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|Title:||Coercing Shared Knowledge in Collaborative Learning Environments|
|Authors:||Kirschner, Paul A.|
Beers, Pieter Jelle
Boshuizen, Henny P.A.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Kirschner, P. A., Beers, P. J., Boshuizen, H. P., & Gijselaers, W. (2006). Coercing Shared Knowledge in Collaborative Learning Environments. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 342-348). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Multidisciplinary teams are used in industry, government and education for solving complex problems because their use allows for different perspectives to be brought to bear on a problem. This, in turn, is expected to allow for rich problem analyses and solutions. On the other hand, these same differences can cause discussions in multidisciplinary teams to become veritable towers of Babel. This is because team members assume that what they say is properly understood (actually interpreted) by other team members and vice versa. Unfortunately, these differences in domain specific knowledge, background, opinions, et cetera stand in the way of this mutual understanding. Both meaning and position need to be understood and accepted before team members achieve the common ground necessary. The research reported on here shows how a negotiation formalism that was implemented in and ICT-tool coerced team members to negotiate both the meaning of each others contributions to the solution of a complex problem and their positions with respect to each others contributions so as to achieve more common ground. The results show that this coercion had positive effects on common ground without negatively affecting interaction within the teams.|
|Appears in Collections:||ICLS 2006|
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