Productive Multivocality in the Analysis of Group Interactions

1. Front Matter

   Pages i-x

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. The Productive Multivocality Project: Origins and Objectives

      • Daniel D. Suthers

      Pages 3-19

   3. Methodological Dimensions

      • Kristine Lund, Daniel D. Suthers

      Pages 21-35

   4. A Reader’s Guide to the Productive Multivocality Project

      • Daniel D. Suthers, Carolyn Penstein Rosé, Kristine Lund, Chris Teplovs

      Pages 37-59

3. Case Study 1: Pivotal Moments in Origami Fractions

   1. Front Matter

      Pages 61-62

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   2. Learning Fractions Through Folding in an Elementary Face-to-Face Classroom

      • Hajime Shirouzu

      Pages 63-101

   3. Focus-Based Constructive Interaction

      • Hajime Shirouzu

      Pages 103-122

   4. Collaborative and Differential Utterances, Pivotal Moments, and Polyphony

      • Stefan Trausan-Matu

      Pages 123-139

   5. Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation

      • Ming Ming Chiu

      Pages 141-159

   6. A Multivocal Analysis of Pivotal Moments for Learning Fractions in a 6th-Grade Classroom in Japan

      • Kristine Lund

      Pages 161-180

4. Case Study 2: Peer Led Team Learning for Chemistry

   1. Front Matter

      Pages 181-182

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   2. Peer-Led Team Learning in General Chemistry

      • Keith Sawyer, Regina Frey, Patrick Brown

      Pages 183-189

   3. Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-Year General Chemistry

      • Keith Sawyer, Regina Frey, Patrick Brown

      Pages 191-204

   4. A Multivocal Process Analysis of Social Positioning in Study Groups

      • Iris Howley, Elijah Mayfield, Carolyn Penstein Rosé, Jan-Willem Strijbos

      Pages 205-223

   5. Application of Social Network Analysis to Collaborative Problem Solving Discourse: An Attempt to Capture Dynamics of Collective Knowledge Advancement

      • Jun Oshima, Yoshiaki Matsuzawa, Ritsuko Oshima, Yusuke Niihara

      Pages 225-242

   6. A Multivocal Analysis of the Emergence of Leadership in Chemistry Study Groups

      • Carolyn Penstein Rosé

      Pages 243-254

5. Case Study 3: Multimodality in Learning About Electricity with Diagrammatic and Manipulative Resources

   1. Front Matter

      Pages 255-256

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   2. Group Scribbles-Supported Collaborative Learning in a Primary Grade 5 Science Class

      • Wenli Chen, Chee-Kit Looi

      Pages 257-263

   3. Identifying Pivotal Contributions for Group Progressive Inquiry in a Multimodal Interaction Environment

      • Chee-Kit Looi, Yanjie Song, Yun Wen, Wenli Chen

      Pages 265-289

The key idea of the book is that scientific and practical advances can be obtained if researchers working in traditions that have been assumed to be mutually incompatible make a real effort to engage in dialogue with each other, comparing and contrasting their understandings of a given phenomenon and how these different understandings can either complement or mutually elaborate on each other. This key idea applies to many fields, particularly in the social and behavioral sciences, as well as education and computer science. The book shows how we have achieved this by presenting our study of collaborative learning during the course of a four-year project. Through a series of five workshops involving dozens of researchers, the 37 editors and authors involved in this project studied and reported on collaborative learning, technology enhanced learning, and cooperative work. The authors share an interest in understanding group interactions, but approach this topic from a variety of traditional disciplinary homes and theoretical and methodological traditions. This allows the book to be of use to researchers in many different fields and with many different goals and agendas.

• Focused-based constructive interaction in learning
• Methodological dimensions in learning
• Multivocal Analysis and learning
• Peer-led team learning
• Productive Multivocality and learning
• Social metacognition
• learning and instruction

• Dept. of Information & Computer Sciences, University of Hawai'i at Manoa, Honolulu, USA

  Daniel D. Suthers

• ICAR Research Lab, CNRS — University of Lyon, LYON, France

  Kristine Lund

• Language Technologies Inst. & HCI Inst., Carnegie Mellon University, Pittsburgh, USA

  Carolyn Penstein Rosé

• Problemshift, Inc., Windsor, Canada

  Chris Teplovs

• University of Hong Kong Centre for Info. Technology in Education, Hong Kong, Hong Kong SAR

  Nancy Law

Daniel D. Suthers: Ph.D., Computer Science, University of Massachusetts, 1993; Professor of Information and Computer Sciences at the University of Hawaii. Kristine Lund: Ph.D., Cognitive Science, University of Grenoble, 2003; Senior Research Engineer, CNRS, University of Lyon. Carolyn Penstein Rosé: Ph.D., Language and Information Technologies, Carnegie Mellon University, 1997; Associate Professor, Language Technologies Institute and Human- Computer Interaction Institute, School of Computer Science, Carnegie Mellon University. Nancy Law: Ph.D., Institute of Education, University of London, 1990; Professor, Faculty of Education, University of Hong Kong. Christopher Teplovs: Ph.D., Education, University of Toronto, 2010; Distance Education Project Coordinator, Office of the Vice-Provost, Teaching and Learning, University of Windsor, Canada.

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