Escritos. Revista del Centro de Ciencias del Lenguaje, 1998
... Trognon (1990) ha aplicado la lógica dialógica (Barth y Krab-be, 1982) al análisis de los deb... more ... Trognon (1990) ha aplicado la lógica dialógica (Barth y Krab-be, 1982) al análisis de los debates ... mutuamente que p" ; "e =>" simboliza efectos perlocutorios de una secuencia de actos de habla; л = "y ... si В deja de creer posterior-mente en p, fundada en el análisis del diálogo ...
Baker, M.J., Quignard, M., Lund, K. & van Amelsvoort, M. (to appear ). Designing a computer-suppo... more Baker, M.J., Quignard, M., Lund, K. & van Amelsvoort, M. (to appear ). Designing a computer-supported collaborative learning situation for broadening and deepening understanding of the space of debate.
This paper presents a theorisation of collaborative activity that was developed in the research f... more This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together with approaches to defining different forms of cooperative activity. In conclusion, the specificity of this approach to defining collaboration is discussed in relation to other fields of research.
Cet article contribue aux travaux portants sur l'effet de contextes comme moteur d'apprentissage.... more Cet article contribue aux travaux portants sur l'effet de contextes comme moteur d'apprentissage. Un effet de contexte est un événement cognitif provoqué par la confrontation de deux contextes internes, au cours d'une séquence de travail collectif impliquant des apprenants vivant dans des contextes géographiques/culturels différents. Notre premier objectif est de caractériser et d'opérationnaliser le concept d'effet de contextes, à partir de l'analyse des interactions verbales entre deux groupes d'élèves issus du Québec et de la Guadeloupe, et confrontés au même objet d'étude. Le second objectif est de comprendre comment les scénarios pédagogiques basés sur les effets de contextes engagent les élèves à co-élaborer des connaissances dans le dialogue. L'étude repose sur l'analyse de trois Séquences avec Effet de Contextes (SEC). Les résultats montrent que l'effet de contextes émerge à travers des questions qui visent à mettre en perspective l'objet d'étude dans l'un ou l'autre contexte. L'effet de contextes évolue sous la forme d'un partage de connaissances contextuelles, ou bien il constitue un malentendu entre les élèves et provoque un débat qui doit être perçu et résolu pour devenir constructif. Ces deux modalités impliquent des processus discursifs variés (explication versus argumentation). Nous proposons de définir l'effet de contextes comme la négociation dialoguée du sens des représentations sur les contextes, qui est favorable au développement de connaissances à la fois contextuelles et expertes sur l'objet d'étude. Nous discutons des implications pour la conception de scénarios pédagogiques. Effet de contextes, apprentissage contextuel, dialogue, apprentissage collaboratif, analyse des interactions.
Until quite recently, CL research has been dominated by the attempt to extend cognitivist theorie... more Until quite recently, CL research has been dominated by the attempt to extend cognitivist theories of human learning, centred on the individual, to the study of learning in groups (Dillenbourg, Baker, Blaye & O’Malley 1996). However, many of the learning processes that these theories propose do not readily correspond to genuine interactive phenomena. For example, results concerning the self-explanation effect (Chi et al. 1989) were obtained with respect to individual problem-solvers (with experimenter prompting). Although it has been conjectured that this phenomenon can also occur in CL situations (e.g. Ploetzner et al. 1999), actually finding such explanations (qua individuals’ expressions of their problem-solving processes) in communicative interactions is problematic. Explanations can rarely be analysed as discrete segments of interactions: they are usually processes underlying extended sequences. Explanation is an interactive contextual reconstruction, rather than an expression of problem-solving processes that occurred in an individual’s mind (Baker 1999). A second example of lack of correspondence between postulated learning processes and interactive processes can be seen in the case of the focus of the socio-cognitive conflict paradigm (Doise & Mugny 1981) on the incidence of verbal conflicts, rather than on their interactive contexts and (possibly) associated argumentative processes (cf. Mevarech & Light 1992).
