How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?

Lund, Kristine; Molinari, Gaëlle; Séjourné, Arnauld; Baker, Michael

doi:10.1007/s11412-007-9019-z

Cited by 46 publications

(37 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This suggests that the quality of argumentation not only depends on the tool but also on the task. A similar finding was made by Lund et al (2007) who compared different ways of using 'argumentation diagrams'. The diagrams are graphs consisting of argument/thesis nodes and argumentative links, which represent the debate.…”

Section: Argumentative Knowledge Constructionsupporting

confidence: 78%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

View full text Add to dashboard Cite

iii ABSTRACTOver the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis.In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners.To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts. ACKNOWLEDGMENTST...

show abstract

Section: Argumentative Knowledge Constructionsupporting

confidence: 78%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

View full text Add to dashboard Cite

show abstract

“…As the literature review indicates, encouraging students to argue the knowledge they have acquired is a positive practice for the learning and assimilation of concepts (Baker et al, 2001;Lund et al, 2007). This is of particular value in the field of economics, given the ever-increasing gap between what economists study and what economists do (Colander, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Lund et al (2007), for example, show that debating can enhance the depth of knowledge acquired by students and is positive for the learning and assimilation of concepts and even the elaboration of new knowledge (see, Baker, 1999). Discussions of the use of debating in economic education are few and far between, but Ruiz (2008) and Carrasco et al (2006) both focus on its application as a teaching and evaluating tool in the framework of the European Higher Education Area.…”

Section: Literature Reviewmentioning

confidence: 99%

Debating as a Classroom Tool for Adapting Learning Outcomes to the European Higher Education Area

2011

View full text Add to dashboard Cite

“…Less attention has been given to explain the choices learners make in using space and graphics to create adequate argument diagrams. Perceptual choices can be inspired by many different considerations: for example by notation instructions preceding the drawing of diagrams, by affordances and constraints dictated by computer supported learning tools (Suthers and Hundhausen 2003), by negotiating drawing options in a collaborative learning situation (e.g., Van Diggelen and Overdijk 2008), or by task specifications (e.g., Lund et al 2007). The main question in our studies is to what extent learners are able to use spatial and graphical variables in a meaningful way.…”

Section: Introductionmentioning

confidence: 99%

Show me your opinion. Perceptual cues in creating and reading argument diagrams

Amelsvoort

Maes

2016

Instr Sci

View full text Add to dashboard Cite

In argument diagrams, perceptual cues are important to aid understanding. However, we do not know what perceptual cues are used and produced to aid understanding. We present two studies in which we investigate (1) which spatial, graphical and textual elements people spontaneously use in creating for-against argument diagrams, and (2) how people interpret these elements to find out one's argumentative position. In the production study, participants were presented with arguments in favor and against a societally relevant topic and were asked to graphically represent the arguments such that their position (for or against) would become clear to a reader. For the perception study, we manipulated the argument diagrams created in study 1 into six different versions by deleting text, graphic cues and color. Participants saw one version of the diagrams; they were asked to judge the argumentative position, and to explain what they based their judgment on. We found that-in spite of individual differences-natural sources were used by all producers, for example by creating a well-formed structure, or by using spatial and graphical elements to separate or highlight arguments. Furthermore, although interpreting the argument diagrams was best done when the combination of text and graphic cues was present, graphic cues alone seemed to be very important for interpretation. We conclude with a cautionary hierarchy of perceptual cues in argument diagrams.

show abstract

How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?

Cited by 46 publications

References 24 publications

The Role of Personal and Shared Displays in Scripted Collaborative Learning

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Debating as a Classroom Tool for Adapting Learning Outcomes to the European Higher Education Area

Show me your opinion. Perceptual cues in creating and reading argument diagrams

Contact Info

Product

Resources

About