Theoretical Framework Dissertation - Revision history

Jsarmi at 14:32, 29 March 2007

2007-03-29T14:32:08Z

←Older revision		Revision as of 14:32, 29 March 2007
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	== Transfer of Knowledge and Continuity of Knowledge Building==		== Transfer of Knowledge and Continuity of Knowledge Building==
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		+	{{Alert}}

	== Problem Space and. Interactional Space ==		== Problem Space and. Interactional Space ==

	== Persistence of Knowledge and Trajectories of Knowing ==		== Persistence of Knowledge and Trajectories of Knowing ==

Jsarmi: /* Persistance of Knowledge and Trajectories of Knowing */

2007-03-28T15:23:50Z

Persistance of Knowledge and Trajectories of Knowing

←Older revision		Revision as of 15:23, 28 March 2007
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	== Problem Space and. Interactional Space ==		== Problem Space and. Interactional Space ==

-	== ~~Persistance~~ of Knowledge and Trajectories of Knowing ==	+	== Persistence of Knowledge and Trajectories of Knowing ==

Jsarmi: /* Factors and Trajectories */

2007-03-28T15:20:04Z

Factors and Trajectories

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	== Problem Space and. Interactional Space ==		== Problem Space and. Interactional Space ==

-	== ~~Factors~~ and Trajectories ==	+	== Persistance of Knowledge and Trajectories of Knowing ==

Jsarmi at 15:19, 28 March 2007

2007-03-28T15:19:04Z

←Older revision		Revision as of 15:19, 28 March 2007
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	A diverse set of theoretical perspectives intersect in the study of computer-supported collaborative learning (CSCL) interactions. On the one hand, we have individuals acting within specific activity contexts and engaging with knowledge tasks (e.g. discovery, problem-solving, argumentation, etc.). Diverse theories of cognition and human activity are relevant for understanding this aspect of CSCL interactions. Among these theories one might include the theory of cognition and learning as situated activity (e.g. Lave, Lave and Wenger, and Greeno) and the information-processing theory of problem-solving (Simon, and Simon and Newell). On the other hand, CSCL contexts involve collectivities as coherent entities which, through interaction, might achieve levels of functioning that go beyond the single aggregation of individuals thought processes. In this case, theories of small-group dynamics (e.g. X), team development (e.g. Time in Groups, Beyond IPO), and knowledge-building communities (e.g Scardamalia and Bereiter, Wenger) are relevant to understanding this aspect of CSCL interactions. Finally, we should account for the role of designed artifacts. From this perspective, there is a need to specify the role of artifacts in enabling or constraining particular individual and collective interactions. Sociocultural psychology and its derivative, activity theory, as well as actor-network theory and the theory of distributed cognition address directly the role of artifacts in human activity. In order to better specify the contributions and implications of these relevant theoretical frameworks for the proposed research, we first define a number of dimensions that pertain to our central research questions and use these dimensions as an organizing framework.		A diverse set of theoretical perspectives intersect in the study of computer-supported collaborative learning (CSCL) interactions. On the one hand, we have individuals acting within specific activity contexts and engaging with knowledge tasks (e.g. discovery, problem-solving, argumentation, etc.). Diverse theories of cognition and human activity are relevant for understanding this aspect of CSCL interactions. Among these theories one might include the theory of cognition and learning as situated activity (e.g. Lave, Lave and Wenger, and Greeno) and the information-processing theory of problem-solving (Simon, and Simon and Newell). On the other hand, CSCL contexts involve collectivities as coherent entities which, through interaction, might achieve levels of functioning that go beyond the single aggregation of individuals thought processes. In this case, theories of small-group dynamics (e.g. X), team development (e.g. Time in Groups, Beyond IPO), and knowledge-building communities (e.g Scardamalia and Bereiter, Wenger) are relevant to understanding this aspect of CSCL interactions. Finally, we should account for the role of designed artifacts. From this perspective, there is a need to specify the role of artifacts in enabling or constraining particular individual and collective interactions. Sociocultural psychology and its derivative, activity theory, as well as actor-network theory and the theory of distributed cognition address directly the role of artifacts in human activity. In order to better specify the contributions and implications of these relevant theoretical frameworks for the proposed research, we first define a number of dimensions that pertain to our central research questions and use these dimensions as an organizing framework.

-	== Individual Cognition ~~vs.~~ Group Cognition==	+	== Individual Cognition and Group Cognition==

-	== Groups ~~vs.~~ Teams ==	+	== Groups and Teams ==

-	== Teams ~~vs.~~ Virtual Teams ==	+	== Teams and Virtual Teams ==

-	== Knowledge ~~vs.~~ Knowing ==	+	== Knowledge and Knowing ==

-	==Shared Knowledge ~~vs.~~ Shared Knowing ==	+	==Shared Knowledge and Shared Knowing ==

-	== Transfer of Knowledge ~~vs.~~ Continuity of Knowledge Building==	+	== Transfer of Knowledge and Continuity of Knowledge Building==
		+
		+	== Problem Space and. Interactional Space ==
		+
		+	== Factors and Trajectories ==

Jsarmi at 14:56, 28 March 2007

2007-03-28T14:56:13Z

New page

A diverse set of theoretical perspectives intersect in the study of computer-supported collaborative learning (CSCL) interactions. On the one hand, we have individuals acting within specific activity contexts and engaging with knowledge tasks (e.g. discovery, problem-solving, argumentation, etc.). Diverse theories of cognition and human activity are relevant for understanding this aspect of CSCL interactions. Among these theories one might include the theory of cognition and learning as situated activity (e.g. Lave, Lave and Wenger, and Greeno) and the information-processing theory of problem-solving (Simon, and Simon and Newell). On the other hand, CSCL contexts involve collectivities as coherent entities which, through interaction, might achieve levels of functioning that go beyond the single aggregation of individuals thought processes. In this case, theories of small-group dynamics (e.g. X), team development (e.g. Time in Groups, Beyond IPO), and knowledge-building communities (e.g Scardamalia and Bereiter, Wenger) are relevant to understanding this aspect of CSCL interactions. Finally, we should account for the role of designed artifacts. From this perspective, there is a need to specify the role of artifacts in enabling or constraining particular individual and collective interactions. Sociocultural psychology and its derivative, activity theory, as well as actor-network theory and the theory of distributed cognition address directly the role of artifacts in human activity. In order to better specify the contributions and implications of these relevant theoretical frameworks for the proposed research, we first define a number of dimensions that pertain to our central research questions and use these dimensions as an organizing framework.

== Individual Cognition vs. Group Cognition==

== Groups vs. Teams ==

== Teams vs. Virtual Teams ==

== Knowledge vs. Knowing ==

==Shared Knowledge vs. Shared Knowing ==

== Transfer of Knowledge vs. Continuity of Knowledge Building==