From dialogue to monologue and back: Middle spaces in computer-mediated learning

International Journal of Computer-Supported Collaborative Learning

Volumn 1, Issue 4, 2006, Pages 413-439

  Enyedy, Noel ^a   Hoadley, Christopher M ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Communication media; Dialogue; Information media; Monologue

Indexed keywords

EID: 33845509260     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-006-9000-2     Document Type: Article

References (69)

1. Bahktin, M. M. (1984). Problems of Dostoevsky's poetics (C. Emerson, Trans.), Minneapolis, MN: University of Minnesota Press.
2. Bakhtin, M. M. (1986). Speech genres & other essays (C. Emerson & M Holquist, Eds.; Vern W. McGee, Trans.). Austin, TX: University of Texas Press.
3. Bell, P. L. (1997). Using argument representations to make thinking visible for individuals and groups. Paper presented at Computer Support for Collaborative Learning, Toronto, Canada.
4. Bell, P. L. (2002). Using argument map representations to make thinking visible for individuals and groups. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2; Carrying forward the conversation (pp. 449-485). Mahwah, NJ: Lawrence Erlbaum Associates.
5. Bell, P. L., Davis, E. A., & Linn, M. C. (1995). The knowledge integration environment: Theory and design. In S. Goldman & J. Greeno (Eds.), Computer supported collaborative learning '95 (pp. 14-21). Bloomington, IN: ACM.
6. Bell, P. L., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.
7. Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3-12.
8. Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. de Corte, N. Entwistle & J. J. G. van Merrienboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions. Oxford, UK: Pergamon.
9. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.
10. Charmaz, K. (1983). The grounded theory method: An explication and interpretation. In R. M. Emerson (Ed.), Contemporary field research: A collection of readings (pp. 109-126). Boston, MA: Little, Brown, and Co.
11. Chi, M. T. H., de Leeuw, N., Chiu, M.-H., & LaVancher, C. (1991). The use of self-explanations as a learning tool: Learning Research and Development Center, University of Pittsburgh, PA.
12. Chi, M. T. H., de Leeuw, N., Chiu, M.-H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477.
13. Cole, M. (1996). Cultural Psychology. Cambridge, MA: Belknap.
14. Coutler, D. (1999). The epic and the novel: Dialogism and teacher research. Educational Researcher, 28(3), 4-13.
15. Crowder, E. (1996). Gestures at work in sense-making science talk. Journal of the Learning Sciences, 5, 173-208.
16. Crowder, E., & Newman, D. (1993). Telling what they know: The role of gesture and language in children's science explanations. Pragmatics and Cognition, 1, 341-376.
17. Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12(1), 91-142.
18. Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
19. Dillenbourg, P. (2002). Overscripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL? (pp. 61-91). Herleen, The Netherlands: Open Universiteit.
20. Duranti, A. (1986). Framing discourse in a new medium: Openings in electronic mail. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 8(2), 64-71.
21. Eco, U. (1994). Six walks in the fictional woods. Cambridge, MA: Harvard University Press.
22. Enyedy, N. (2003). Knowledge construction and collective practice: At the intersection of learning, talk, and social configurations in a computer-mediated mathematics classroom. Journal of the Learning Sciences, 12(3) 361-408.
23. Enyedy, N. (2005). Inventing mapping: Creating cultural forms to solve collective problems. Cognition and Instruction, 23(4), 427-466.
24. Fischer, F., Mandl, H., Haake, J., & Kollar, I. (Eds.), (in press). Scripting computer-supported communication of knowledge-cognitive, computational and educational perspectives. New York: Springer.
25. Grudin, J. (1994). Groupware and social dynamics: Eight challenges for developers. Communications of the ACM, 37(1), 92-105.
26. Gutierrez, K., Rimes, B., & Larson, J. (1995). Script, counterscript, and the underlife in the classroom: James Brown vs. Brown v. Board of Education. Harvard Educational Review, 65(3), 445-471.
27. Herring, S. (1999). Interactional coherence in CMC. Paper presented at the Proceedings of the thirty-second annual Hawaii international conference on system sciences, Hawaii.
28. Hoadley, C. (1999). Scaffolding scientific discussion using socially relevant representations in networked multimedia. Ph.D. Dissertation, University of California, Berkeley, CA.
29. Hoadley, C. (2002). Creating context: Design-based research in creating and understanding CSCL. In G. Stahl (Ed.), Computer support for collaborative learning 2002 (pp. 453-462). Mahwah, NJ: Lawrence Erlbaum Associates.
30. Hoadley, C. (2004). Fostering collaboration offline and online: Learning from each other. In M. C. Linn, E. A. Davis, & P. L. Bell (Eds.), Internet environments for science education (pp. 145-174). Mahwah, NJ: Lawrence Erlbaum Associates.
31. Hoadley, C., & Bell, P. L. (1996). Web for your head: The design of digital resources to enhance lifelong learning. D-Lib Magazine. (Sept.)
32. Hoadley, C., & Enyedy, N. (1999). Between information and collaboration: Middle spaces in computer media for learning. In C. Hoadley & J. Roschelle (Eds.), CSCL '99: Proceedings of computer supported collaborative learning 1999 (pp. 242-250). Hillsdale, NJ: Lawrence Erlbaum Associates.
33. Hoadley, C., Hsi, S., & Berman, B. P. (1995). The multimedia forum kiosk and SpeakEasy. In P. Zellweger (Ed.), Proceedings of the third ACM international conference on multimedia (pp. 363-364). San Francisco, CA: ACM.