International Journal of Artificial Intelligence in Education, 2015
This article is a commentary on a model for negotiation in teaching-learning dialogues ) that tra... more This article is a commentary on a model for negotiation in teaching-learning dialogues ) that traces its origins and developments over the past 20 years. The first main section of the paper describes the research background out of which the model arose, within the credo of individualised tutoring of the 1980s. This is followed by a summary of the main elements of the model, then a presentation of its subsequent developments. These comprise the analysis of argumentation dialogue and its potential for collaborative learning, the analysis of interpersonal relations in relation to the interactive regulation of affect, and extensions of the model to other epistemic situations such as explanation generation, co-design, online epistemic discussions and use of communication interfaces in computer-supported collaborative learning environments. On these bases, the object of study of this research is defined as the processes of negotiation of meaning in epistemic situations. It is concluded that the main core of the model was retained, throughout its deepening and extension, but the underlying theory was radically changed, from cognitivist belief-systems to a view of dialogue itself as collective thinking. Two challenges for artificial intelligence and education research are raised: the formalisation of interpersonal relations as they are played out in social interaction, and the analysis of the processes of appropriation of discourse genres.
This volume in the NATO Special Programme on Advanced Educational Technology addresses fundamenta... more This volume in the NATO Special Programme on Advanced Educational Technology addresses fundamental principles in the design of a dialogue component in intelligent tutoring systems. The purpose of the book is to link fundamental issues of communication and interaction to the more restricted domain of instructional dialogue. The papers are grouped into parts on: theoretical issues in instructional dialogue; theory into practice - interaction in learning environments; natural dialogue and interaction theory; and feedback and control in human-machine communication. The book originates from a NATO Advanced Research Workshop held in Italy in 1992 and the authors are leading researchers in educational technology, dialogue research and user-interface design.
Cette communication presente, illustre et discute un cadre d'analyse generique des activites ... more Cette communication presente, illustre et discute un cadre d'analyse generique des activites de conception collaborative dans les communautes epistemiques en ligne ("CEL"). Notre approche se caracterise par : la prise en compte de la co-elaboration des connaissances comme une activite de conception, la distinction des espaces de production et de discussion au sein des CEL, une caracterisation de la participation via la notion de role, une analyse de granularite fine du sens, du contenu et des fonctions communicatives des echanges entre participants dans l'interaction, une decomposition analytique de l'artefact produit pour proposer un modele de tâche. Nous illustrons les resultats a partir de deux etudes de cas, l'une portant sur un logiciel open source (LOS), l'autre sur l'encyclopedie Wikipedia. Dans ces deux CEL, nous mettons en evidence la mediation et la negociation des connaissances entre les participants sur la base de l'analyse des roles et nous presentons le modele de tâche utilise pour etudier les divergences entre focus d'activite dans les differents espaces de participation. Finalement, nous dressons des perspectives pour etendre ce cadre d'analyse a d'autres projets de CEL.
List of Contributors. 1. Argumentation, Computer Support, And The Education Context of Confrontin... more List of Contributors. 1. Argumentation, Computer Support, And The Education Context of Confronting Cognitions J. Andriessen, M. Baker, D.D. Suthers. 2. Representational Guidance For Collaborative Inquiry D.D. Suthers. 3. Computer-Mediated Argumentative Interactions For The Co-Elaboration Of Scientific Notions M. Baker. 4. Argumentation As Negotiation In Electronic Collaborative Writing J. Andriessen, G. Erkens, C. van de Laak, N. Peters, P. Coirier. 5. Constructive Discussions Through Electronic Dialogue A. Veerman. 6. Using CMC To Develop Argumentation Skills In Children With A 'Literacy Deficit' R. Pilkington, A. Walker. 7. Designing External Representations To Support Solving Wicked Problems J.M. van Bruggen, P.A. Kirschner. 8. Elaborating New Arguments Through A CSCL Script P. Jermann, P. Dillenbourg. 9. The Blind And The Paralytic: Supporting Argumentation In Everyday And Scientific Issues B.B. Schwarz, A. Glassner. 10. CSCL, Argumentation, And Deweyan Inquiry: Argumentation Is Learning T. Koschmann.
