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A comparative analysis of understanding practices in the VMT environment:A brief introduction to the Virtual Math Teams<br...
VMT: 2003 --&gt;  <br />Design-based research evolves the technology with the pedagogy, methods of analysis, usage feedbac...
Spring Fest 2005, 2006, 2007 and others by collaborators, in my courses, misc trials<br />Over 2,000 student-hours of data...
4<br />
The VMT Lobby<br />5<br />
The VMT Chat Environment<br />6<br />
The VMT Tabbed Environment<br />7<br />
The VMT Wiki<br />8<br />
The VMT Replayer<br />9<br />
Spring Fest 2006 math topic<br />10<br />
5. Some Initial Findings<br />Problem solving discourse is driven by proposal/response interactions (Stahl, RPTEL, 2006)<b...
5. Some More Initial Findings<br />(Medina, Suthers, Vatrapu, SVMT, 2009) uptake analysis of methods in VMT<br />(Wee & Lo...
For Further Information<br />Wiki: http://ijcscl.org/wiki/DiscussionThreeB<br />Group Cognition (2006, MIT Press)<br />Stu...
Anna Sfard<br />    “I found the material fascinating if only because it is quite different from  face-to-face interaction...
A Comparative Analysis of Understanding Practices in the VMT Environment<br />1. Presentation by Timothy Koschmann, Gerry ...
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CSCL l2009 Symposium Intro

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A comparative analysis of understanding practices in the VMT environment:
A brief introduction to the Virtual Math Teams Project
by Gerry Stahl

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CSCL l2009 Symposium Intro

  1. 1. A comparative analysis of understanding practices in the VMT environment:A brief introduction to the Virtual Math Teams<br />Gerry Stahl<br />
  2. 2. VMT: 2003 --&gt; <br />Design-based research evolves the technology with the pedagogy, methods of analysis, usage feedback from data analysis, and theory<br />From off-the-shelf AOL Instant Messenger to multi-modal environment<br />From Math Forum “problem-of-the-week” to four-hour open-ended math mini-world<br />From one-shot chats to Spring Fest sessions to mini-curricula<br />2<br />
  3. 3. Spring Fest 2005, 2006, 2007 and others by collaborators, in my courses, misc trials<br />Over 2,000 student-hours of data (576 sessions)<br />From a multi-dimensional coding scheme to Conversation Analysis<br />Almost 200 academic research publications<br />Preliminary explorations: Group Cognition; Early Studies: Studying Virtual Math Teams<br />Now preparing to go live from research <br />3<br />
  4. 4. 4<br />
  5. 5. The VMT Lobby<br />5<br />
  6. 6. The VMT Chat Environment<br />6<br />
  7. 7. The VMT Tabbed Environment<br />7<br />
  8. 8. The VMT Wiki<br />8<br />
  9. 9. The VMT Replayer<br />9<br />
  10. 10. Spring Fest 2006 math topic<br />10<br />
  11. 11. 5. Some Initial Findings<br />Problem solving discourse is driven by proposal/response interactions (Stahl, RPTEL, 2006)<br />Groups construct a joint problem space through interactions that involve temporality, positioning and knowledge artifacts (Sarmiento, ICLS, 2008)<br />VMT participants intricately coordinate visual, narrative & symbolic reasoning/inscriptions (Cakir, Zemel & Stahl, ijCSCL, 2009)<br />Information questioning proceeds through interaction to elaborate what is sought (Zhou, SVMT, 2009)<br />Groups construct an indexical field that lends contextual meaning to elliptical utterances (Stahl, Koschmann, Zemel, ICCE, 2009)<br />11<br />
  12. 12. 5. Some More Initial Findings<br />(Medina, Suthers, Vatrapu, SVMT, 2009) uptake analysis of methods in VMT<br />(Wee & Looi, SVMT, 2009) model of threading<br />(Powell, et al., SVMT, 2009) co-construction of math reasoning<br />(Fuks, et al., SVMT, 2009) avoiding chat confusion<br />(Trausan, et al., SVMT, 2009) polyphony of discourse<br />(Rose, et al., SVMT, 2009) agent support for VMT<br />(Shumar & Charles, SVMT, 2009) group agency<br />12<br />
  13. 13. For Further Information<br />Wiki: http://ijcscl.org/wiki/DiscussionThreeB<br />Group Cognition (2006, MIT Press)<br />Studying Virtual Math Teams (2009, Springer)<br />13<br />
  14. 14. Anna Sfard<br /> “I found the material fascinating if only because it is quite different from face-to-face interactions I have been analyzing so far. The analyses I started doing are going in several directions:<br />* Collective construction of mathematical objects in the conditions of only limited visual mediation (no gestures, for example); this is related to the issue of creativity and collective discursive innovation;<br />* The flow of leadership in discourse (here, I would like to elaborate on the idea of communicational agreement which I developed while studying conditions for meta-level learning; in the present case, no meta-level learning is expected; rather, we are witnessing object-level activities of combining existing mathematical objects and of formulating and substantiating narratives about these objects; this, I suppose, requires a special version of communicational agreement, yet to be defined and investigated);<br />* A related topic that nevertheless deserves separate work: finding criteria for evaluating degree of collaborativity and the mechanisms that make collaboration (a) possible and (b) effective.<br /> “I truly regret not to be able to come to Rhodes.”<br />14<br />
  15. 15. A Comparative Analysis of Understanding Practices in the VMT Environment<br />1. Presentation by Timothy Koschmann, Gerry Stahl and Alan Zemel<br />2. Presentation by Christian Greiffenhagen & Jacqueline Eke<br />3. Presentation by Daniel Suthers, Richard Medina & RavikirianVatrapu<br />4. Discussant by Graham Button<br />5. Audience discussion<br />15<br />

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