By Jerry Andriessen, Michael Baker, Dan D. Suthers
Arguing to profit: Confronting Cognitions in Computer-Supported Collaborative studying Environments makes a speciality of how new pedagogical eventualities, job environments and verbal exchange instruments inside of Computer-Supported Collaborative studying (CSCL) environments can favour collaborative and effective confrontations of rules, facts, arguments and motives, or arguing to learn.
This publication is the 1st that has assembled the paintings of the world over popular students on argumentation-related CSCL study. All chapters current in-depth analyses of the techniques wherein the interactive war of words of cognitions may end up in collaborative studying, at the foundation of a large choice of theoretical types, empirical information and Internet-based tools.
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Extra resources for Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Somesc ientists found heavy metal in th e rocks th e dinos died in. Others found a bi g rater in M ex ico from thesame ti me. (a) Text: No relation is saliently missing. H uge crater in M ex ico from the same time. (b) Graph: Partial salience of missing relations. + I . Dala \ Hypo V olcanic Hea vy metal in the roc ks. Hu ge crater in M exico. M eteor + + (c) Matrix: Salience of all missing relations. Figure 3. Example of Salient Absence Hypothesis 37 38 DANIEL D. SUTHERS Operational Hypotheses: A Comparison of Selected Notations Based on the discussion of this section, the following predictions are made.
ARGUMENTATION AND CONFRONTING COGNITIONS 23 Secondly, although this book concentrates on argumentation, in a very wide sense of the term, we do not wish to suggest that everything could or should be learned in this way. There are surely limits to learning from confronting cognitions in CSCL environments, however well situations are designed in terms of collaborating partners, communication tools, associated information and pedagogical scenarii. What are those limits? We can only hope that this book contributes not to answering that question, but rather to laying foundations for ...
Grounding in communication. B. M. D. ), Perspectives on Socially Shared Cognition (pp. 127-149). (need city): American Psychological Association. Collins, A & Ferguson, W. (1993). Episternic forms and episternic games: Structures and strategies to guide inquiry. Educational Psychologist, 28(1), 25-42. Conklin, J. L. (1987). glBIS: A hypertext tool for team design deliberation. In Hypertext'87 Proceedings (247-252). New York: ACM. Craik, F. I. , & Lockhart, R. S. (1972). Levels of processing: A framework for memory research.
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