Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/281
Title: Self-Organizing Collaborations as Blueprints for CSCL Design
Authors: Brami, Uzi Zevik
Tabak, Iris
Issue Date: Jul-2017
Publisher: Philadelphia, PA: International Society of the Learning Sciences.
Citation: Brami, U. Z. & Tabak, I. (2017). Self-Organizing Collaborations as Blueprints for CSCL Design In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.
Abstract: We propose that ethnographic studies that precede, but inform, design, can be a productive addition to the repertoire of CSCL design. We anchor our claims in a case example of a cognitive ethnography of an introductory undergraduate history course. We describe how the ways in which learners self-organized and created practices for producing, sharing and reproducing knowledge in the course inform our design of CSCL tools for cultivating historical reasoning practices. This approach identifies points of contact between pre-existing practices and collaborative structures and pedagogical considerations. This enables designers to infuse pedagogical innovations into the activities that local participants already value and perform, achieving benefits akin to participatory design approaches. This can be productive for building on local practices that may be difficult to elicit through design discussions, especially if these local practices are part of learners’ counterculture.
URI: https://repository.isls.org/handle/1/281
https://dx.doi.org/10.22318/cscl2017.76
Appears in Collections:CSCL 2017

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