Dynamics of Situation Definition

Park, Dongseop; Moro, Yuji

doi:10.1207/s15327884mca1302_3

Cited by 13 publications

(4 citation statements)

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“…From a learner's perspective, context is the current conditions of her situation in a physical and social environment, as she perceives it, shaped by her previous experience and expectations. This is similar to Wertsch's (1984) situation definition; situations consist of participants' interpretations of physical space, their own roles and status, the task, and the concrete objects in the space (Park & Moro, 2006). Hence, we arrive at an understanding of context that is dynamic, learner centred and also recognises the importance of the various participants' (e.g.…”

Section: Introductionmentioning

confidence: 52%

Designing technology enhanced learning contexts

Underwood¹

2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

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Through iterative participatory design-based research I aim to explore the application of the Ecology of Resources (EoR) Framework (Luckin, 2008) to the design of technology enhanced contexts that scaffold learning and collaboration. Technology enhanced learning (TEL) contexts engage learners and the ecology of resources available to them as they move through time and space, in coordinated and distributed activity towards learning. Such ecologies may include technology, environmental features, humans and any other resources that can support learning. The challenge is to help the learner become aware of, access, and coordinate her interactions with these resources. I will formatively evaluate the EoR through participatory design of TEL contexts that scaffold language learning using mobile technology. Face-to-face and remote collaboration with teachers, native speakers and other learners will be a central part of this technology-enhanced language-learning context.

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Section: Introductionmentioning

confidence: 52%

Designing technology enhanced learning contexts

Underwood¹

2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

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“…First, we will note how the participants implicitly or explicitly interpret the task; this has been discussed as the problem of situation definition (Park & Moro, 2006;Wertsch, 1985). Next, we will discuss the co-construction of the situation (Valsiner, 1994), that is, how the two players, mother and child, participate in the task.…”

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confidence: 99%

“…Situation definition is roughly defined as the active interpretation of a situation by the participants themselves (Park & Moro, 2006;Wertsch, 1985). It has three dimensions: the multiplicity of components, the heterogeneity of interpretations by the participants, and co-constructiveness of the situation definition (Park & Moro, 2006).…”

mentioning

confidence: 99%

“…It has three dimensions: the multiplicity of components, the heterogeneity of interpretations by the participants, and co-constructiveness of the situation definition (Park & Moro, 2006). Even a seemingly simple setting, like the one in Piaget's conservation task, consists of multiple components, such as physical space, participants' roles, the task itself, and the concrete objects in the space.…”

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confidence: 99%

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Commentary: Mother—Child Interaction Reconsidered: Commentary on Berducci

Takahashi

2008

Culture & Psychology

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In this commentary, I reexamine the truck-puzzle task to evaluate the actual significance of Berducci's formulation. I indicate the diversity of situation definition, the co-constructiveness of the situation, the ontogeny of the active and intentional agent who participates in the situation, and its cultural constraints. Although Berducci's formulation is not restricted to a specific task setting and is a general one, the participants in the tasks he analyzed actively interpret a diverse situation and co-construct it as active and intentional agents under the constraint of cultural norms. Therefore, we need to know the ontological status of his formulation; it is a theoretical problem as well as an empirical one.In his seminal work on mother-child interaction in the truck-puzzle task, Wertsch (1979Wertsch ( , 1985 expanded the concept of zone of proximal development (Vygotsky, 1978), wherein adults help children in solving problems (inter-psychological plane) to stimulate children solving problems by themselves (intra-psychological plane). While this has sometimes been thought of as simple instructionism, Wertsch, with the help of Bakhtin's idea of dialogue (Bakhtin, 1981), rigorously showed that the mother's approach to the child is an activity of dialogical communication, where the intentions and thoughts of the interlocutors are opposed to one another and there exists a tension between otherness and intersubjectivity; therefore, the situation is dialogically and dynamically organized. Even though Vygotsky (1962) formulated that words are elided, abbreviated, and come to have their own sense in inner speech, an abbreviation of word sense also exists in external speech (Wertsch, 1985). When the words in a dialogue between interlocutors are increasingly abbreviated, intersubjectivity between them also increases. Culture & Psychology

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Situation Definition and the Online Synchronous Writing Conference

Horne

2012

Computers and Composition

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Dynamics of Situation Definition

Cited by 13 publications

References 31 publications

Designing technology enhanced learning contexts

Designing technology enhanced learning contexts

Commentary: Mother—Child Interaction Reconsidered: Commentary on Berducci

Situation Definition and the Online Synchronous Writing Conference

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