The distribution and productivity of whole-class dialogues: Exploring the potential of microblogging

Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill

doi:10.1016/j.ijer.2019.101501

Cited by 12 publications

(5 citation statements)

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“…However, dialogue as a chosen form of the experiment has its own limitations. We agree there is a need for "establishing communicative norms in the classroom where thinking together is encouraged" (Frøytlog, Rasmussen, 2020). These limitations can be overcome by digital technologies or, as we maintain, by an implementation of diary form of students' self-dialog.…”

Section: Comments On Design and Methodsmentioning

confidence: 90%

“…Meaning-making process is connected to existential dimension of education that we found important because of the students' needs observation shown below in the results section (the gap between the inner, existential experiences and outer dimensions in the modern student world). Also there is an obvious concern that "many students do not participate in whole-class dialogues" (Frøytlog, Rasmussen, 2020). So, constructing positive and fruitful dialogue experience that starts at the university and leads students forward is seen as a key objective for dialogic pedagogy.…”

Section: Comments On Design and Methodsmentioning

confidence: 99%

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Modern Stoicism at the XXI Century University

2022

European Journal of Contemporary Education

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The Covid-2019 pandemic has already demonstrated that modern people reflect less about the border between the real and virtual worlds. Being connected to the Internet 24/7, they become a temporary vessel for information passing through. This problem of information flow is painfully reflected in university education. In the circumstances of the overabundance of information, Humboldt University functions as a metanarrative. Therefore, the key research question is; how can an educator can help a student overcome the problem of objectification and become a free reflective subject of the educational process? Stoic practices seem to be the answer.This article is devoted to the study of the application of Stoic practices at a university. Modern education provides the student with a collection of data but does not help to find answers to the questions of existential dimension as; who am I?, Where am I from? And where am I going? The first part of the article elaborates Stoic practices in the modern world, reflects the history of the issue and the specifics of modern Stoicism. We express our vision of modern university education and its problems. The university as a metanarrative turns educational actors into passive objects. In our opinion, this contradicts the very idea of education as the development and formation of a person. The second part of the article represents the research methodology and answers a practical question about the possibilities of applying Stoic practices at a university. What made it possible is the educators' orientation to the actual need of students in finding themselves, and the autonomy of their participation through the form of keeping a diary complemented by group meetings. In the third part, we analysed the study results and outlined the directions of the inner changes the students discovered. Our goal is to express the concept of "Vir bonus" as an original practice of taking care of oneself, that can be implemented by a modern student in the process of realising and overcoming the problem of objectification, in the development of critical thinking, and the virtues endowment on the way to a good life.

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Section: Comments On Design and Methodsmentioning

confidence: 90%

Section: Comments On Design and Methodsmentioning

confidence: 99%

Modern Stoicism at the XXI Century University

2022

European Journal of Contemporary Education

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show abstract

“…'), reasoning (e.g., 'because it seemed more plausible at the time') and querying (e.g., 'I disagree with that.). For details on how specific codes were defined and the coding procedure, I refer to Frøytlog and Rasmussen (2020). In the current work, the dialogic codes were used to identify on the episode level a) the general productivity of interactions and b) the distribution of productive interactions among different students.…”

Section: Operationalising Interactional Productivitymentioning

confidence: 99%

A network approach to teachers’ interactional management in whole-class discussions

Frøytlog¹

2022

Research Papers in Education

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“…Disse momentene er gjenkjennelige i rammeverket for problemløsing ved samarbeid i PISA 2015 (se tabell 1 på side 4). Dette er språkformer som elaborering, problematisering og resonnering som skaper muligheter for dybde i skolefaglig laering Howe mfl., 2019;Frøytlog & Rasmussen, 2020;Reznitskaya, mfl., 2009). En slik måte å snakke sammen på er kognitivt og sosialt krevende, og det fordrer at laereren følger opp og tilpasser sine egne språklige handlinger.…”

Section: Samtalens Betydning For Problemløsing Ved Samarbeidunclassified

“…I studier av samarbeid mellom elever ser det ut til å vaere en stor variasjon mellom norske laerere når det gjelder den kognitive støtten, det vil si måten laererne bruker språket på for å vise elevene hvordan de skal jobbe sammen (e.g. Frøytlog & Rasmussen, 2020;Ingulfsen, Furberg & Strømme, 201;Wiig, Silseth & Erstad, 2018), og hvordan de skal jobbe med fag (dette gjelder også internasjonalt) (Hamre mfl., 2013). Det er ikke gitt at elever har erfaring med å dele strategier og ressurser for å nå et felles mål, eller at de vet hvordan de skal gjøre det.…”

Section: Diskusjon Og Konklusjonunclassified

Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater

Rasmusssen

Kjærnsli

Jensen

et al. 2020

ADNO

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I PISA 2015 undersøkes elevers ferdigheter i problemløsing ved samarbeid. Problemløsing ved samarbeid er en innovativ del av PISA-undersøkelsen og kommer i tillegg til lesing, matematikk og naturfag. Den innovative delen bygger på problemer og samarbeidssituasjoner som elever i 15-årsalderen møter i og utenfor skolen. I denne prøven løser elever oppgaver og samarbeider via en forhåndsprogrammert chat i en virtuell verden. Norske elever presterer på OECD-gjennomsnittet i problemløsing ved samarbeid, mens de presterer over gjennomsnittet i lesing, matematikk og naturfag. Denne artikkelen bidrar med en diskusjon av teorien som ligger til grunn for rammeverket, oppgavene og resultatene til norske elever i lys av annen forskning om problemløsing ved samarbeid. Nøkkelord: problemløsing, samarbeid, PISA, samtaler, datamediering Collaborative Problem Solving in PISA 2015: A discussion of the framework and the results of Norwegian students AbstractAbstract: Students’ skills in collaborative problem solving are tested in the 2015 PISA-survey. The collaborative problem solving test is an innovative part of the PISA-survey and appears in addition to reading, mathematics and science. This innovative part builds on problems and situations that 15 year old students encounter in and outside schools today. These skills are tested by students solving tasks and cooperating in a pre-programmed chat set in a virtual world. Norwegian students perform at the OECD-average, which is relatively weaker compared to how they perform in reading, mathematics and science. This article contributes with a discussion of the framework, tasks and Norwegian students´ results in light of other research on problem solving and collaboration. Keywords: problem solving, collaboration, PISA, discussions, computer mediated

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The distribution and productivity of whole-class dialogues: Exploring the potential of microblogging

Cited by 12 publications

References 23 publications

Modern Stoicism at the XXI Century University

Modern Stoicism at the XXI Century University

A network approach to teachers’ interactional management in whole-class discussions

Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater

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