We present an analysis of a longitudinal case study whose aim was to understand the processes of ... more We present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face‐to‐face and networked collaborative learning technology and pedagogy into a secondary school history‐geography classroom. Students carried out a sequence of argumentative tasks relating to sustainable development, including argument generation, sharing and elaboration, debate using a computer‐mediated communication, and organization of arguments in a shared diagram. Students' interactions and diagrams were analysed in terms of degree and quality of argumentativity, as well as catachresis (‘getting round’ the software to perform a non‐prescribed task). Results run counter to positive systems of ideas and values concerning collaborative learning and its technological mediation in that the scenario did not meet its pedagogical aims, having to be abandoned before its planned end. We discuss possible explanations for this ‘failure story’ in terms of the articulation ...
International Journal of Computer-Supported Collaborative Learning, 2007
Abstract The objective of the research presented here was to study the influence of two types of ... more Abstract The objective of the research presented here was to study the influence of two types of instruction for using an argumentation diagram during pedagogical debates over the Internet. In particular, we studied how using an argumentation diagram as a medium of ...
... FRANCE. Tel : (+33) 72.72.85.38. Fax : (+33) 72.72.80.80. Courrier électronique :Michael.Bake... more ... FRANCE. Tel : (+33) 72.72.85.38. Fax : (+33) 72.72.80.80. Courrier électronique :[email protected]. Résumé ... utilisé (2) des règles pour décider quand le débat est "clos" et pour désigner un "gagnant" et un "perdant", par ...
1. Introduction: visions of learning together 2. Varieties of "togetherness" in learnin... more 1. Introduction: visions of learning together 2. Varieties of "togetherness" in learning - and their mediation 3. Emotions: characteristics, emergence and circulation in interactional learning 4. Feeling and Meaning in the Social Ecology of Learning: Lessons from Play and Games 5. Knowledge co-construction - epistemic consensus or relational assent? 6. Paper and computers: gender differences in children's conversations in collaborative activities 7. Motivation and Emotion Shaping Knowledge Co-Construction 8. Regulating emotions together for motivated collaboration 9. Identifying and overcoming tension in interdisciplinary teamwork in professional development 10. Getting on and getting along: tension in the development of collaboration 11. A sociocultural perspective on conflict in argumentative designs 12. Epistemic and interpersonal dimensions of peer argumentation: Conceptualization and quantitative assessment 13. "Look who's talking": Identity and emotions as resources to historical peer reasoning
Escritos. Revista del Centro de Ciencias del Lenguaje, 1998
... Trognon (1990) ha aplicado la lógica dialógica (Barth y Krab-be, 1982) al análisis de los deb... more ... Trognon (1990) ha aplicado la lógica dialógica (Barth y Krab-be, 1982) al análisis de los debates ... mutuamente que p" ; "e =>" simboliza efectos perlocutorios de una secuencia de actos de habla; л = "y ... si В deja de creer posterior-mente en p, fundada en el análisis del diálogo ...
Baker, M.J., Quignard, M., Lund, K. & van Amelsvoort, M. (to appear ). Designing a computer-suppo... more Baker, M.J., Quignard, M., Lund, K. & van Amelsvoort, M. (to appear ). Designing a computer-supported collaborative learning situation for broadening and deepening understanding of the space of debate.
This paper presents a theorisation of collaborative activity that was developed in the research f... more This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together with approaches to defining different forms of cooperative activity. In conclusion, the specificity of this approach to defining collaboration is discussed in relation to other fields of research.
Cet article contribue aux travaux portants sur l'effet de contextes comme moteur d'apprentissage.... more Cet article contribue aux travaux portants sur l'effet de contextes comme moteur d'apprentissage. Un effet de contexte est un événement cognitif provoqué par la confrontation de deux contextes internes, au cours d'une séquence de travail collectif impliquant des apprenants vivant dans des contextes géographiques/culturels différents. Notre premier objectif est de caractériser et d'opérationnaliser le concept d'effet de contextes, à partir de l'analyse des interactions verbales entre deux groupes d'élèves issus du Québec et de la Guadeloupe, et confrontés au même objet d'étude. Le second objectif est de comprendre comment les scénarios pédagogiques basés sur les effets de contextes engagent les élèves à co-élaborer des connaissances dans le dialogue. L'étude repose sur l'analyse de trois Séquences avec Effet de Contextes (SEC). Les résultats montrent que l'effet de contextes émerge à travers des questions qui visent à mettre en perspective l'objet d'étude dans l'un ou l'autre contexte. L'effet de contextes évolue sous la forme d'un partage de connaissances contextuelles, ou bien il constitue un malentendu entre les élèves et provoque un débat qui doit être perçu et résolu pour devenir constructif. Ces deux modalités impliquent des processus discursifs variés (explication versus argumentation). Nous proposons de définir l'effet de contextes comme la négociation dialoguée du sens des représentations sur les contextes, qui est favorable au développement de connaissances à la fois contextuelles et expertes sur l'objet d'étude. Nous discutons des implications pour la conception de scénarios pédagogiques. Effet de contextes, apprentissage contextuel, dialogue, apprentissage collaboratif, analyse des interactions.
