Part 1:Introduction.- 1.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'.
Über den Autor
Daniel D. Suthers: Ph.D., Computer Science, University of Massachusetts, 1993; Professor of Information and Computer Sciences at the University of Hawaii. Kristine Lund: Ph.D., Cognitive Science, University of Grenoble, 2003; Senior Research Engineer, CNRS, University of Lyon. Carolyn Penstein Rosé: Ph.D., Language and Information Technologies, Carnegie Mellon University, 1997; Associate Professor, Language Technologies Institute and Human- Computer Interaction Institute, School of Computer Science, Carnegie Mellon University. Nancy Law: Ph.D., Institute of Education, University of London, 1990; Professor, Faculty of Education, University of Hong Kong. Christopher Teplovs: Ph.D., Education, University of Toronto, 2010; Distance Education Project Coordinator, Office of the Vice-Provost, Teaching and Learning, University of Windsor, Canada.
The key idea of the book is that scientific and practical advances can be obtained if researchers working in traditions that have been assumed to be mutually incompatible make a real effort to engage in dialogue with each other, comparing and contrasting their understandings of a given phenomenon and 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 study of collaborative learning during the course of a four-year project. Through a series of five workshops involving dozens of researchers, the 37 editors and authors involved in this project studied and reported on collaborative learning, technology enhanced learning, and cooperative work. The authors share an interest in understanding group interactions, but approach this topic from a variety of traditional disciplinary homes and theoretical and methodological traditions. This allows the book to be of use to researchers in many different fields and with many different goals and agendas.
¿¿¿¿¿Illustrates strategies for and potential pitfalls in working together
Takes an innovative approach to collaborative academic knowledge building
Opens a new dimension for our understanding of discourse and collaboration in education