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Title: Positioning in Groups: The Roles of Expertise and Being in Charge
Authors: Huynh, Tra
Jambuge, Amali Priyanka
Khong, Hien
Laverty, James T.
Sayre, Eleanor C
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Huynh, T., Jambuge, A. P., Khong, H., Laverty, J. T., & Sayre, E. C. (2020). Positioning in Groups: The Roles of Expertise and Being in Charge. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 757-758). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Inchargeness is associated with one’s authority in driving the activity in collaboration. We study how inchargeness changes within a collaborative group when its members have differing expertise. We present a case study of a group of three students working in an upper division undergraduate physics laboratory. One of them has less on-task expertise than her peers due to missing a day, which reduces her relative inchargeness across two storylines: “catching up” and “moving forward”
Appears in Collections:ICLS 2020

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