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dc.contributor.authorWilliams, Robert F.
dc.date.accessioned2019-05-20T02:43:34Z
dc.date.accessioned2020-01-09T19:04:42Z-
dc.date.available2019-05-20T02:43:34Z
dc.date.available2020-01-09T19:04:42Z-
dc.date.issued2006-06
dc.identifier.citationWilliams, R. F. (2006). Using Cognitive Ethnography to Study Instruction. 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 2 (pp. 838-844). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.838
dc.identifier.urihttps://repository.isls.org//handle/1/3600-
dc.description.abstractAdvances in digital media support a form of inquiry called cognitive ethnography. Cognitive ethnography employs traditional ethnographic methods to build knowledge of a community of practice and then applies this knowledge to the micro-level analysis of specific episodes of activity. The principal aim of cognitive ethnography is to reveal how cognitive activities are accomplished in real-world settings. Cognitive ethnography is a particularly apt method for studying instruction in both formal and informal settings. This paper discusses the practicalities of doing cognitive ethnographic research, including such issues as deciding what to record, selecting data for analysis, re-representing data, and analyzing data. Illustrative examples are provided from a recent cognitive ethnographic study of time-telling instruction.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleUsing Cognitive Ethnography to Study Instructionen_US
dc.typePapersen_US
Appears in Collections:ICLS 2006

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