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Title: Is the Sum Greater than Its Parts? Reflections on the Agenda of Integrating Analyses of Cognition and Learning
Authors: Levin, Mariana
Parnafes, Orit
Koschmann, Timothy
diSessa, Andrea A.
Stevens, Reed
Hall, Rogers
Danish, Joshua A.
Enyedy, Noel
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Levin, M., Parnafes, O., Koschmann, T., diSessa, A. A., Stevens, R., Hall, R., Danish, J. A., & Enyedy, N. (2014). Is the Sum Greater than Its Parts? Reflections on the Agenda of Integrating Analyses of Cognition and Learning. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1323-1331.
Abstract: This symposium springs from an ongoing effort to bring together contrasting methodological perspectives for the study of human knowing and learning. Specifically, we build bridges between two significant process-oriented approaches: Interaction Analysis (IA) and Knowledge Analysis (KA), to study how individual cognitive dynamics interacts with complex social dynamics. We demonstrate the kind of insights and outcomes of such integration, by zooming in, and explore two specific efforts to bridge KA and IA. Both focal pairs of analyses in this symposium make central use of the theoretical construct of coordination class, a theory is associated with KA usually used for analyzing the structure and dynamics of an individual conceptual system. Coordination class theory is used to extend an IA analysis in the first pair of analyses, and is elaborated on using IA methodology in the second pair. The presentations aim to stimulate discussions about the merits and constraints of such integrations.
Appears in Collections:ICLS2014

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