Designing for Networked Collaborative Discourse: An UnLMS Approach

Chen, Bodong

doi:10.1007/s11528-018-0284-7

Cited by 28 publications

(32 citation statements)

References 12 publications

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“…Web objects, online platforms, and offline events (Chen, 2019). Finally, as our results showed, social and technological affordances have potential to cultivate a learning community in which the instructor can adopt a different set of approaches to provide a route for ongoing peer support, self-awareness, and social connection (Bereiter, 2002;Wise & Cui, 2018).…”

Section: More Coherent Communication Should Be Facilitated Among Multmentioning

confidence: 63%

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Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Ouyang

Sun

et al. 2020

IRRODL

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The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners’ knowledge inquiry, construction, and management through social interaction. In addition, understanding various aspects of learning calls for more mixed-method studies to provide both quantitative, generalized analysis and qualitative, detailed descriptions of learning. This study fills these practice and research gaps. We designed a Chinese MOOC with the support of a pedagogical strategy, a learning analytic tool, and a social learning environment in order to foster learner engagement in discussions. Mixed methods were used to explore learners’ discussion patterns, perceptions, and preferences. Results indicated that learners demonstrated varied patterns, perceptions, and preferences, which implies a complex learning process due to the interplay of multiple factors. Based on the results, this research provided theoretical, pedagogical, and analytical implications for MOOC design, practice, and research.

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Section: More Coherent Communication Should Be Facilitated Among Multmentioning

confidence: 63%

“…facilitated via multiple channels, distributed in various locations, and accessed at varied times (Chen, 2019).…”

mentioning

confidence: 99%

Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Ouyang

Sun

et al. 2020

IRRODL

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“…Additionally, several studies suggested that dividing the class into smaller groups and pairing low-and high-performing students would also enhance discussion quality and interaction (Chen et al, 2019;. Hollett and Kalir (2017) and Chen (2019) highlighted the possibility of annotating "in the open" and engaging learning professionals' personal social media networks. A deliberately designed involvement plan can avoid unnecessary efforts for both the instructors and students and therefore promote learning.…”

Section: Decide the Level Of Instructor Involvementmentioning

confidence: 99%

“…In comparison with paper-based annotation, web annotation is not constrained by the need to simultaneously access a shared document and is posited to create a layer of interactivity on top of any web document (W3C Web Annotation Working Group, 2016). In education, web annotation is broadly used to support social reading, group sensemaking, knowledge construction, and community building (e.g., Chen, 2019;Kalir et al, 2020;Marshall, 1997;Plevinski et al, 2017). In the following sections, we first describe methodological details of the literature review, followed by a presentation of key findings.…”

Section: Introductionmentioning

confidence: 99%

Reading and Connecting: Using Social Annotation in Online Classes

Zhu¹,

Chen²,

Avadhanam³

et al. 2020

Preprint

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The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. This article presents a systematic literature review of the use of web annotation to support reading and discussion activities in formal education. As a genre of information systems, web annotation allows users to socially engage with web resources and is used in education to support social reading, argumentation, group inquiry, and community building. From this review we identified five types of social annotation activity design: processing domain-specific knowledge; supporting argumentation and inquiry; improving literacy skills; supporting instructor or peer assessment, and connecting online learning spaces. Practical recommendations for incorporating social annotation in online/distance classes are provided.

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“…We define OWA as digital annotation practices that embrace open web standards, advocate open principles, and nurture open practices online (Kalir, 2018). While not all OWA is civic writing (e.g., Chen, 2019), OWA can encourage opportunities for civic writing, just as civic writing can encourage the development of civic literacy. In this study, we approach educators’ use of OWA for public civic writing from a critical theoretical perspective that suggests that under certain conditions, OWA can foster critical and digital civic literacy.…”

Section: Introductionmentioning

confidence: 99%

Civic Writing on Digital Walls

Kalir

Garcia

2019

Journal of Literacy Research

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Civic writing has appeared on walls over centuries, across cultures, and in response to political concerns. This article advances a civic interrogation of how civic writing is publicly authored, read, and discussed as openly accessible and multimodal texts on digital walls. Drawing upon critical literacy perspectives, we examine how a repertoire of 10 civic writing practices associated with open web annotation (OWA) helped educators develop critical literacy. We introduce a social design experiment in which educators leveraged OWA to discuss educational equity across sociopolitical texts and contexts. We then describe a single case of OWA conversation among educators and use discourse analysis to examine shifting situated meanings and political expressions present in educators’ civic writing practices. We conclude by considering implications for theorizing the marginality of critical literacy, designing learning environments that foster educators’ civic writing, and facilitating learning opportunities that encourage educators’ civic writing across digital walls.

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Designing for Networked Collaborative Discourse: An UnLMS Approach

Cited by 28 publications

References 12 publications

Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Reading and Connecting: Using Social Annotation in Online Classes

Civic Writing on Digital Walls

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