCL Interaction Analysis (ICLS 2008); Common Objects for Productive Multivocality in Analysis (CSCL 2009); Pinpointing Pivotal Moments in Collaboration (ARV 2009); Productive Multivocality in the Analysis of Collaborative Learning (ICLS 2010); Leveraging Researcher Multivocality for Insights on Collaborative Learning (ARV 2011); The Corpora and Analytic Traditions
Description / Table of Contents:
Data Corpora for Case Studies Analytic Traditions; Issues and Strategies for Productive Multivocality; Use Standards, Metadata, and Repositories to Share Data and Tools; Analyze the Same Data; Pair Up Diverse Traditions; Push Methods Outside of Their Comfort Zone; Address a Shared Analytic Objective; Eliminate Gratuitous Differences in Data Considered; Align Analytic Representations; Iterate; Step Back from Methods; Conclusions; References; Chapter 2: Methodological Dimensions; Theoretical Assumptions; Purpose of Analysis; Units of Action, Interaction, and Analysis
Description / Table of Contents:
Representations Analytic Manipulations; Conclusions; References; Chapter 3: A Reader's Guide to the Productive Multivocality Project; Organization; Reading Strategies; Reading Goal: Understanding Productive Multivocality; Reading Goal: Figuring Out How to Approach One's Own Data; Reading Goal: Learning About the Range of Analytic Approaches Available; Reading Goal: Identifying Results for Research and Practice in Application Areas; Data Section 1: Pivotal Moments in Origami Fractions; Chapter 4 (Data): Learning Fractions Through Folding in an Elementary Face-to-Face Classroom
Description / Table of Contents:
Chapter 5 (Analysis): Focus-Based Constructive Interaction Chapter 6 (Analysis): Collaborative and Differential Utterances, Pivotal Moments, and Polyphony; Chapter 7 (Analysis): Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation; Chapter 8 (Discussion): A Multivocal Analysis of Pivotal Moments for Learning Fractions in a 6th-Grade Classroom in Japan; Data Section 2: Peer-Led Team Learning for Chemistry; Chapter 9 (Data): Peer-Led Team Learning in General Chemistry
Description / Table of Contents:
Chapter 10 (Analysis): Knowledge Building Discourse in Peer-Led Team Learning Groups in First-Year General Chemistry Chapter 11 (Analysis): A Multivocal Process Analysis of Social Positioning in Study Groups; Chapter 12 (Analysis): Application of Network Analysis to Collaborative Problem Solving Discourse: An Attempt to Capture Dynamics of Collective Knowledge Advancement; Chapter 13 (Discussion): A Multivocal Analysis of the Emergence of Leadership in Chemistry Study Groups; Data Section 3: Multimodality in Learning About Electricity with Diagrammatic and Manipulative Resources
Description / Table of Contents:
Chapter 14 (Data): Group Scribbles-Supported Collaborative Learning in Primary Grade 5 Science Class
Description / Table of Contents:
Part 1:Introduction1.The Productive Multivocality Project: Origins and Objectives -- 2.Methodological Dimensions -- 3.A Readers’ Guide to the Productive Multivocality Project -- Part 2:Case Study 1:Pivotal Moments in Origami Fractions -- 4.Learning Fractions through Folding in an Elementary Face-to-Face Classroom -- 5.Focus-based Constructive Interaction -- 6.Collaborative and Differential Utterances, Pivotal Moments, and Polyphony -- 7.Social Metacognition, Micro-creativity and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation -- 8.A Multivocal Analysis of Pivotal Moments for Learning Fractions in a 6th Grade Classroom in Japan -- Part 3:Case Study 2:Peer Led Team Learning for Chemistry -- 9.Peer-Led Team Learning in General Chemistry -- 10.Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-year General Chemistry -- 11.A Multivocal Process Analysis of Social Positioning in Study Groups -- 12.Application of Network Analysis to Collaborative Problem Solving Discourse: An Attempt to Capture Dynamics of Collective Knowledge Advancement -- 13.A Multivocal Analysis of the Emergence of Leadership in Chemistry Study Groups -- Part 4:Case Study 3: Multimodality in Learning About Electricity with Diagrammatic and Manipulative Resources -- 14.Group Scribbles-supported Collaborative Learning in Primary Grade 5 Science Class -- 15.Identifying Pivotal Contributions for Group Progressive Inquiry in a Multimodal Interaction Environment -- 16.Cascading Inscriptions and Practices: Diagramming and Experimentation in the Group Scribbles Classroom -- 17.Conceptual Change and Sustainable Coherency of Concepts Across Modes of Interaction -- 18.Development of Group Understanding via the Construction of Physical and Technological Artifacts -- 19.Agency and Modalities in Multimediated Interaction -- Part 5:Case Study 4:Knowledge Building Through Asynchronous Online Discourse -- 20.Online Graduate Education Course Using Knowledge Forum -- 21.Socio-dynamic Latent Semantic Learner Models -- 22.Exploring Pivotal Moments in Students’ Knowledge Building Progress Using Participation and Discourse Marker Indicators as Heuristic Guides -- 23.Statistical Discourse Analysis of an Online Discussion: Cognition and Social Metacognition -- 24.Critical Reflections on Multivocal Analysis and Implications for Design-Based Research -- Part 6:Case Study 5:A Data-Driven Design Cycle for 9th Grade Biology -- 25.Towards Academically Productive Talk Supported by Conversational Agents -- 26.Gaining Insights from Sociolinguistic Style Analysis for Redesign of Conversational Agent Based Support for Collaborative Learning -- 27.Successful Knowledge Building Needs Group Awareness: Interaction Analysis of a 9th Grade CSCL Biology Lesson -- 28.Interaction Analysis of a Biology Chat -- 29.Network Analytic Techniques for Online Chat -- 30.Multivocality as a Tool for Design-Based Research -- Part 7:Reflections -- 31.Achieving Productive Multivocality in the Analysis of Group Interactions -- 32.Methodological Pathways for Avoiding Pitfalls in Multivocality -- 33.Analytic Representations and Affordances for Productive Multivocality -- 34.Epistemological Encounters in Multivocal Settings -- 35.Multivocality in Interaction Analysis: Implications for Practice -- 36.A Dialog on ‘Productive Multivocality’.
Note:
Description based upon print version of record
DOI:
10.1007/978-1-4614-8960-3
URL:
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