Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4404
Title: Disciplinary Task Models for Designing Classroom Orchestration: The Case of Data Visualization for Historical Inquiry
Authors: Radinsky, Josh
Tabak, Iris
Moore, Monika
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Radinsky, J., Tabak, I., & Moore, M. (2019). Disciplinary Task Models for Designing Classroom Orchestration: The Case of Data Visualization for Historical Inquiry. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 200-207). Lyon, France: International Society of the Learning Sciences.
Abstract: Incorporating data visualizations into college classrooms can enhance disciplinary learning, when accompanied by associated meaning-making practices. However, tools not specifically designed for CSCL may lack supports for collaboration and disciplinary reasoning. Therefore, it is necessary to design supports into classroom orchestration. In this paper we examine the design of such orchestration to scaffold historical reasoning with geospatial data visualizations. The orchestration of a sequence of small-group tasks scaffolded progressively more complex reasoning about historical waves of immigration, which the instructor leveraged to support students' reasoning at multiple levels in whole-class discussion. Our analyses point to these kinds of orchestrated scaffolds as a valuable direction for CSCL research and design.
URI: https://doi.dx.org/10.22318/cscl2019.200
https://repository.isls.org//handle/1/4404
Appears in Collections:CSCL 2019

Files in This Item:
File SizeFormat 
200-207.pdf416.33 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.