Until quite recently, CL research has been dominated by the attempt to extend cognitivist theorie... more Until quite recently, CL research has been dominated by the attempt to extend cognitivist theories of human learning, centred on the individual, to the study of learning in groups (Dillenbourg, Baker, Blaye & O’Malley 1996). However, many of the learning processes that these theories propose do not readily correspond to genuine interactive phenomena. For example, results concerning the self-explanation effect (Chi et al. 1989) were obtained with respect to individual problem-solvers (with experimenter prompting). Although it has been conjectured that this phenomenon can also occur in CL situations (e.g. Ploetzner et al. 1999), actually finding such explanations (qua individuals’ expressions of their problem-solving processes) in communicative interactions is problematic. Explanations can rarely be analysed as discrete segments of interactions: they are usually processes underlying extended sequences. Explanation is an interactive contextual reconstruction, rather than an expression of problem-solving processes that occurred in an individual’s mind (Baker 1999). A second example of lack of correspondence between postulated learning processes and interactive processes can be seen in the case of the focus of the socio-cognitive conflict paradigm (Doise & Mugny 1981) on the incidence of verbal conflicts, rather than on their interactive contexts and (possibly) associated argumentative processes (cf. Mevarech & Light 1992).
International Journal of Artificial Intelligence in Education, 2015
This article is a commentary on a model for negotiation in teaching-learning dialogues ) that tra... more This article is a commentary on a model for negotiation in teaching-learning dialogues ) that traces its origins and developments over the past 20 years. The first main section of the paper describes the research background out of which the model arose, within the credo of individualised tutoring of the 1980s. This is followed by a summary of the main elements of the model, then a presentation of its subsequent developments. These comprise the analysis of argumentation dialogue and its potential for collaborative learning, the analysis of interpersonal relations in relation to the interactive regulation of affect, and extensions of the model to other epistemic situations such as explanation generation, co-design, online epistemic discussions and use of communication interfaces in computer-supported collaborative learning environments. On these bases, the object of study of this research is defined as the processes of negotiation of meaning in epistemic situations. It is concluded that the main core of the model was retained, throughout its deepening and extension, but the underlying theory was radically changed, from cognitivist belief-systems to a view of dialogue itself as collective thinking. Two challenges for artificial intelligence and education research are raised: the formalisation of interpersonal relations as they are played out in social interaction, and the analysis of the processes of appropriation of discourse genres.
This volume in the NATO Special Programme on Advanced Educational Technology addresses fundamenta... more This volume in the NATO Special Programme on Advanced Educational Technology addresses fundamental principles in the design of a dialogue component in intelligent tutoring systems. The purpose of the book is to link fundamental issues of communication and interaction to the more restricted domain of instructional dialogue. The papers are grouped into parts on: theoretical issues in instructional dialogue; theory into practice - interaction in learning environments; natural dialogue and interaction theory; and feedback and control in human-machine communication. The book originates from a NATO Advanced Research Workshop held in Italy in 1992 and the authors are leading researchers in educational technology, dialogue research and user-interface design.
Cette communication presente, illustre et discute un cadre d'analyse generique des activites ... more Cette communication presente, illustre et discute un cadre d'analyse generique des activites de conception collaborative dans les communautes epistemiques en ligne ("CEL"). Notre approche se caracterise par : la prise en compte de la co-elaboration des connaissances comme une activite de conception, la distinction des espaces de production et de discussion au sein des CEL, une caracterisation de la participation via la notion de role, une analyse de granularite fine du sens, du contenu et des fonctions communicatives des echanges entre participants dans l'interaction, une decomposition analytique de l'artefact produit pour proposer un modele de tâche. Nous illustrons les resultats a partir de deux etudes de cas, l'une portant sur un logiciel open source (LOS), l'autre sur l'encyclopedie Wikipedia. Dans ces deux CEL, nous mettons en evidence la mediation et la negociation des connaissances entre les participants sur la base de l'analyse des roles et nous presentons le modele de tâche utilise pour etudier les divergences entre focus d'activite dans les differents espaces de participation. Finalement, nous dressons des perspectives pour etendre ce cadre d'analyse a d'autres projets de CEL.
