Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources

Rasmussen, Ingvill; Damşa, Crina

doi:10.1016/j.ijer.2016.04.003

Cited by 13 publications

(6 citation statements)

References 25 publications

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“…In 36 studies, these communication technologies were complemented by dynamic technologies (n = 4; e.g., simulations in , and sharing and co-construction technologies (n = 34; e.g., wikis in Su, Li, Hu, & Rosé, 2018; student blogs in Sharma & Tietjen, 2016; websites where learners looked for information in Swigger, Hoyt, Serce, Lopez, & Alpaslan, 2012; or tools used to increase the awareness of CSCL among learners in Järvelä et al, 2016). Dynamic technologies were the only technological resource used in four studies (e.g., Lämsä, Hämäläinen, Koskinen, & Viiri, 2018), whereas five studies enhanced CSCL with sharing and co-construction technologies only (e.g., Schneider & Pea, 2014), and one study used both of these (Rasmussen & Damşa. 2017).…”

Section: Context: Communication Technologies Mediated Online Interactionmentioning

confidence: 99%

What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review

Lämsä

Hämäläinen

Koskinen

et al. 2021

Educational Research Review

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To better understand the premises for successful computer-supported collaborative learning (CSCL), several studies over the last 10 years have analysed the temporal aspects of CSCL. We broadly define the temporal aspects of CSCL as focusing on the characteristics of or interrelations between events over time. The analysis of these aspects, however, has been loosely defined, creating challenges regarding the comparability and commensurability of studies. To address these challenges, we conducted a systematic literature review to define the temporal analysis procedure for CSCL using 78 journal papers published from 2003 to 2019. After identifying the key operations to be included in the procedure, we studied how the studies implemented these operations. When analysing the temporal aspects of CSCL, six key operations were conducted: (a) proposing theoretically framed research questions (mostly descriptive) regarding the temporal aspects of CSCL; (b) setting up the context (mostly online interaction mediated by communication technologies); (c) collecting process data (mostly asynchronous online discussions); (d) conceptualising events from the process data (mostly communication units, such as messages); (e) conducting one or more temporal analysis methods (mostly social network analysis or sequential analysis); and (f) interpreting the outcomes with the temporal analysis and possible data or method triangulation (mostly sequences of two or more events that had to do with learner interaction or thoughts and ideas developed in the interaction). The temporal analysis procedure can help design both theory-driven studies and methodological experiments advancing CSCL research. Overall, our study increases scholarly understanding regarding the temporal aspects of CSCL.

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Section: Context: Communication Technologies Mediated Online Interactionmentioning

confidence: 99%

What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review

Lämsä

Hämäläinen

Koskinen

et al. 2021

Educational Research Review

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“…We focus on GBL principles that facilitate productive engagement for learning ethical theories. Specifically, we use a sociocultural and dialogical approach (Wegerif, 2007) to understand how mediational means, such as technology, discourse and other learning resources, were used to engage the students in the unit (Rasmussen & Damsa, 2015). We study the processes by which social interactions and class dialogues interweave with technological tools as mediational means (Rasmussen, 2012), and we follow the trajectory of discussions and class activities to analyse how participants construct knowledge from GBL activities.…”

Section: Educational Design For Productive Disciplinary Engagementmentioning

confidence: 99%

“…Our study uses PDE to analyse how the teacher's design extended engagement from the videogame to theoretical content about ethics. The notion of trajectories is employed to describe the learning process and explain how it unfolds through a meaning-making process that results in different degrees of mastery and appropriation (Rasmussen, 2012;Rasmussen & Damsa, 2015;Thompson, 2015). Other studies that followed a similar approach have shown how teachers' enacted designs are central to PDE within technology-rich learning environments.…”

Section: Educational Design For Productive Disciplinary Engagementmentioning

confidence: 99%

Productive Disciplinary Engagement and Videogames

Sousa

Rasmussen

2019

NJDL

Self Cite

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Interactive learning environments such as videogames may facilitate learning through engagement. However, not all kinds of engagement are relevant to learning in formal education; much depends on the use of pedagogical approaches and videogames in the classroom. This study investigates a curricular unit in an upper secondary class using the commercial videogame The Walking Dead to teach ethical theories in a citizenship course. We focus on how the teacher's design of the lesson facilitated students' disciplinary engagement and find that productive disciplinary engagement (PDE) principles, together with dialogic interactions, extended students' engagement beyond gameplay and helped them understand the meaning of the theoretical content. Based on our findings, we propose a set of recommendations concerning educational design for teaching and learning with commercial videogames.

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“…We focus on GBL principles that facilitate productive engagement for learning ethical theories. Specifically, we use a sociocultural and dialogical approach to understand how mediational means, such as technology, discourse and other learning resources, were used to engage the students in the unit (Rasmussen & Damsa, 2015). We study the processes by which social interactions and class dialogues interweave with technological tools as mediational means , and we follow the trajectory of discussions and class activities to analyse how participants construct knowledge from GBL activities.…”

Section: Educational Design For Productive Disciplinary Engagementmentioning

confidence: 99%

“…Our study uses PDE to analyse how the teacher's design extended engagement from the videogame to theoretical content about ethics. The notion of trajectories is employed to describe the learning process and explain how it unfolds through a meaning-making process that results in different degrees of mastery and appropriation Rasmussen & Damsa, 2015;Thompson, 2015). Other studies that followed a similar approach have shown how teachers' enacted designs are central to PDE within technology-rich learning environments.…”

Section: Educational Design For Productive Disciplinary Engagementmentioning

confidence: 99%

Game-Based Learning in the Dialogical Classroom

Sousa¹

2018

Games and Education: Designs in and for Learning

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Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources

Cited by 13 publications

References 25 publications

What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review

What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review

Productive Disciplinary Engagement and Videogames

Game-Based Learning in the Dialogical Classroom

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