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

    1. Front Matter
      Pages 255-256

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

  • DOI
  • Copyright Information Springer Science+Business Media New York 2013
  • Publisher Name Springer, Boston, MA
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-1-4614-8959-7
  • Online ISBN 978-1-4614-8960-3
  • About this book