Encountering the border

Valsiner, Jaan; Veer, René van der

doi:10.1017/cbo9781139028097.009

Cited by 88 publications

(92 citation statements)

References 20 publications

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“…The central claim in the article is that wiki activities challenge established language production practices in school, and involve an epistemological shift for those involved. This claim is theoretically linked to the sociocultural notion of sociogenesis -that we come to knowledge by taking part in collective activities that evolve over time, and where language and material artifacts function as collective structural resources (Valsiner & van der Veer, 2000). A review of current trends in CALL and SLA seeks to relate sociogenesis to language production in a wiki and, thus, to better assess the justification of the claims.…”

Section: A Lundmentioning

confidence: 99%

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Wikis: a collective approach to language production

Lund

2008

ReCALL

194

103

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Wikis represent a particular type of collaborative learning environment where collaboration can result in aggregated, collective products. This study makes the claim that such potential challenges language production practices in school where the individual learner's output is often the focus of attention. The argument is put forth by juxtaposing theory, literature review, and videotaped wiki activities. Wikis are examined in a sociocultural perspective, in particular the notions of collective zones of proximal development and sociogenesis -that we come to knowledge by taking part in activities where individuals relate to a greater collective that evolves over time and where language and material artifacts function as structural resources. A review of some recent research in CALL and Second Language Acquisition (SLA) seeks to form a backdrop for this study of collective language production. Empirically the argument is illustrated and supported by selected videotape transcripts of learner interactions involving the use of a wiki in an English as a Foreign Language (EFL) classroom. The study shows that learners work in and across activity types that create tensions between individual and collective, institutional and novel practices, but that the wiki also holds the potential for collective knowledge advancement and language development.

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Section: A Lundmentioning

confidence: 99%

“…Heim, 1987;Ong, 1982Ong, /1988. Thus, there is a need for more theoretical development as well as empirical studies that can inform pedagogical practice; how learning and knowledge advancement can be conceived as processes of sociogenesis (Ludvigsen, in press;Lund, 2005;Valsiner & van der Veer, 2000).…”

Section: A Lundmentioning

confidence: 99%

Wikis: a collective approach to language production

Lund

2008

ReCALL

194

103

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“…It is an open-ended, holistic conception that can never be expressed in elementaristic measurements (see for example Valsiner & van der Veer, 2000).…”

Section: )mentioning

confidence: 99%

“…What are, to put it more precisely, the 'effects' (or: the gains) that pupils, teacher, parents and representatives of the community at large have to seek consensus on? Taking development as a holistic concept (see for example Valsiner & van der Veer, 2000), we can maintain that any personally meaningful improvement or expansion of the agency of children in sociocultural activities is a hallmark of development. Of course, reading, writing, arithmetic etc can play a part in this participation in sociocultural activities, and these can be used as potential partial indicators of development.…”

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confidence: 99%

Learning resources in the context of play. Promoting effective learning in early childhood

Oers

2003

European Early Childhood Education Research Journal

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“…Il est cependant bien difficile de séparer les mécanismes plutôt centrés sur les sujets humains de ceux qui sont plutôt réalisés collectivement. Bien difficile car on peut soutenir, au plan épistémologique, que l'inscription sociale des conduites humaines est première (Vygotsky (1934(Vygotsky ( /1985, Valsiner et Van der Veer (2000), Gergen (1999), de Munck (1999, par exemple) ; bien difficile car on peut constater, au plan empirique, que ces conduites se déploient dans des contextes bien rarement réduits à des situations de pratiques individuelles. Ce type de considération est bien entendu valable autant pour les activités dont la part due aux paramètres émotionnels est massive (pratiques de création, déroulement de jeux, relations interpersonnelles, etc.)…”

Section: Introductionunclassified

Une vision praxéologique des architectures de connaissances dans les organisations : Amin et Cohendet, Architectures of Knowledge

Brassac¹

2007

rac

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Dans leur ouvrage intitulé Architectures of Knowledge, Amin et Cohendet (2004) proposent une approche de la mobilisation des connaissances dans les entreprises et, au-delà, dans les organisations humaines, en donnant la priorité aux pratiques incorporées, socialement inscrites et ancrées dans les artefacts. Ceci les conduit à remodeler largement la théorie de la mobilisation des connaissances collectives. Au centre de cette nouvelle conceptualisation se place la notion de communauté, vue comme lieu d’accomplissement de ces pratiques intersubjectives et sociales. Pour ce faire, ils offrent un arrière‑plan épistémologique large, riche et bien articulé que l’on peut qualifier de « praxéologie », ainsi qu’une méthodologie fondée sur une ethnographie, une clinique des flux de connaissances dans les organisations. C’est en tant que psychologue que je propose dans ce texte une lecture de cette conceptualisation. Je le fais en soulignant le fait qu’existe une importante proximité entre leurs racines épistémologiques (pragmatisme américain, énactionnisme maturanien et varélien, action située, socio-culturalisme et mouvement des Science Studies) et un ensemble de travaux qui considère les processus cognitifs comme étant avant tout des pratiques inscrites socialement plutôt que des processus intracrâniens de traitement de l’information. Ce faisant, je plaide pour le possible appui de ce type de réflexion sur une perspective meadienne.

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Encountering the border

Cited by 88 publications

References 20 publications

Wikis: a collective approach to language production

Wikis: a collective approach to language production

Learning resources in the context of play. Promoting effective learning in early childhood

Une vision praxéologique des architectures de connaissances dans les organisations : Amin et Cohendet, Architectures of Knowledge

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