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Accessing the process of asynchronous collaborative writing  Teresa Mauri, PhD Ana Remesal, PhD Marc Clarà Paper presented at ISCAR 2011 Rome, Italy Researchprojectfundedby MINISTERIO DE CIENCIA E INNOVACIÓN. Dirección General de Programas y Transferencia de Conocimiento, Spain. (# EDU2009-08891) http://www.psyed.edu.es/grintie/
Context ,[object Object]
Computer supported asynchronous collaborative writing, at the end of a blended 2semesters course (Ed.Psychology).
LMS Moodle as basic virtual classroom with 3 different forum spaces: news forum whole-class forum small group private space ,[object Object],[object Object]
Writing as a creative activity, open to discussion and negotiation.
Writing for learning is comprised by a threefold, interwoven process of negotiation:Task structure. Social participation. Meanings/contents ( Mauri, Clarà, Remesal, 2011). ,[object Object],[object Object]
Goals of thestudy To explore the progression of task structure and social participation as reciprocally affecting one another. To explore the notion of critical event as a key phenomenon to understand the changes in both task structure and social participation.
Methodologicalprocedure ,[object Object],Written interaction in forum Written progressive products  Self-reports of students ,[object Object]
Interpretive comprehensive analysis
Graphical representations of the process,[object Object]
Group 4 Group 8
Group 4 Group 8
TASK STRUCTURE MAP
Group 4 Group 8
Group 8 TM & SPM
Group 8 overlappedtm & spm
Group 8 overlappedtm & spm
Phase 1 Phase 2
Phase 3

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Accessing the process of asynchronous collaborative writing

  • 1. Accessing the process of asynchronous collaborative writing Teresa Mauri, PhD Ana Remesal, PhD Marc Clarà Paper presented at ISCAR 2011 Rome, Italy Researchprojectfundedby MINISTERIO DE CIENCIA E INNOVACIÓN. Dirección General de Programas y Transferencia de Conocimiento, Spain. (# EDU2009-08891) http://www.psyed.edu.es/grintie/
  • 2.
  • 3. Computer supported asynchronous collaborative writing, at the end of a blended 2semesters course (Ed.Psychology).
  • 4.
  • 5. Writing as a creative activity, open to discussion and negotiation.
  • 6.
  • 7. Goals of thestudy To explore the progression of task structure and social participation as reciprocally affecting one another. To explore the notion of critical event as a key phenomenon to understand the changes in both task structure and social participation.
  • 8.
  • 10.
  • 15. Group 8 TM & SPM
  • 21. Conclusions The graphical artifacts allowed visualizing the task structure and the structure of social participation both independently and interconnected. The triangulation with narrative analysis of the forum interaction and self-reports led to the identification of critical events that revealed different interaction phases. Different groups did perform different strategies of text composition during the time provided for the assignment. One single group showed a dynamic change of strategy of text composition as a response to instructional circumstances, such as poor feedback.
  • 22. Thanksforyourattention! SELECTED REFERENCES Arvaja, M. (2007). Contextual perspective in analysing collaborative knowledge construction of two small groups in web-based discussion. Computer-Supported Collaborative Learning, 2, 133-158. CerrattoPargman, T. (2003). Collaborating with writing tools: an instrumental perspective on the problem of computer support for collaborative activities. Interacting with Computers: the interdisciplinary journal of Human-Computer Interaction. Volume 15, p. 737 – 757. Erickson, F. (1982). Classroom discourse as improvisation: Relationships between academic task structure and social participation structure in lessons.In L. Ch. Wilkinson, (Ed.), Communicating in the Classroom (pp.153-182).New York: Academic Press, INC. Ford, C. E.; Fox, B. A.; & Thompson, S. A. (Eds.) (2002). The language of turn and sequence. Oxford: Oxford University Press. Green, J.L.; Weade H.; & Graham, K. (1988). Lesson construction and  student participation: A sociolinguistic analysis. In J.L. Green, J.L. &  J.O, Harper (Eds.) Multiple perspective analysis of classroom  discourse (11-47). Norwood, Nj: Ablex. Kaptelinin, V. & Nardi, B. (1997). Activity theory: basic concepts and applications. Conference on Human Factors in Computing Systems. Proceedings. Atlanta, Georgia. Mäkitalo-Siegl, K. (2008) From multiple perspectives to shared understanding: A small group in an online learning environment. Scandinavian Journal of EducationalResearch, 52(1), 77-95. Mauri, T., Clarà, M. y Remesal, A. (2011). La naturaleza del discurso en la escritura colaborativa online: intersubjetividad y elaboración del significado. Infancia y Aprendizaje, 34(2), 219-233. Reimann, P. (2009). Time is precious: Variable- and event-centred approaches to process analysis in CSCL research. International Journal of Computer-Supported Collaborative Learning (4), 239–257. Storch, N. (2005). Collaborative writing: Products, process, and students’ reflections. Journal of Second Language Writing. 14, 153-173. Suthers, D., & Medina, R. (2008). Tracing interaction in distributed collaborative learing. Paper presented at the Annual Meeting of AERA, New York, March 24th-28th. Yin, R. K. (2006). Case Study methods. En J. L. Green, G. Camilli & P. B. Elmore (Eds.), Handbook of Complementary Methods in Education Research (pp. 111 – 122). Mahwah, NJ: L. Erlbaum.