The SCA perspective in the CKC within the ALN: a review of analytical tools Antoni Badia & Alberto Ramírez Psychology and ...
Index <ul><li>In order to establish specific methodological guidelines for the analysis of the construction of knowledge p...
Criteria for  Analytical Framework selection <ul><li>Sound theoretical grounding </li></ul><ul><li>Complexity of analytica...
Chosen frameworks <ul><li>-Social Construction of Knowledge (Gunawardena, Lowe & Anderson, 1997) </li></ul><ul><li>-Critic...
SCA   perspective:  social and   individual   dimensions Individual   dimension Social   dimension
SCA   perspective:  Research   questions   and   design “ To find appropriate interaction analysis/content analysis techni...
SCA   perspective:  analytical tools   and   learning activities Theoretical grounding Learning situation  analysed Social...
SCA perspective:  inclusion of mediators <ul><li>SCA perspective acknowledges the relevance of mediators such as the teach...
SCA perspective:  data sources
SCA perspectives:  types of analytical tools COGNITIVE PRESENCE The influence of instructional methods on the quality  of ...
Challenges in SCA perspective related to CKC in ALN <ul><li>Focus on both the intrapsychological and interpsychological di...
The Social-Cognitive-Affective (SCA) perspective in the collaborative knowledge construction (CKC) within the ALN: a revie...
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Badia Ramirez 2010 Euro Cat Cscl Workshop Barcelona

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Badia Ramirez 2010 Euro Cat Cscl Workshop Barcelona

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Badia Ramirez 2010 Euro Cat Cscl Workshop Barcelona

  1. 1. The SCA perspective in the CKC within the ALN: a review of analytical tools Antoni Badia & Alberto Ramírez Psychology and Education Department Universitat Oberta de Catalunya. www.uoc.edu Group research: www.sinte.es
  2. 2. Index <ul><li>In order to establish specific methodological guidelines for the analysis of the construction of knowledge process we will follow these steps: </li></ul><ul><li>Features of a set of selected analytical frameworks. </li></ul><ul><li>Description the main characteristics of the SCA perspective, relating them with the previously shown frameworks </li></ul><ul><li>We will expose the challenges we consider must be solved in order to build an analytical framework that satisfies the main purposes of our theoretical perspective </li></ul>
  3. 3. Criteria for Analytical Framework selection <ul><li>Sound theoretical grounding </li></ul><ul><li>Complexity of analytical levels </li></ul><ul><li>Empirically tested </li></ul><ul><li>High peer reviewing </li></ul>
  4. 4. Chosen frameworks <ul><li>-Social Construction of Knowledge (Gunawardena, Lowe & Anderson, 1997) </li></ul><ul><li>-Critical Thinking in a Community of Inquiry (Garrison, Anderson & Archer, 2001) </li></ul><ul><li>-Knowledge Convergence (Weinberger, Stegmann & Fischer, 2007) </li></ul><ul><li>-Argumentative Knowledge Construction (Kollar & Fischer, 2007; Clark & Sampson 2007) </li></ul><ul><li>-Shared Knowledge (Järvelä & Häkkinen, 2002; Mäkitalo 2005) </li></ul>
  5. 5. SCA perspective: social and individual dimensions Individual dimension Social dimension
  6. 6. SCA perspective: Research questions and design “ To find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments” (Gunawardena, Lowe & Anderson,1997, p. 397) “ This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference” ( Garrison, Anderson & Archer, 2001, p. 1 ) “ We study whether the students are able to reach in reciprocal interaction and thus create educationally relevant high-level web-based discussion ” (Järvelä & Häkkinen, 2002, p. 1) “ In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge” ( Weinberger, Fischer & Mandl, 2005, p. 416)
  7. 7. SCA perspective: analytical tools and learning activities Theoretical grounding Learning situation analysed Social Construction of Knowledge (Gunawardena, Lowe & Anderson, 2007) Virtual discussions Critical Thinking in a Community of Inquiry (Garrison, Anderson & Archer, 2001) Electronic discussions within a community of inquiry Knowledge convergence (Weinberger, Stegmann & Fischer, 2007) Different learning tasks: discussion, problem solving, case analysis Argumentative Knowledge Construction (Kollar & Fischer, 2004; Clark & Sampson, 2007) Argumentative knowledge building processes Shared Knowledge (Järvelä & Häkkinen, 2002; Mäkitalo, 2005) Virtual discussions
  8. 8. SCA perspective: inclusion of mediators <ul><li>SCA perspective acknowledges the relevance of mediators such as the teacher or technological tools in the shaping of the learning process </li></ul>
  9. 9. SCA perspective: data sources
  10. 10. SCA perspectives: types of analytical tools COGNITIVE PRESENCE The influence of instructional methods on the quality of online discussion . Kanuka, Rourke & Laflamme (2007)
  11. 11. Challenges in SCA perspective related to CKC in ALN <ul><li>Focus on both the intrapsychological and interpsychological dimensions of teaching and learning process </li></ul><ul><li>Inclusion of the affective dimension of teaching and learning process </li></ul><ul><li>Analysis of teacher and technological mediation in teaching and learning process </li></ul><ul><li>Creation of tools for understanding intrapsychological dimension </li></ul><ul><li>Understanding of the relationship between the intrapsychological and interpsychological dimensions of the teaching and learning process </li></ul>
  12. 12. The Social-Cognitive-Affective (SCA) perspective in the collaborative knowledge construction (CKC) within the ALN: a review of analytical tools Antoni Badia and Alberto Ramírez Universitat Oberta de Catalunya www.uoc.edu Group research: www.sinte.es Thank you for your attention!

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