Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6749
Title: | Positioning in Groups: The Roles of Expertise and Being in Charge |
Authors: | Huynh, Tra Jambuge, Amali Priyanka Khong, Hien Laverty, James T. Sayre, Eleanor C |
Keywords: | Learning and Identity |
Issue Date: | Jun-2020 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Huynh, T., Jambuge, A. P., Khong, H., Laverty, J. T., & Sayre, E. C. (2020). Positioning in Groups: The Roles of Expertise and Being in Charge. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 757-758). Nashville, Tennessee: International Society of the Learning Sciences. |
Abstract: | Inchargeness is associated with one’s authority in driving the activity in collaboration. We study how inchargeness changes within a collaborative group when its members have differing expertise. We present a case study of a group of three students working in an upper division undergraduate physics laboratory. One of them has less on-task expertise than her peers due to missing a day, which reduces her relative inchargeness across two storylines: “catching up” and “moving forward” |
URI: | https://doi.dx.org/10.22318/icls2020.757 https://repository.isls.org//handle/1/6749 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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757-758.pdf | 140.99 kB | Adobe PDF | View/Open |
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