34. Hoadley, C., & Kirby, J. (2004). Socially relevant representations in interfaces for learning. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. Scott Nixon & F. Herrera (Eds.), International conference of the learning sciences (ICLS) 2004 (pp. 262-269). Mahwah, NJ: Lawrence Erlbaum Associates.
35. Holquist, M. (1990). Dialogism: Bahktin and his world. London, UK: Routledge.
36. Joseph, D. (2004). The practice of design-based research: Uncovering the interplay between design, research, and the real-world context. Educational Psychologist, 39(4), 235-242.
37. Kelly, A. E. (2003). Research as design. Educational Researcher, 32(1), 3-5.
38. Koedinger, K. R., & Anderson, J. R. (1998). Illustrating principled design: The early evolution of a cognitive tutor for algebra symbolization. Interactive Learning Environments, 5, 161-180.
39. Kollar, I., Fischer, F., & Slotta, J. D. (2005). Internal and external collaboration scripts in web based science learning at schools. In T. Koschmann, D. Suthers, & T. -W. Chan (Eds.), Computer supported collaborative learning 2005: The next 10 years (pp. 331-340). Mahwah, NJ: Lawrence Erlbaum.
40. Koschmann, T. D., Myers, A. C., Feltovich, P. J., & Barrows, H. S. (1994). Using technology to assist in realizing effective learning and instruction: A principled approach to the use of computers in collaborative learning. Journal of the Learning Sciences, 3(3), 227-264.
41. Kreijns, K., Kirschner, P., & Jochem, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(2003), 335-353.
42. Latour, B. (1990). Drawing things together. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 19-68). Cambridge, MA: MIT Press.
43. Linn, M. C. (1995). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Journal of Science Education and Technology, 4(2), 103-126.
44. Linn, M. C., Bell, P. L., & Hsi, S. (1998). Using the Internet to enhance student understanding of science: The knowledge integration environment. Interactive Learning Environments, 6(1-2), 4-38.
45. Linn, M. C., Davis, E. A., & Bell, P. L. (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum Associates.
46. Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates.
47. Means, M. L., & Voss, J. F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability and knowledge levels. Cognition and Instruction, 14, 139-179.
48. Pea, R. D. (1993). Seeing what we build together: Distributed multimedia learning environments for transformative communications. Journal of the Learning Sciences, 3(3), 285-299.
49. Pea, R. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13, 423-451.
50. Pea, R. (2005). Video-as-data and digital video manipulation techniques for transforming learning sciences research, education and other cultural practices. In J. Weiss, J. Nolan, & P. Trifonas (Eds.), International handbook of virtual learning environments. Dordrecht, The Netherlands: Kluwer.
51. Pontecorvo, C. (1993). Forms of discourse and shared thinking. Cognition and Instruction, 11, 189-196.
52. Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276.
53. Roth, W.-M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103-136.
54. Rummel, N. Spada, H., & Hauser, S. (2006). Learning to collaborate in a computer-mediated setting: Observing a model beats learning from being scripted. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the 7th international conference for the learning sciences. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
55. Sandoval, W. A. (2003). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences, 12(1). 5-51.
56. Shneiderman, B., & Maes, P. (1997). Direct manipulation vs. interface agents. Interactions, 4(6), 42-61.
57. Stevens, R., Cherry, G., & Fournier J. (2002). Video traces: Rich media annotations for teaching and learning. Paper at the international conference on computer supported collaborative learning, Boulder, CO.
58. Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3) (in press).
59. Suthers, D., & Hundhausen, C. (2003). An empirical study of the effects of representational guidance on collaborative learning. Journal of the Learning Sciences, 12(2), 183-219.
60. Suthers, D. Toth, E., & Weiner, A. (1997). An integrated approach to implementing collaborative inquiry in the classroom. In R. Hall, N. Miyake, & N. Enydey (Eds.), Proceedings of CSCL 1997: The second international conference on computer support for collaborative learning (pp. 272-279). Mahwah, NJ: Lawrence Erlbaum Associates.
61. Tomsic, A. & Suthers, D. D. (2006). Discussion tool effects on collaborative learning and social network structure. Educational Technology and Society, (in press).
62. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
63. Wegerif, R. (2006). A dialogic understanding of the relationship between CSCL and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning, 1, 143-157.
64. Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press.
65. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
66. Winograd, T. (1988). A language/action perspective on the design of cooperative work. Human-Computer Interaction, 3(1), 3-30.
67. Winograd, T. (1989). Groupware: The next wave or just another advertising slogan? Paper presented at COMPCON Spring '89; Thirty-fourth IEEE computer society international conference: Intellectual leverage (IEEE Cat. No.89CH2686-4), San Francisco, CA.
68. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
69. Yakubinskii, L. (1923/1979). On verbal dialog (J. Knox, Trans.). Dispositio, IV, 321-336.