Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/7298
Title: | Using Idea Thread Mapper to Support Cross-Classroom “Super Talk” among Four Grade 5 Knowledge Building Communities |
Authors: | Yuan, Guangji Zhang, Jianwei Chen, Mei-Hwa |
Keywords: | CSCL |
Issue Date: | Jun-2021 |
Publisher: | International Society of the Learning Sciences |
Citation: | Yuan, G., Zhang, J., & Chen, M. (2021). Using Idea Thread Mapper to Support Cross-Classroom “Super Talk” among Four Grade 5 Knowledge Building Communities. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 115-122). Bochum, Germany: International Society of the Learning Sciences. |
Abstract: | Enabling collaborative interaction across social levels over longer timescales represents a key research challenge in computer-supported collaborative learning (CSCL). This study investigates a multi-layer interaction approach to cross-community knowledge building supported by the design of Idea Thread Mapper (ITM). A design-based research study was conducted in four Grade 5 classrooms that studied human body systems over six months. ITM was used to support student knowledge building discourse in each classroom and cross-classroom interaction in a shared meta-space focused on a cross-cutting challenging problem: How do people grow? Multi-level discourse analysis traced students’ collective idea development in the cross-classroom discourse that built on the diverse lines of inquiry developed within each classroom. The findings contribute new understandings and designs for expanding CSCL practices across networks of classrooms, enabling a larger creative context for students’ ever-deepening work with ideas. |
URI: | https://doi.dx.org/10.22318/cscl2021.115 https://repository.isls.org//handle/1/7298 |
Appears in Collections: | ISLS Annual Meeting 2021 |
Files in This Item:
File | Size | Format | |
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115-122.pdf | 588.24 kB | Adobe PDF | View/Open |
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