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Title: Towards productive multivocality in the analysis of collaborative learning. 
Author: Suthers, Daniel D; Lund, Kristine; Rosé, Carolyn Penstein; Dyke, Gregory; Law, Nancy; Teplovs, Chris; Chen, Wenli; Chiu, Ming Ming; Jeong, Heisawn; Looi, Chee-Kit; Medina, Richard; Oshima, Jun; Sawyer, R. Keith; Shirouzu, Hajime; Strijbos, Jan-Willem; Trausan-Matu, Stefan; Van Aalst, Jan
Date: 2011
Citation: Suthers, D. D., Lund, K., Rose, C., Dyke, G., Law, N., Teplovs, C., Chen, W., Chiu, M., Jeong, H., Looi, C-K., Medina, R., Oshima, J., Sawyer, K., Shirouzu, H., Strijbos, J-W., Trausan-Matu, S. & van Aalst, J. (2011). Towards productive multivocality in the analysis of collaborative learning. In H. Spada, G. Stahl, N. Miyake, N. Law & K. M. Cheng (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011), (Vol. III, pp. 1015-1022). Hong Kong: International Society of the Learning Sciences.
Abstract: Research in Computer Supported Collaborative Learning (CSCL) is diverse and multi-vocal, in that multiple theoretical and methodological traditions speak to questions concerning how learning takes place in social settings. Whether this multivocality leads to balkanization or is a source of strength may require deliberate efforts at identifying strategies and finding boundary objects for productive discourse across this diversity. This paper and associated symposium reports on the results of such an effort—a four-year series of five workshops exploring the basis for productive dialogue between multiple analytic traditions in CSCL. After a brief introduction to our objectives and the series of workshops, we illustrate lessons learned with three examples in which a group of analysts deliberately chosen for their diversity analyzed three small corpora with respect to identifying “pivotal moments” in collaborative learning and compared their results. The project also illustrates more generally the potential value of collaborative learning among researchers.
URI: http://hdl.handle.net/10125/22834

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