Please enable JavaScript.

Coggle requires JavaScript to display documents.

(9.II) (9.) Arnseth and Ludvigsen (2006) fremhever den institusjonelle…

- - - - more in particular, to refer to two main analytical strategies for the research on CSCL use of application in the school setting
  - - - Not enough attention to the idiosyncratic (unique) characteristics of the specific context
        
        Especially in the systemic approach, not enough attention is given to the emergent characteristics of activities where CSCL tools have been introduced
        
        Dialogic perspective
        
        better for making sense of learning and knowledge construction at different levels of activity
      - we need to examine more closely how the meaning and functions of CSCL applications are actually constituted in practice
        
        take the fucking context in consideration goddamit!
    - - importantly: facilitating learning with the CSCL also entails changing this institutional practices
  - - - attempt to generate models of how specific features of technological system affect:
        collaboration reasoning functions contents and structures of discourse
      - analytical purpose
        
        identify the interdependencies between different variables
        
        describe the configurations of elements that are most beneficial in terms of some outcome measure of what has been learned
      - analytical focus
        
        describing the systematic relations between:
        
        forms of social interaction and specific types of support or other contextual factors and
        
        qualities of outcome
        
        the result of such an analytical practice
        
        is the formulation of a model, or the readjustment of a previous model which specifies the correlations between the variables that were defined at the outset
        
        f.ex.:
        
        A particular CSCL application together with certain language practices for example requests for clarifications together are likely to produce positive learning outcomes
    - - the focus is on how the meanings and functions of discourse tools and knowledge are constituted in social practices
      - Given that any action is seen as responsive to what happened before
        
        very important to carefully scrutinize (nøye undersøke) the sequential unfolding activities along different time scales
      - The main aim is
        
        not to understand how different variables covariate
        
        understand how the meaning of knowing knowledge and artifacts is constituted in dialogue between participants, who through their actions are responding to various contextual features of the setting
    - - The two approaches cannot be reconciled in any simple sense as they pursue very different analytical strategies
      - 2 main points of convergence:
        
        there is a need to take the institutional context into account
        
        students need to engage in transformative dialogue in order to develop more advanced problem solving reasoning and arguing in regard to relatively complex curricular content