Active and supportive computer-mediated resources for student-to-student conversations

Enyedy, Noel; Vahey, Phil; Gifford, Bernard R.

doi:10.3115/1599773.1599777

Cited by 10 publications

(10 citation statements)

References 14 publications

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“…In addition, in both experiments, as well as acting as an experimental resource, the shared notebook implemented on the screen became a shared focus for discussion (see e.g. Enyedy et al, 1997)…”

Section: Comparison Of the Case Studiesmentioning

confidence: 99%

Evidence from a series of experiments on video-mediated collaboration

Joiner

Scanlon

O’Shea

et al. 2002

Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02

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We report a series of studies on the role of eye contact in video-mediated communication. These are part of an ongoing research program, which is investigating the usefulness of the technological mediated collaborative problem solving for distance learning. Technological mediation consists of access to shared simulations and access to a variety of means of communication. The means of communication we have explored range from audio only contact to video mediated communication with or without eye contact. The motivating question behind this research program is 'what is different when members of a problem-solving group are physically separated but technologically connected?' The studies are set in the context of pairs of adults working with shared simulations of either physics or statistical experiments. The first set of studies investigated pairs working on a shared simulation of a physics experiment developed in SharedARK. The study compared remote technological mediated communication with communication that occurred during physical co-presence. There were no differences in performance, but the addition of computer mediated communication did influence the pattern of interaction. These experiments suggested that eye contact influenced problem solving. The second set of studies compared pairs and groups of threes and fours using a simulation of a statistic experiment developed in a system called Kansas. In these studies we compared learners with either video-mediated communication or audio only communication. The addition of the visual communication channel altered the pattern of interaction. The most recent study presents evidence that suggests eye contact facilitated conceptual understanding..

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Section: Comparison Of the Case Studiesmentioning

confidence: 99%

Evidence from a series of experiments on video-mediated collaboration

Joiner

Scanlon

O’Shea

et al. 2002

Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02

View full text Add to dashboard Cite

show abstract

“…As Cooper noted, "The traditional forums comprising these classrooms… generally support a traditional hegemony in which teachers determine appropriate and inappropriate discourse" [1]. While monologues are more context-independent and less interaction focused, dialogues focus on interaction, communication, participation, and co-construction of meaning [2]. Therefore, in classroom environments in which instruction depends greatly on teacher-centered monologues and textbooks, students are often excluded from the dialogues.…”

Section: Introductionmentioning

confidence: 99%

Electronic Spaces as an Alternative to Traditional Classroom Discussion and Writing in Secondary English Classrooms

Lee¹

2019

OLJ

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In most secondary school classrooms, teachers are still authoritative, central-figures. They talk and teach while students listen and passively receive what the teacher says. Regarding writing, the situation is similar. Students write only to the teacher, the person who grades their papers. In this environment, classroom dynamics are monologic and learning is limited to individuals. To establish a more constructivist learning environment, this study explored electronic spaces as alternatives to classroom dialogue and writing. This paper observed two 10th grade English classrooms (51 students) whoparticipated in an exploration of Lord of the Flies using an electronic discussion board through which they collaboratively constructed knowledge. In short, the discussion board facilitated both student-centered dialogues and an authentic writing environment, which promoted a dynamic learning community and healthy writer’s identity for the students. Three salient features of the discussion board activity will be explored to support this claim: a) the students’ use of questions and hypothetical/conditional sentences, b) the students’ interaction patterns, and c) the dialogic/progressive patterns of co-construction of knowledge on the discussion board.

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“…Because not all student collaboration is productive collaboration, PIE provides agreement bars that allow students to express dissenting opinions in a way that can lead to explaining and verbalizing reasoning in an attempt to "win over" their partner. PIE also provides interactive representations, such as draggable histograms, that provide students with a physical object that can be discussed, leading to more productive conversations than are otherwise possible [5].…”

Section: The Design Of Piementioning

confidence: 99%

“…Some of the most important of these resources are: an animated probability tree that highlights the current state of the point; a representation that shows how each team scores; and, where appropriate, a histogram that can toggle between showing the distribution across each of the outcomes or the points for each team and a chart which shows this total numerically. Each of these is a shared representational resource that can be used by the students to jointly construct an explanation of the current situation, and each of these provides the students with intermediate tools that bring the analysis of experts into the realm of the students [5]. Additionally, to help guide the students toward the salient aspects of the simulation, PIE provides Observation Questions that stop the simulation at pre-determined events and ask the students to reflect on their current understandings and the current status of the simulation In Conclude, the students compare their predictions to the data from the simulation.…”

Section: The Design Of Piementioning

confidence: 99%

The Probability Inquiry Environment: a collaborative, inquiry-based simulation environment

Vahey¹,

Enyedy

Gifford

Proceedings of the 32nd Annual Hawaii International Conference on Systems Sciences. 1999. HICSS-32. Abstracts and CD-ROM of Ful

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Recent perspectives on learning encourage educators interested in technology based learning environments to reconsider their basic assumptions about teaching as "transmitting correct information." Instead we view the teaching and learning enterprise as helping students construct knowledge from domain relevant experiences. In this paper we report on the Probability Inquiry Environment (PIE), which facilitates the development of probabilistic reasoning by making available collaborative inquiry activities and student-controlled simulations. These activities guide middle school students toward a deeper understanding of probability, a domain that is becoming increasingly important in the K-12 mathematics curricula of the United States but which is notoriously difficult to learn. BackgroundTo help students construct knowledge in the domain of mathematics, we advocate student construction and appropriation of concepts by making available studentcontrolled interactive simulations, dynamicrepresentations, and contextualized learning activities. Our carefully crafted activities and student-controlled simulations are designed to focus students on particular intuitions, encourage them to articulate and refine these intuitions using the tools and practices of mathematics and probability, and guide them towards a normative conception of mathematics.In this paper we report on the Probability Inquiry Environment (PIE), which facilitates the development of probabilistic reasoning in middle school students. We first describe our theoretical underpinnings, and why we chose to use collaborative inquiry and simulations. We describe the specifics of PIE and the curriculum, and follow this with a description of a study in which PIE was implemented in two seventh grade classrooms. We then present detailed qualitative data from one pair of students as they investigate one of the computer activities, and show how the features of PIE contributed to student conversations and student understandings. We conclude with generalizations from our work, and recommendations for others creating collaborative environments for active knowledge construction.

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Active and supportive computer-mediated resources for student-to-student conversations

Cited by 10 publications

References 14 publications

Evidence from a series of experiments on video-mediated collaboration

Evidence from a series of experiments on video-mediated collaboration

Electronic Spaces as an Alternative to Traditional Classroom Discussion and Writing in Secondary English Classrooms

The Probability Inquiry Environment: a collaborative, inquiry-based simulation environment

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