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125
Instructional designers’ observations about identity, communities of practice and change agency
- Australasian Journal of Educational Technology
, 2004
"... We presume that models and theory in instructional design inform professional practice, but theory has not been consistently built from the professional experiences of instructional designers. This study draws on the observations of five instructional designers who discuss their professional identit ..."
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Cited by 20 (4 self)
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We presume that models and theory in instructional design inform professional practice, but theory has not been consistently built from the professional experiences of instructional designers. This study draws on the observations of five instructional designers who discuss their professional identities, their communities of practice and their roles as agents of social and institutional change. This study is embedded in two theoretical positions: instructional design as a social construct that is expressed in professional communities of practice, and critical pedagogy, in which designers act as agents of social change.
Sociable CSCL environments. Social affordances, sociability, and social presence
, 2004
"... Many of the designations used by the manufactures and sellers to distinguish their products are claimed as trademarks. Every attempt has been made to supply trademark information about manufactures and their products mentioned in this dissertation. A list of the trademark designations and their owne ..."
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Cited by 20 (0 self)
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Many of the designations used by the manufactures and sellers to distinguish their products are claimed as trademarks. Every attempt has been made to supply trademark information about manufactures and their products mentioned in this dissertation. A list of the trademark designations and their owners appears below. Trademark notice Access, Netmeeting, Sharepoint Team Services, Windows, and Windows 2000 Server are trademarks of Microsoft Corporation Post-it is a trademark of 3M Linux is a trademark of Linus Torvalds Professional Quest is a trademark of Dipolar Pty Limited Yahoo! Groups is a trademark of Yahoo! Domino is a trademark of IBM/Lotus Authorware is a trademark of Macromedia Toolbook is a trademark of Click2Learn
Critical Inquiry in a Text-based Environment
- Computer Conferencing in Higher Education.‖ The Internet and Higher Education
, 2000
"... Abstract Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., ..."
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Cited by 15 (0 self)
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Abstract Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R.,
An abstract transcript notation for analyzing interactional construction of meaning in online learning
- In Proceedings of the 40th Hawai`i International Conference on the System Sciences (HICSS-34), January 3-6, 2007, Waikoloa, Hawai`i (CD-ROM): Institute of Electrical and Electronics Engineers
, 2007
"... This work is based on the premise that the interactional construction of meaning is as important in online settings as it is face-to-face, especially in collaborative learning. Yet most studies of online learning use quantitative methods that assign meaning to contributions in isolation and aggregat ..."
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Cited by 15 (11 self)
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This work is based on the premise that the interactional construction of meaning is as important in online settings as it is face-to-face, especially in collaborative learning. Yet most studies of online learning use quantitative methods that assign meaning to contributions in isolation and aggregate over many sessions, obscuring the situated procedures by which participants accomplish learning through the affordances of online media. Methods for studying the interactional construction of meaning are available, but have largely been developed for brief episodes of face-to-face data, and need to be adapted to online learning where media resources, time scale, and synchronicity differ. In order to resolve this tradeoff, we have prototyped an abstract transcript notation to support sequential and interactional analysis of distributed and asynchronous interactions. The paper describes applications to data derived from asynchronous interaction of dyads and small groups. 1.
Identifying and measuring individual engagement in critical thinking in online discussions: . . .
, 2006
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The language of online leadership: Gender and youth engagement on the Internet
- Developmental Psychology
, 2006
"... This study examines the JUNIOR SUMMIT online community, which consisted of 3,062 adolescents representing 139 countries, varying SES, and a range of experience with computers. The online forum culminated in the election of 100 delegates. By analyzing the messages posted before results of the electio ..."
