Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4339
Title: Vicarious Learning and Educational Dialogue
Authors: Stenning, Keith
McKendree, Jean
Lee, John
Cox, Richard
Dineen, Finbar
Mayes, Terry
Issue Date: Dec-1999
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Stenning, K., McKendree, J., Lee, J., Cox, R., Dineen, F., & Mayes, T. (1999). Vicarious Learning and Educational Dialogue. In Hoadley, C. M. & Roschelle, J. (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference. Palo Alto, CA: International Society of the Learning Sciences.
Abstract: The Vicarious Learner project is investigating the role of dialogue in learning and, more specifically, how learners benefit from opportunities to 'overhear' other learners. We describe evidence of such learning by students using "vicarious learning resources" in a computer- supported learning environment. We argue that education dialogue has properties that are different from "everyday" dialogue. We see educational dialogues in particular as being about the complex alignment of concepts where the participants know that an initial misalignment is fairly certain. We focus on the distinction between exposition and derivation in discourse and discuss how this might describe what happens in learning dialogues.
URI: https://doi.dx.org/10.22318/cscl1999.480
https://repository.isls.org//handle/1/4339
Appears in Collections:CSCL 1999

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