1,720,993 research outputs found
RE-CONCEPTUALISING THE SPACE–TIME OF TEACHERS’ PROFESSIONAL DEVELOPMENT
No full textThis chapter discusses how space and time acquire a renewed relevance in contemporary educational research, due to the transformations and challenges characterizing contemporary society. Indeed, the emergence of novel virtual and hybrid space–time configurations across a range of educational activities challenges established conceptions of the space–time of education. It is claimed that a dialogic conceptualization of space–time as chronotope might contribute to the development of a socio-material theoretical framework able to enrich our understanding of contemporary learning and education at the intersection between physical, virtual, social, and semiotic space–times. Two main implications are discussed: a) the social organization of physical and virtual space–time of learning and b) the development of skills related to the management of space–time across educational and informal contexts. Empirical illustrations are used to concretely articulate such framework and to clarify the interdependency between societal changes, theoretical conceptualizations, and methodological solutions adopted for making visible educationally relevant phenomena in the current historical conditions. The chapter is concluded by providing future directions for research in this field
Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices
No full textThe purpose of the present paper is to examine the socio-cultural foundations of technology-mediated collaborative learning. Toward that end, we discuss the role of artifacts in knowledge-creating inquiry, relying on the theoretical ideas of Carl Bereiter, Merlin Donald, Pierre Rabardel, Keith Sawyer and L. S. Vygotsky. We argue that epistemic mediation triggers expanded inquiry and plays a crucial role in knowledge creation; such mediation involves using CSCL technologies to create epistemic artifacts for crystallizing cognitive processes, re-mediating subsequent activity, and building an evolving body of knowledge. Productive integration of CSCL technologies as instruments of learning and instruction is a developmental process: it requires iterative efforts across extended periods of time. Going through such a process of instrumental genesis requires transforming a cognitive-cultural operating system of activity, thus 'reformatting' the brain and the mind. Because of the required profound personal and social transformations, one sees that innovative knowledge-building practices emerge, socially, through extended expansive-learning cycles. © 2012 International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC
Harnessing digital community mapping for the development of primary and secondary students’ civic competences: a case study
No full textIn this study, we examine a pedagogical activity centered around the collaborative construction of a digital community map, involving students from 4th to 7th grade. Our primary focus is to explore how engaging students in meaningful activities related to their local environment can facilitate the development of civic and social competences. Furthermore, we propose a methodology for analyzing the digital artifacts created by students, with the goal of examining the connection between the discursive actions carried out through the artifacts and different types of social and civic competences. The analysis enables us to discuss four distinct categories of artifacts: Task-oriented, Reflexive/descriptive, Critical/problematizing, and Transformative/agentic. Each category encompasses artifacts that embody a specific set of discursive actions and corresponds to different competences. We claim that identifying the discursive actions that the students perform by means of the artifacts can help teachers to assess the students’ competences during this type of pedagogical activities
Investigating chronotopes to advance a dialogical theory of collaborative sensemaking
Full text linkThe aim of this paper is to highlight the contribution offered by the dialogical approach in understanding the interconnectedness of the situated sensemaking and situation-transcending processes occurring during the collaborative finalization of a product. We propose a dialogical theory of sensemaking based on the concepts of chronotope, voice and artefact mediation, aimed at investigating how multiple space–time frames are interconnected in collaborative sensemaking. We argue that this analysis is complementary to both the semiotic and the institutional analyses of sensemaking, which constitute the basis of our theorizing. To concretely illustrate our proposal for a chronotopic analysis of collaborative sensemaking, we qualitatively discuss an excerpt taken from a meeting of a multidisciplinary professional team working on the finalization of a web platform meant for enterprises
Investigating chronotopes to advance a dialogical theory of collaborative sensemaking