List of Contributors. 1. Argumentation, Computer Support, And The Education Context of Confrontin... more List of Contributors. 1. Argumentation, Computer Support, And The Education Context of Confronting Cognitions J. Andriessen, M. Baker, D.D. Suthers. 2. Representational Guidance For Collaborative Inquiry D.D. Suthers. 3. Computer-Mediated Argumentative Interactions For The Co-Elaboration Of Scientific Notions M. Baker. 4. Argumentation As Negotiation In Electronic Collaborative Writing J. Andriessen, G. Erkens, C. van de Laak, N. Peters, P. Coirier. 5. Constructive Discussions Through Electronic Dialogue A. Veerman. 6. Using CMC To Develop Argumentation Skills In Children With A 'Literacy Deficit' R. Pilkington, A. Walker. 7. Designing External Representations To Support Solving Wicked Problems J.M. van Bruggen, P.A. Kirschner. 8. Elaborating New Arguments Through A CSCL Script P. Jermann, P. Dillenbourg. 9. The Blind And The Paralytic: Supporting Argumentation In Everyday And Scientific Issues B.B. Schwarz, A. Glassner. 10. CSCL, Argumentation, And Deweyan Inquiry: Argumentation Is Learning T. Koschmann.
We present an analysis of a longitudinal case study whose aim was to understand the processes of ... more We present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face‐to‐face and networked collaborative learning technology and pedagogy into a secondary school history‐geography classroom. Students carried out a sequence of argumentative tasks relating to sustainable development, including argument generation, sharing and elaboration, debate using a computer‐mediated communication, and organization of arguments in a shared diagram. Students' interactions and diagrams were analysed in terms of degree and quality of argumentativity, as well as catachresis (‘getting round’ the software to perform a non‐prescribed task). Results run counter to positive systems of ideas and values concerning collaborative learning and its technological mediation in that the scenario did not meet its pedagogical aims, having to be abandoned before its planned end. We discuss possible explanations for this ‘failure story’ in terms of the articulation ...
International Journal of Computer-Supported Collaborative Learning, 2007
Abstract The objective of the research presented here was to study the influence of two types of ... more Abstract The objective of the research presented here was to study the influence of two types of instruction for using an argumentation diagram during pedagogical debates over the Internet. In particular, we studied how using an argumentation diagram as a medium of ...
... FRANCE. Tel : (+33) 72.72.85.38. Fax : (+33) 72.72.80.80. Courrier électronique :Michael.Bake... more ... FRANCE. Tel : (+33) 72.72.85.38. Fax : (+33) 72.72.80.80. Courrier électronique :[email protected]. Résumé ... utilisé (2) des règles pour décider quand le débat est "clos" et pour désigner un "gagnant" et un "perdant", par ...
1. Introduction: visions of learning together 2. Varieties of "togetherness" in learnin... more 1. Introduction: visions of learning together 2. Varieties of "togetherness" in learning - and their mediation 3. Emotions: characteristics, emergence and circulation in interactional learning 4. Feeling and Meaning in the Social Ecology of Learning: Lessons from Play and Games 5. Knowledge co-construction - epistemic consensus or relational assent? 6. Paper and computers: gender differences in children's conversations in collaborative activities 7. Motivation and Emotion Shaping Knowledge Co-Construction 8. Regulating emotions together for motivated collaboration 9. Identifying and overcoming tension in interdisciplinary teamwork in professional development 10. Getting on and getting along: tension in the development of collaboration 11. A sociocultural perspective on conflict in argumentative designs 12. Epistemic and interpersonal dimensions of peer argumentation: Conceptualization and quantitative assessment 13. "Look who's talking": Identity and emotions as resources to historical peer reasoning
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