Please use this identifier to cite or link to this item:
Title: Dialogic Intervisualizing: Rethinking Text-Discourse-Learning Relations in Multimodal Problem-based Learning
Authors: Bridges, Susan
Chan, Lap Ki
Green, Judith
Saleh, Asmalina
Hmelo-Silver, Cindy
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Bridges, S., Chan, L. K., Green, J., Saleh, A., & Hmelo-Silver, C. (2019). Dialogic Intervisualizing: Rethinking Text-Discourse-Learning Relations in Multimodal Problem-based Learning. 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 2 (pp. 915-916). Lyon, France: International Society of the Learning Sciences.
Abstract: Examining the nature of digital texts in the developing contexts of problem-based learning (PBL) constitutes an expansion in research on dialogic approaches to learning in technology-rich, inquiry-based designs. This study adopts Interactional Ethnography as an orienting theory to frame the purposeful tracing of the unfolding knowledge co-construction processes across a medical PBL cycle. We investigate how these processes are interactionally accomplished in and across intertextually tied events where devised, generated, accessed, curated and appropriated digital texts are connected in webs of meaning. The concepts of multimodality and intertextuality from literacy studies provide explanatory theories to investigate how digital texts in the developing dialogic space are consequential the learning process across the phases of a PBL cycle. We propose the concept of dialogic intervisualizing to theorize these new text-discourse relations in inquiry-based learning.
Appears in Collections:CSCL 2019

Files in This Item:
File SizeFormat 
915-916.pdf271.25 kBAdobe PDFView/Open

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