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Title: When Friends Argue: Investigating Argumentative Learning Processes in Facebook
Authors: Tsovaltzi, Dimitra
Asterhan, Christa S. C.
Greenhow, Christine
Judele, Raluca
Puhl, Thomas
Hever, Rakheli
Gibbons, Thor
Menzer, Melissa
Schwarz, Baruch B.
Weinberger, Armin
Clark, Douglas B.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Tsovaltzi, D., Asterhan, C. S., Greenhow, C., Judele, R., Puhl, T., Hever, R., Gibbons, T., Menzer, M., Schwarz, B. B., Weinberger, A., & Clark, D. B. (2014). When Friends Argue: Investigating Argumentative Learning Processes in Facebook. 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. 1342-1351.
Abstract: This symposium addresses how argumentation can be leveraged for learning in social media like Facebook (FB) exemplifying social learning. It catalyzes an international discussion forum (Germany, Israel, United States) that seeks to understand argumentative processes beyond isolated technology-based learning environments, what influences them, if and how they can be repurposed for learning. We aim to contribute to the longstanding interest in argumentative learning in the learning sciences and extend knowledge about analyzing and supporting argumentation processes in FB. We examine the conditions under which FB can be harnessed for argumentative learning. We measure declarative knowledge outcomes and explore the development of attitude and civic behavior. Synthesizing across the papers, we will pinpoint the affordances of FB for argumentative learning, comparing processes to standard learning science approaches and exploring new socially embedded learning outcomes. We will frame promising directions for further research work.
Appears in Collections:ICLS2014

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