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|Title:||Using Situated-Action Networks to Visualize Complex Learning|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Andrade, A. (2015). Using Situated-Action Networks to Visualize Complex Learning In Lindwall, O., Häkkinen, P., Koschman, 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:||The purpose of this paper is to show how Situated-Action Networks (SAN) is a viable visualization tool for representing the learning that happens as a movement from peripheral to more engaged forms of participation in a social activity. In taking action as the unit of analysis, persons, speech acts, and artifacts are considered as the nodes in a functional model of learning. This method is illustrated by a simple proxy where a graduate student takes the place of a pilot apprentice who learns how to land an airplane in a computer simulation. Findings show that the SAN’s sociographs and the learning trajectory plot display the interconnected complexity of the learning that occurred at various forms of action as a result of participation. Further work and limitations of this method are discussed.|
|Appears in Collections:||CSCL 2015|
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