- This page includes resources for the three-day workshop on Group Cognition at KMRC in October 2006.
- You can Edit this web page by using the 'Preferences' link and setting up a user account with the administrator password set to "mathforum" (lower case, with no space between the two words).
- Here is the current schedule for the workshop (Version from Oct 17)
- Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426). Cambridge, UK: Cambridge University Press. Retrieved from http://www.cis.drexel.edu/faculty/gerry/cscl/CSCL_English.pdf in English, http://www.cis.drexel.edu/faculty/gerry/cscl/CSCL_Chinese_simplified.pdf in simplified Chinese, http://www.cis.drexel.edu/faculty/gerry/cscl/CSCL_Chinese_traditional.pdf in traditional Chinese, http://www.cis.drexel.edu/faculty/gerry/cscl/CSCL_Spanish.pdf in Spanish, http://www.cis.drexel.edu/faculty/gerry/cscl/CSCL_Portuguese.pdf in Portuguese, http://www.cis.drexel.edu/faculty/gerry/cscl/CSCL_German.pdf in German.
- A list of key terms and suggested translations of these terms into several language is available at: http://mathforum.org/wiki/VMT?CSCLterms
- Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. Retrieved from http://www.cis.drexel.edu/faculty/gerry/mit/
from Gerry Stahl
- Stahl, G. (2006) Tentative principles for a theory of group cognition. Summary prepared for KMRC workshop on group cognition. Retrieved from http://www.cis.drexel.edu/faculty/gerry/pub/principles.pdf
- The following are in-press journal-length discussions of the nature of online synchronous text chat for small-group interaction involving math problem solving in the VMT project. The IJCIS paper looks at the individual and group contributions to a group cognitive process of solving a math problem that none of the individuals solved. The JECR paper analyzes the interactive construction of a shared reference to a math object and the meaning making that constitutes that object as an intersubjective focus of shared attention. The RPTEL paper suggests that "math proposal adjacency pairs" can be taken as the analytic cell form of interaction in this setting.
- Stahl, G. (2006). Analyzing and designing the group cognitive experience. International Journal of Cooperative Information Systems (IJCIS). Available online at http://www.cis.drexel.edu/faculty/gerry/pub/ijcis.pdf.
- Stahl, G. (2006). Group cognition in an online chat community: Analyzing collaborative use of a cognitive tool. Journal of Educational Computing Research (JECR) special issue on Cognitive tools for collaborative communities. Available online at http://www.cis.drexel.edu/faculty/gerry/pub/jecr.pdf.
- Stahl, G. (2006). Sustaining group cognition in a math chat environment. Research and Practice in Technology Enhanced Learning (RPTEL), 1 (2). Available online at http://www.cis.drexel.edu/faculty/gerry/pub/rptel.pdf.
- The following book chapter provides an overview of the VMT project, including central results from the preceeding three papers:
- Stahl, G. (2007). Social practices of group cognition in virtual math teams. In S. Ludvigsen, Lund, A. & Säljö, R. (Ed.), Learning in social practices. ICT and new artifacts - transformation of social and cultural practices. Pergamon. Retrieved from http://www.cis.drexel.edu/faculty/gerry/pub/cmc.pdf
from Tim Koschmann
from Dan Suthers
Although my "representational guidance" work used quantitative experimental methodology, I felt that the "coding and counting" analyses did not capture what was really going on. Influenced by (but not attempting to replicate) ethnomethodological methodologies such as CA and IA, we began to work on how to conduct interactional analyses of online data.
This first paper surveys work in CSCL and claims that the study of "intersubjective meaning making" (IMM) should be central to CSCL. (Note: IMM can be understood as similar to Gerry's "group cognition," but it focuses on the meaning-making that takes place between people rather than treating the group as a single cognitive entity.)
- Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. To appear in International Journal of Computer-Supported Collaborative Learning (ijCSCL), 1(3). http://lilt.ics.hawaii.edu/lilt/papers/2006/Suthers-ijCSCL-2006.pdf
This next paper captures my first attempts at such an analysis. We have improved on this paper, but this paper is easier to understand than the next one, which engages some more subtle distinctions.
- Suthers, D. D. (2006). A qualitative analysis of collaborative knowledge construction through shared representations. Research and Practice in Technology Enhanced Learning (RPTEL), 1(2), 1-28. http://lilt.ics.hawaii.edu/lilt/papers/2006/Suthers-2006-RPTEL.pdf
This is the first paper that attempts to explain the framework for analysis as we currently conceive of it. This is the product of about one year's conversations in our group and intensive analysis of examples. Nathan was particularly influential in the move from Suthers (2006) to what you find below. We are pretty clear on it but still learning to explain it to the rest of the world!
- Daniel Suthers, Nathan Dwyer, Ravi Vatrapu and Richard Medina (2007). An Abstract Transcript Notation for Analyzing Interactional Construction of Meaning in Online Learning. To appear in Proceedings of the 40th Hawai`i International Conference on the System Sciences (HICSS-40), January 3-6, 2007, Waikoloa, Hawai`i (CD-ROM), Institute of Electrical and Electronics Engineers, Inc. (IEEE). http://lilt.ics.hawaii.edu/lilt/papers/2007/Suthers-et-al-HICSS-2007.pdf
from Peter Reimann
- Cress, U. & Hesse F. (2006) The social complexity in establishing and sharing information resources. In: Handling complexity in Learning Environments: Theory and Research. [Cress & Hesse]
- Zahn, C., Hesse, F., Finke, M., Pea, R., Mills, M., Rosen, j. (2006) Advanced video technologies to support collaborative learning in school education and beyond. [upload:CSCL2005_1121_zahnpea_mf.pdf]
- Keller, T., Tergan, S.-O., Coffey, J (2006) Concept maps as a "knowledge and information awareness" tool for supporting collaborative problem solving in distributed groups. [upload:KIA.pdf]
- Buder, J., Bodemer, D., Hesse, F. (2007) Supporting controversial CSCL discussions with augmented group awareness tools. ijCSCL 2, 1. [upload:Awareness-Paper06.doc]
- Buder, J. (2006) Computer-supported collaborative learning: a claim for multiple research perspectives in investigating multiple learner perspectives. [upload:CSCL_Multi_Persp.doc]
data from Gerry Stahl
VMT sessions by Team B in May 2006, including data player and related resources
- The chat log transcript of a brief 3-minute excerpt (34 lines) is available here:
- The chat log transcript of a longer 15-minute excerpt (127 lines) including the above brief excerpt is available here:
- The chat log transcript of the full 240-minute excerpt (1900 lines) including the above excerpts is available here:
- The entire series of 4 hour-long sessions (whose chat log is listed above) is documented on another wiki page --
- This page allows you to download the VMT replay application for researchers as well as the original data for the interactions of Team B. Then you can play back the sessions at any speed you like and analyze the interactions in detail.
- The replay application allows you to observe changes in the whiteboard history, coordinated with changes in the chat log.
- The page also includes supplementary materials for the sessions, such as the topic the students were given and the wiki pages that they and other teams used to share their findings.
data from Tim Koschmann
- Roschelle, J. (1991). Students' construction of qualitative physics knowledge: Learning about velocity and acceleration in a computer microworld. Unpublished dissertation, Univ. of California, Berkeley, Berkeley, CA.
- Roschelle, J. (1992). Learning by collaboration: Convergent conceptual change. Journal of the Learning Sciences, 2, 235-276.
data from Dan Suthers
data from Peter Reimann
data from KMRC
data from others