Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/388
Title: The 3R Orchestration Cycle: Fostering Multi-Modal Inquiry Discourse in a Scaffolded Inquiry Environment
Authors: Fong, Cresencia
Cober, Rebecca
Messina, Richard
Moher, Tom
Murray, Julia
Peebles, Ben
Slotta, James D.
Issue Date: Jul-2015
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Fong, C., Cober, R., Messina, R., Moher, T., Murray, J., Peebles, B., & Slotta, J. D. (2015). The 3R Orchestration Cycle: Fostering Multi-Modal Inquiry Discourse in a Scaffolded Inquiry Environment In Lindwall, O., Häkkinen, P., Koschmann, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.
Abstract: This paper reports on second and third iteration classroom trials of Common Knowledge (CK2 and CK3 respectively) – a pedagogical and technological innovation that supports teacher orchestration of inquiry discourse occurring in the digital CK environment and face-to-face in the classroom. CK facilitated the scaffolding of grade 5/6 students through phases of collaborative biodiversity (CK2) and astronomy (CK3) inquiry. Using tablets, students contributed to a community knowledge base that was publicly displayed on an interactive whiteboard (IWB). The IWB visualized the community’s idea flow, enabling learners to sort their ideas along socially-negotiated categories. Inquiry work done in the CK environment affected the knowledge work done in the face-to-face classroom discussions, and vice versa. We observed that teachers used an orchestration cycle of Reflect-Refocus-Release (3R) as a means of managing this blended learning environment. A comparison of teachers’ Reflect discourse structures between both iterations, indicate such patterns vary with inquiry task demands.
URI: https://repository.isls.org/handle/1/388
https://doi.dx.org/10.22318/cscl2015.122
Appears in Collections:CSCL 2015

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