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Cited by 14 (1 self)
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This study examines the JUNIOR SUMMIT online community, which consisted of 3,062 adolescents representing 139 countries, varying SES, and a range of experience with computers. The online forum culminated in the election of 100 delegates. By analyzing the messages posted before results of the election were announced, we explore whether language use predicts who was elected as a leader, as well as gender differences in leadership style. Results indicate that the young online leaders do not adhere to adult leadership styles of contributing many ideas, sticking to task, and using powerful language. On the contrary, while the young people elected as delegates do contribute more, their linguistic style is likely to keep the goals and needs of the group as central—by referring to the group rather than to themselves, and by synthesizing the posts of others rather than solely contributing their own ideas. Furthermore, both boy and girl leaders follow this pattern of interpersonal language use. These results reassure us that young people can be civically engaged and community minded, while indicating that these concepts themselves may change through contact with the next generation.
Epistolary and expository interaction patterns in a computer conference transcript
, 2002
"... Epistolary and expository discourse types have been associated with gender in previous research on transcripts from listservs and other unmoderated sources. A procedure for transcript analysis (the Transcript Analysis Tool, or TAT), focusing on sentence types and interaction patterns, was used here ..."
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Epistolary and expository discourse types have been associated with gender in previous research on transcripts from listservs and other unmoderated sources. A procedure for transcript analysis (the Transcript Analysis Tool, or TAT), focusing on sentence types and interaction patterns, was used here to determine whether previously observed gender patterns could be detected in contributions to an online conference generated as part of a graduate course. The expected patterns were found (women tended to be more epistolary and aligned, while men were more expository and opposed). An important difference was the lack of extreme forms of expository behaviour (flaming, rudeness), attributed to the greater structure and moderation of the course environment. Questions raised by the study included the strategic value of epistolary and expository discourse styles in group collaborations and decision making, and topics for further research related to communications style and gender.
Computer Supported Collaborative Learning and Higher Order Thinking Skills: A Case Study of Textile Studies
"... The scarcity of readily usable instruments to research learning in Computer Supported Collabora-tive Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal con-struction of kno ..."
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Cited by 8 (0 self)
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The scarcity of readily usable instruments to research learning in Computer Supported Collabora-tive Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal con-struction of knowledge as a result of social interaction and negotiation within the group. Given this scenario, the Activity System Model (Engeström, 1987), based on a socio-cultural perspective, was adopted as a framework for analysing the quality of a CSCL community in this research project. Data were analysed to examine how interactivity had contributed to the fostering of higher order thinking skills in the CSCL community. Findings of this study confirmed that there was a positive correlation between the quality of collaborative process engaged by groups and the quality of cognitive skills fostered. High levels of social interaction and collaboration contributed to the es-tablishment of a community of learning, nurturing a space for fostering higher order thinking through co-creation of knowledge processes. Lessons learnt and limitations of the investigation in this study in light of the methodological issues relating to coding reliability and difficulties in translating Chinese text involved in the CSCL for computerized coding process were discussed as well.
Measuring Critical Thinking within Discussion Forums using a Computerised Content Analysis Tool Networked Learning 2006
"... The use of discussion forums as a means of promoting collaboration and interaction between distance education students is increasing as a result of the growing popularity of online learning. The transcripts of these discussion forums have provided researchers an opportunity to analyse the interactio ..."
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The use of discussion forums as a means of promoting collaboration and interaction between distance education students is increasing as a result of the growing popularity of online learning. The transcripts of these discussion forums have provided researchers an opportunity to analyse the interactions between participants and investigate evidence of cognitive and metacognitive activity. This paper outlines some of the methodologies adopted by researchers who have attempted to measure evidence of cognitive processes and critical thinking among discussion forum participants. It also investigates the use of computers in the content analysis process and describes the use of automated tools to analyse discussion forum transcripts. The paper then introduces a computerised tool, which has been designed with the aim of allowing different content analysis methodologies to be compared. The paper describes how the tool was used to analyse the discussion forum transcripts from a first year undergraduate degree course and discusses how the results obtained using the tool compared to a manually coded set of results.
Z.: BASIC: A Believable, Adaptable Socially Intelligent Character for Social Presence
- In: PRESENCE 2005, The 8th Annual International Workshop on Presence
, 2005
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