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Decreasing CSCL interaction costs by offering common ground   Jakko van der Pol Barcelona,  February 5 th  2010 EURO-CAT C...
Goal:  Collaborative knowledge construction <ul><li>> Online discussions as a means to support the collaborative processin...
Facilitation:  Annotation tool <ul><li>Designed for  collaborative literature processing </li></ul>
Results:   Van der Pol, J. Admiraal, W. & Simons, P. R. J. (2006). The affordance of anchored discussion for the collabora...
Hammer, F., & Veronesi, D. (1999). Between formality and originality. In J. Verschueren (Ed.)  Pragmatics in 1998  (pp. 19...
<ul><li>7 [text = 'dyad']  What is meant by the word ‘dyads’. I find it in the article in many other occasions too, but th...
<ul><li>Grounding and Common ground: </li></ul><ul><li>Interpretation of results: </li></ul><ul><ul><li>Less need for   so...
<ul><li>Sub-areas of grounding & Common Ground </li></ul>Schwartz: e ffort after  shared meaning Baker: collaborative lear...
<ul><li>Building an interactive table.. ( EPFL ) </li></ul><ul><li>Talking about building it <> building it </li></ul>
Long term perspective <ul><li>Chicken or the egg? </li></ul><ul><li>Succesful,  - Social ties </li></ul><ul><li>effective ...
<ul><li>More info: www.fss.uu.nl/owk/vanderpol   [email_address]   </li></ul><ul><li>Using Annotation tool:  www.Annotatio...
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Van Der Pol 2010 Euro Cat Cscl Interaction Costs

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Van Der Pol 2010 Euro Cat Cscl Interaction Costs

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Van Der Pol 2010 Euro Cat Cscl Interaction Costs

  1. 1. Decreasing CSCL interaction costs by offering common ground Jakko van der Pol Barcelona, February 5 th 2010 EURO-CAT CSCL
  2. 2. Goal: Collaborative knowledge construction <ul><li>> Online discussions as a means to support the collaborative processing of literature </li></ul><ul><li>Context: undergraduate students, blended learning </li></ul><ul><li>Goal: Deep processing and appropriation of the subject matter (complex, English, academic) </li></ul>
  3. 3. Facilitation: Annotation tool <ul><li>Designed for collaborative literature processing </li></ul>
  4. 4. Results: Van der Pol, J. Admiraal, W. & Simons, P. R. J. (2006). The affordance of anchored discussion for the collaborative processing of academic texts. ijCSCL, 1 (3), 339-357. Blackboard (n=514) Annotation tool (n=782) Task-related Opinion-oriented 42 % 23 % Meaning-oriented 58 % 77 % Non task-related Regulation 25 % 4 % Social 42 % 2 %
  5. 5. Hammer, F., & Veronesi, D. (1999). Between formality and originality. In J. Verschueren (Ed.) Pragmatics in 1998 (pp. 198-224). Antwerp, Belgium: IPA. <ul><li>Answering machine messages (Hammer & Veronesi, 1999): </li></ul><ul><li>Opening </li></ul><ul><li>Core section with directive speech act </li></ul><ul><li>Closing </li></ul>
  6. 6. <ul><li>7 [text = 'dyad'] What is meant by the word ‘dyads’. I find it in the article in many other occasions too, but the dictionary doesn't know it. --Tamara added October 1, 2002 </li></ul><ul><li>my dictionary says: pair -- marieke added October 1, 2002 </li></ul><ul><li>But then I still don't get the way it is used. They are talking often about parents and dyads, not? so with dyads they cannot mean two parents. Then what do they mean with it? -- Tamara added October 2, 2002 </li></ul><ul><li>I think they mean with dyads they mean the pair parent-child. If you take this meaning, it does make sense in the text. -- meijke added October 6, 2002 </li></ul><ul><li>That could be right. I must say it is farfetched, but now I do understand it better. -- Tamara added October 9, 2002 </li></ul>
  7. 7. <ul><li>Grounding and Common ground: </li></ul><ul><li>Interpretation of results: </li></ul><ul><ul><li>Less need for social and regulative grounding because of more common ground </li></ul></ul>2 1 3
  8. 8. <ul><li>Sub-areas of grounding & Common Ground </li></ul>Schwartz: e ffort after shared meaning Baker: collaborative learning = semantic grounding <ul><li>Maximizing semantic grounding </li></ul>
  9. 9. <ul><li>Building an interactive table.. ( EPFL ) </li></ul><ul><li>Talking about building it <> building it </li></ul>
  10. 10. Long term perspective <ul><li>Chicken or the egg? </li></ul><ul><li>Succesful, - Social ties </li></ul><ul><li>effective - ‘Interactional </li></ul><ul><li>collaboration repertoire’ </li></ul>Tool, task
  11. 11. <ul><li>More info: www.fss.uu.nl/owk/vanderpol [email_address] </li></ul><ul><li>Using Annotation tool: www.AnnotationTool.com </li></ul><ul><li>(> click on ‘Sign on’) </li></ul>..Thank you!

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