A dialogic understanding of the relationship between CSCL and teaching thinking skills
- Rupert Wegerif
- … show all 1 hide
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
How to teach flexible thinking and learning skills, particularly creativity and the skill of “learning to learn,” is a key concern for CSCL in the context of the emerging Networked Society. The currently dominant paradigms for supporting pedagogical design within CSCL, including socio-cultural theory, are limited in the support that they can offer to the project of teaching general thinking skills. This paper uses critical literature review, conceptual analysis, and evidence from case studies to argue for the value of a dialogic interpretative framework that links the goal of teaching thinking with the method of CSCL. The evidence reviewed suggests that dialogue is itself the primary thinking skill from which all others are derived. It is argued from this that dialogic theory offers a possible solution to the problem of how to conceptualize general thinking skills for CSCL: this is that teaching dialogue as an end in itself promotes the learning of general thinking skills. Implications of the proposed framework for pedagogical design are brought out through case studies illustrating the use of CSCL to broaden and deepen dialogic spaces of reflection.
- Andriessen, J., Baker, M., & Suthers, D. (2003). Argumentation, computer support, and the educational context of confronting cognitions. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: confronting cognitions in computer-supported collaborative learning environments (pp. 1–25). Dordrecht: Kluwer.
- Bakhtin, M. (1981) The dialogic imagination. Austin, TX: University of Texas Press.
- Bakhtin, M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.
- Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
- Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green.
- Bohm, D. (1996). On dialogue. London, New York: Routledge.
- Carter, R. (2002). Language and creativity. London, New York: Routledge.
- Castells, M. (2001). The Internet galaxy: Reflections on the Internet, business, and society. New York: Oxford University Press.
- Craft, A. (2005). Creativity in schools: Tensions and dilemmas. London, New York: Routledge.
- Derrida, J. (1968). La différance. In Théorie d'ensemble (pp. 43–69). Paris: Éditions de Seuil.
- Derrida, J. (1972). La dissémination. Paris: Seuil.
- Edwards, D. (1996). Discourse and cognition. London: Sage.
- Heidegger, M. (1969). Identity and difference (Bilingual edition; J. Stambaugh, Trans.). New York: Harper and Row.
- Holquist, M. (1981). Glossary for Bakhtin, M. The dialogic imagination. Austin, TX: University of Texas Press.
- Koschmann T. (Ed.). (1996). CSCL: Theory and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum Associates.
- Koschmann, T. D. (1999). Toward a dialogic theory of learning: Bakhtin's contribution to understanding learning in settings of collaboration. In C. M. Hoadley & J. Roschelle (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference (pp. 308–313). Mahwah, NJ: Lawrence Erlbaum Associates.
- Koschmann, T. (2001). Revisiting the paradigms of instructional technology. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meeting at the crossroads. Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 15–22). Melbourne: Biomedical Multimedia Unit, The University of Melbourne.
- Lipman, M. (2003). Thinking in education (2nd Edition). Cambridge, UK: Cambridge University Press.
- McMahon, H., & O'Neill, W. (1993). Computer-mediated zones of engagement in learning. In T. Duffy, J. Lowyk, & D. Jonassen (Eds.), Designing environments for constructive learning. Berlin: Springer–Verlag.
- Merleau-Ponty, M. (1964). Le visible et l'invisible. Paris: Gallimard.
- Merleau-Ponty, M. (1968). In C. Lefort (Ed.), The visible and the invisible (A. Lingis, Trans.). Evanston, Il: Northwestern University Press.
- Ong, W. J. (1982). Orality and literacy: The technologizing of the word. London: Methuen.
- Raven, J., Raven, J. C., & Court, J. (1995). Manual for raven's progressive matrices and vocabulary scales. Section 1: General Overview. (1995 edition). Oxford: Oxford Psychologists Press.
- Ravenscroft, A., & McAlister, S. (in press). Designing interaction as a dialogue game. In C. Juwah (Ed.), Interactions in online education. London: Routledge.
- Ravenscroft, A., & Pilkington, R. M. (2000). Investigation by design: Developing dialogue models to support reasoning and conceptual change. International Journal of Artificial Intelligence in Education: Special Issue on Analyzing Learning, 11(1), 273–298.
- Resnick, L. (1987). Education and learning to think. Washington, DC: National Academy Press.
- Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Wegerif, R. (2004). The role of educational software as a support for teaching and learning conversations. Computers and Education, 43(2), 179–191. CrossRef
- Wegerif, R., & Dawes, L. (2004). Thinking and learning with ICT: Raising achievement in primary classrooms. London: Routledge.
- Wegerif, R., Perez Linares, J., Rojas Drummond, S., Mercer, N., & Velez, M. (2005a). Thinking together in the UK and Mexico: Transfer of an educational innovation. Journal of Classroom Interaction, 40(1), 40–48.
- Wegerif, R., Ravenscroft, A., & McAlister, S. (2005b, August). Investigating the social dimension of induction into argumentation. EARLI Conference, Nicosia, Cyprus.
- Wertsch, J. V. (1991). Voices of the mind. New York: Harvester.
- Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
- A dialogic understanding of the relationship between CSCL and teaching thinking skills
International Journal of Computer-Supported Collaborative Learning
Volume 1, Issue 1 , pp 143-157
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links
- Learning to learn
- Thinking skills
- Rupert Wegerif (1)
- Author Affiliations
- 1. School of Education, University of Southampton Highfield, Southampton, SO17 1BJ, UK