www.library.drexel.edu The following item is made available as a courtesy to scholars by the author(s) and Drexel University Library and may contain materials and content, including computer code and tags, artwork, text, graphics, images, and illustrations (Material) which may be protected by copyright law. Unless otherwise noted, the Material is made available for non profit and educational purposes, such as research, teaching and private study. For these limited purposes, you may reproduce (print, download or make copies) the Material without prior permission. All copies must include any copyright notice originally included with the Material. You must seek permission from the authors or copyright owners for all uses that are not allowed by fair use and other provisions of the U.S. Copyright Law. The responsibility for making an independent legal assessment and securing any necessary permission rests with persons desiring to reproduce or use the Material.

On behalf of:

This is a case study of online collaboration on an algebra problem. It adapts the methodology of conversation analysis to quasi-synchronous, text-based chat room technology. The analysis is conducted within the context of a design-based research effort, so a primary goal is to identify technological barriers caused by standard chat technology with an eye to designing a more appropriate and supportive online collaborative learning environment. “Group cognition ” is a theoretical framework in which cognitive processes are identified as resulting from the dynamic interaction of multiple personal interpretive perspectives within contexts of group discourse and collaboration. The analysis is conducted within a theoretical framework that focuses attention on the small group unit of analysis as the site of problem-solving agency, rather than on cognitive processes of the individual participants. The analysis results in the identification of interactive methods of “doing mathematics ” as a group. This, in turn, reflects back on the theoretical framework and refines the notion of group cognition. The analysis aims to motivate the following theoretical, methodological and design-based claims: • The discourse displays elements of mathematical understanding, problem-solving strategies and logical rationality by the group that parallel those of individual students. • Interaction among the student participants can be conceptualized as an instance of “group cognition.” • Excerpts of online collaborative math problem solving can productively be analyzed at the small group unit of analysis. • The methodology of conversation analysis can effectively be adapted to interpret text-based online interaction. • Group cognition displays the potential to achieve more than the individual participants seem capable of accomplishing on their own, but also displays interactional problems that prevent the group from achieving its full problemsolving potential. • Conclusions can be drawn from such an analysis that are relevant to the design of improved computer-supported collaborative learning environments.

Written in the form of a manifesto, this paper is designed as a declaration of principles defining a new program of "video research" within the learning sciences. Our proclaimed approach to scientific research draws predominantly upon the literature and methodology of Conversation Analysis (CA). Conversation Analysis developed out of and shares the thematic interests of the broader field of inquiry known as Ethnomethodology (EM). EM is centrally concerned with practical reasoning and the procedures (i.e., "methods") participants (i.e., "members") employ in making sense of their own actions and the actions of others. CA focuses specifically on the methods members employ in competently producing conversation. We propose to focus analogous research methods on how members engage in instruction and learning. A rigorous methodology has been developed for conducting CA studies and an elaborate and carefully-integrated research literature has been amassed over the years. In some of the foundational writing on EM, Garfinkel proposed a set of policies for EM research. Since we suggest that video analytic research in the learning sciences be conducted using CA methodology and given CA's thematic link to EM studies, we believe that Garfinkel's policies might serve as useful organizing principles for research on learning practices.

Cast as a manifesto, this chapter presents a set of foundational principles for conducting "video research" within the learning sciences. Our proclaimed approach draws predominantly upon the literature and methodology of Conversation Analysis (CA). Conversation Analysis developed out of and shares the thematic interests of the broader field of inquiry known as Ethnomethodology (EM). EM is centrally concerned with practical reasoning and the procedures (i.e., "methods") participants (i.e., "members") employ in making sense of their own actions and the actions of others, that is in creating "local rationality." CA focuses specifically on the methods members employ in competently producing conversation. We propose to focus analogous research methods on how members engage in instruction and learning. A rigorous methodology has been developed for conducting CA studies and an elaborate and carefully-integrated research literature has been amassed over the years. In some of the foundational writing on EM, Garfinkel proposed a set of policies for EM research. Since we suggest that video analytic research in the learning sciences be conducted using CA methodology and given CA's thematic link to EM studies, we believe that Garfinkel's policies might serve as useful organizing principles for research on learning practices.

Das Feld des computerunterstützten kollaborativen Lernens (CSCL) ist ein wachsender Teilbereich

Abstract not found

Abstract not found

Virtual math teams develop innovative methods of interacting within the synchronous text chat VMT environment. New competencies for communication, collaboration and mathematical reasoning emerge as the groups make sense of the complex features of their shared virtual worlds. Keywords: Data session, expository discourse, explanatory discourse, adjacency pair

Abstract: Learning mathematics involves specific forms of social practice. In this paper, we describe socially situated, interactional processes involved with collaborative learning of mathematics in a special online collaborative learning environment. Our analysis highlights the methodic ways group members enact the affordances of their situation (a) to visually explore a mathematical pattern, (b) to co-construct shared mathematical artifacts, (c) to make visible the meaning of the construction, (d) to translate between graphical, narrative and symbolic representations and (e) to coordinate their actions across multiple interaction spaces, while they are working on open-ended math problems. In particular, we identify key roles of referential and representational practices in the co-construction of deep mathematical group understanding. The case study illustrates how mathematical understanding is built and shared through the online interaction.