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  • © 2013

Productive Multivocality in the Analysis of Group Interactions

  • Illustrates strategies for and potential pitfalls in working together

  • Takes an innovative approach to collaborative academic knowledge building

  • Opens a new dimension for our understanding of discourse and collaboration in education

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

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eBook USD 169.00
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  • ISBN: 978-1-4614-8960-3
  • Instant PDF download
  • Readable on all devices
  • Own it forever
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  • Tax calculation will be finalised during checkout
Softcover Book USD 219.99
Price excludes VAT (USA)
Hardcover Book USD 219.99
Price excludes VAT (USA)

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Table of contents (36 chapters)

  1. Front Matter

    Pages i-x
  2. Introduction

    1. Front Matter

      Pages 1-1
    2. Methodological Dimensions

      • Kristine Lund, Daniel D. Suthers
      Pages 21-35
    3. A Reader’s Guide to the Productive Multivocality Project

      • Daniel D. Suthers, Carolyn Penstein Rosé, Kristine Lund, Chris Teplovs
      Pages 37-59
  3. Case Study 2: Peer Led Team Learning for Chemistry

    1. Front Matter

      Pages 181-182
    2. Peer-Led Team Learning in General Chemistry

      • Keith Sawyer, Regina Frey, Patrick Brown
      Pages 183-189
    3. A Multivocal Process Analysis of Social Positioning in Study Groups

      • Iris Howley, Elijah Mayfield, Carolyn Penstein Rosé, Jan-Willem Strijbos
      Pages 205-223
  4. 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.

Keywords

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

Editors and Affiliations

  • Dept. of Information & Computer Sciences, University of Hawai'i at Manoa, Honolulu, USA

    Daniel D. Suthers

  • ICAR Research Lab, CNRS — University of Lyon, LYON, France

    Kristine Lund

  • Language Technologies Inst. & HCI Inst., Carnegie Mellon University, Pittsburgh, USA

    Carolyn Penstein Rosé

  • Problemshift, Inc., Windsor, Canada

    Chris Teplovs

  • University of Hong Kong Centre for Info. Technology in Education, Hong Kong, Hong Kong SAR

    Nancy Law

About the editors

Daniel D. Suthers: Ph.D., Computer Science, University of Massachusetts, 1993; Professor of Information and Computer Sciences at the University of Hawaii. Kristine Lund: Ph.D., Cognitive Science, University of Grenoble, 2003; Senior Research Engineer, CNRS, University of Lyon. Carolyn Penstein Rosé: Ph.D., Language and Information Technologies, Carnegie Mellon University, 1997; Associate Professor, Language Technologies Institute and Human- Computer Interaction Institute, School of Computer Science, Carnegie Mellon University. Nancy Law: Ph.D., Institute of Education, University of London, 1990; Professor, Faculty of Education, University of Hong Kong. Christopher Teplovs: Ph.D., Education, University of Toronto, 2010; Distance Education Project Coordinator, Office of the Vice-Provost, Teaching and Learning, University of Windsor, Canada.

Bibliographic Information

Buying options

eBook USD 169.00
Price excludes VAT (USA)
  • ISBN: 978-1-4614-8960-3
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book USD 219.99
Price excludes VAT (USA)
Hardcover Book USD 219.99
Price excludes VAT (USA)