No full textThe aim of this paper is to highlight the contribution offered by the dialogical approach in understanding the interconnectedness of the situated sensemaking and situation-transcending processes occurring during the collaborative finalization of a product. We propose a dialogical theory of sensemaking based on the concepts of chronotope, voice and artefact mediation, aimed at investigating how multiple space–time frames are interconnected in collaborative sensemaking. We argue that this analysis is complementary to both the semiotic and the institutional analyses of sensemaking, which constitute the basis of our theorizing. To concretely illustrate our proposal for a chronotopic analysis of collaborative sensemaking, we qualitatively discuss an excerpt taken from a meeting of a multidisciplinary professional team working on the finalization of a web platform meant for enterprises
Appropriazione di un software: un’insegnante un anno dopo
No full textThe research presented in this paper aims at inquiring a high school teacher’s
process of appropriation of the software CoFFEE. CoFFEE was used
to support collaborative learning activities within the curricula of Latin the
class had to undertake. To understand the process of appropriation of the
software, we observed and analyzed two CoFFEE-enhanced sessions, undertaken
by the same classroom a year apart. At the fi rst session the same
classroom from of a Socio-Psycho-Pedagogical Lyceum was a 10th grade –
students age 15 years old in average; at the second session the classroom
was a 11th grade – 16 years old in average. The videos and fi eld notes were
collected were qualitatively analyzed by two researchers. Aim of this analysis
was to single out the dimensions able to give account of the similarities
and differences between the two sessions. Seven indicators were found and
they were grouped into three dimensions able to describe the process of the
teacher’s appropriation of CoFFEE
The role of context in a collaborative problem-solving task during professional development
No full textThis article analyses how a group of teachers managed the resources available while performing computer-supported collaborative problem-solving tasks in the context of professional development. The authors video-recorded and analysed collaborative sessions during which the group of teachers used a digital environment to prepare a pedagogical scenario for subsequent implementation in their schools. The findings provide evidence that some aspects of context management can be explained in terms of explorative (opening problem space) and focused (closing problem space) actions. The results indicate that (a) the focused problem-solving took place when the problem space reached a provisional stability and problem-solvers developed a plan for proceeding with the task, (b) the individual exploration of the context was associated with the process of appropriation of a digital educational environment, and (c) the collective exploration of the context fostered the advancement of collaborative problem-solving and the introduction of new elements in the joint problem space
INTRODUCTION
No full textThe range of theoretical approaches, techniques, and methodologies applied in research on learning and instruction is constantly enriched, generating a diverse and continuously evolving research environment. Conceptual and methodological diversity and developments that can bring about new ways of theorising and of using theory and methods to examine learning and education are essential for the field’s advancement. Bagga-Gupta’s contribution discusses alternatives to current hegemonic North/Euro-centric theorising in research on communication, diversity, and culture in learning and education. Complementarity should be considered both in terms of potential combinations of concepts as well as methods drawn from different traditions as resources to promote theoretical and methodological development. It is also salient in the acknowledgement of the fact that each theoretical-methodological approach offers a unique perspective on education and learning, rendering visible the relevant dimensions of education and learning that may remain invisible when other approaches are adopted
RE-THEORISING LEARNING AND RESEARCH METHODS IN LEARNING RESEARCH
No full textRe-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years
Theorizing space-time relations in education: The concept of chronotope
No full textDue to ongoing cultural-historical transformations, the space-time of learning is radically changing, and theoretical conceptualizations are needed to investigate how such evolving space-time frames can function as a ground for learning. In this article, we argue that the concept of chronotope – from Greek chronos and topos, meaning time and place/space – lends itself well to reach this aim. In particular, we outline three features of chronotope: 1) its analytical focus includes the examination of the potential interdependency between space and time; 2) it allows us to examine space and time as social constructions, negotiated in dialogical interaction; 3) it involves the analysis of both the material organization and the discursive negotiation of space and time. We use examples from our own studies and from relevant literature to illustrate how these features of the concept allow us to examine the role that space-time relations play in educational practice. Finally, we draw our conclusions and briefly introduce the theoretical and methodological challenges to be addressed for a full development of the concept
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