Productive Multivocality in the Analysis of Group Interactions

  • Daniel D. Suthers
  • Kristine Lund
  • Carolyn Penstein Rosé
  • Chris Teplovs
  • Nancy Law

Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 15)

Table of contents

  1. Front Matter
    Pages i-x
  2. Introduction

    1. Front Matter
      Pages 1-1
    2. Kristine Lund, Daniel D. Suthers
      Pages 21-35
    3. Daniel D. Suthers, Carolyn Penstein Rosé, Kristine Lund, Chris Teplovs
      Pages 37-59
  3. Case Study 1: Pivotal Moments in Origami Fractions

  4. Case Study 2: Peer Led Team Learning for Chemistry

    1. Front Matter
      Pages 181-182
    2. Keith Sawyer, Regina Frey, Patrick Brown
      Pages 183-189
    3. Iris Howley, Elijah Mayfield, Carolyn Penstein Rosé, Jan-Willem Strijbos
      Pages 205-223
  5. Case Study 3: Multimodality in Learning About Electricity with Diagrammatic and Manipulative Resources

  6. Case Study 4: Knowledge Building Through Asynchronous Online Discourse

  7. Case Study 5: A Data-Driven Design Cycle for 9th Grade Biology

    1. Front Matter
      Pages 457-458
    2. Gregory Dyke, Iris Howley, David Adamson, Rohit Kumar, Carolyn Penstein Rosé
      Pages 459-476
    3. Iris Howley, Rohit Kumar, Elijah Mayfield, Gregory Dyke, Carolyn Penstein Rosé
      Pages 477-494
    4. Gerry Stahl
      Pages 511-539
    5. Sean P. Goggins, Gregory Dyke
      Pages 541-559
    6. Cindy E. Hmelo-Silver
      Pages 561-573
  8. Reflections

    1. Front Matter
      Pages 575-576
    2. Daniel D. Suthers, Kristine Lund, Carolyn Penstein Rosé, Chris Teplovs
      Pages 577-612
    3. Carolyn Penstein Rosé, Kristine Lund
      Pages 613-637
    4. Gregory Dyke, Kristine Lund, Daniel D. Suthers, Chris Teplovs
      Pages 639-658
    5. Kristine Lund, Carolyn Penstein Rosé, Daniel D. Suthers, Michael Baker
      Pages 659-682
    6. Nancy Law, Thérèse Laferrière
      Pages 683-699
    7. Timothy Koschmann, Claire O’Malley
      Pages 701-713
  9. Back Matter
    Pages 715-733

About this book


The key idea of this book is that scientific and practical advances can be obtained if researchers working in multiple traditions – including traditions that have been assumed to be mutually incompatible – make a concerted and sustained effort to engage in dialogue with each other by comparing and contrasting their understandings of a given phenomenon and considering how these different understandings can either complement or mutually elaborate on each other. This key idea applies to many fields, particularly in the social and behavioral sciences, as well as education and computer science. The book shows how we have achieved this by presenting our analyses of collaborative learning during the course of a four-year project involving dozens of researchers in a series of five workshops. The 37 editors and authors involved in this project generally study collaborative learning, technology enhanced learning, and cooperative work, and share an interest in understanding group interactions, but approach this topic from a variety of disciplinary homes and theoretical and methodological traditions. The sustained dialogue across these multiple "voices" makes this book useful to researchers in many different fields and with diverse goals and agendas.


Focused-based constructive interaction in learning Methodological dimensions in learning Multivocal Analysis and learning Peer-led team learning Productive Multivocality and learning Social metacognition

Editors and affiliations

  • Daniel D. Suthers
    • 1
  • Kristine Lund
    • 2
  • Carolyn Penstein Rosé
    • 3
  • Chris Teplovs
    • 4
  • Nancy Law
    • 5
  1. 1.Dept. of Information & Computer SciencesUniversity of Hawai'i at ManoaHonoluluUSA
  2. 2.ICAR Research LabCNRS — University of LyonLYONFrance
  3. 3.Language Technologies Inst. & HCI Inst.Carnegie Mellon UniversityPittsburghUSA
  4. 4.Problemshift, Inc.WindsorCanada
  5. 5.University of Hong Kong Centre for Info. Technology in EducationHong KongHong Kong SAR

Bibliographic information