Jerry Andriessen

Wise & Munro · Learning Research

Effective provision of cybersecurity requires practitioners that are able to work collaboratively to solve practical real-world problems. However, the extent to which these skills are supported by current higher education programmes is potentially limited [1]. We consequently need forms of education that understand the interdisciplinary nature of t...

Based on an analysis of current cybersecurity education in Europe and findings from a series of workshops conducted with selected groups of educators and learners in several European HEIs, this paper describes a methodology that is aimed at integrating the teaching of applied skills with the prevailing teaching, which is more focused on theoretical...

The chapter elaborates on values, concepts, and processes that lead to sensitive design of online and offline modes of collaborative action to tackle inequalities in the incorporation of existing resilient competencies of people involved in searching for such solutions embedded in the existing geopolitical and microsocial contexts. After introducin...

In this chapter, we present our qualitative approach to understanding local cybersecurity awareness at the beginning of the project, that is, before the system was designed and implemented. We explain the rationale, the design and the outcomes of the one-day workshop, that we call the story-telling workshop. The purpose of the story-telling worksho...

In order to understand how technical artifacts are attuned to, interacted with, and shaped in various and varied classrooms, it is necessary to construct detailed accounts of the use of particular artifacts in particular classrooms. This paper presents a descriptive account of how a shared workspace was brought into use by a student pair in a face-...

In real life contexts, predicting how technology will actually be used is often difficult. This can be a problem in the context of cybercrime: attempts to steal our identities, our money, or simply to frustrate our work by infecting our computers, rely on exceptions, derogations, people not paying attention, or not understanding what is at stake. T...

In the wake of research on socio-cognitive conflict, a new direction of research emerged, termed “collaborative argumentation-based learning” (“CABLE”) (e.g. Andriessen, Baker & Suthers, 2003; Muller Mirza & Perret-Clermont, 2009; Andriessen & Baker, 2014; Schwarz & Baker, 2017). CABLE is based on three main tenets. Firstly, it is necessary to unde...

The paper describes the engaging strategies implemented in the city of Nocera Inferiore, in the Campania Region. The initiatives involved three communities of the local territory: a community of citizens, a community of local associations' members and a community of students. In this study, we take into consideration the engagement of the local cit...

Developments in open data have prompted a range of proposals and innovations in the domain of governance and public administration. Within the democratic tradition, transparency is seen as a fundamental element of democratic governance. While the use of open government data has the potential to enhance transparency and trust in government, realisin...

In this paper we present innovative solutions to the problem of transparency in Public Administrations (PAs) by opening up public data and services so that citizens participation is facilitated and encouraged with a Social Platform and a personalized user-friendly Transparency-Enhancing Toolset.

Although open data of Public Administrations may enable nominal transparency for citizens (opening-up of data sets), achieving effective transparency requires meaning-making in dialogue. We describe an approach to analysing such dialogues based on Dialogue Game theory, applied to interaction corpora produced using SPOD (Social Platform for Open Dat...

In this short paper, we introduce ROUTE-TO-PA project, funded by European Union under the Horizon 2020 program, whose aim is to improve the transparency of Public Administration, by allowing citizens to make better use of Open Data, through collaboration and personalization.

Internationally, there is increasing interest in, and analysis of, human wellbeing and the economic, social, environmental, and psychological factors that contribute to it. Current thinking suggests that to measure social progress and national wellbeing we need more than GDP. Experts across a range of disciplines have increasingly highlighted a num...

In order to understand how technical artifacts are attuned to, interacted with, and shaped in various and varied classrooms, it is necessary to construct detailed accounts of the use of particular artifacts in particular classrooms. This paper presents a descriptive account of how a shared workspace was brought into use by a student pair in a face-...

Many people think that arguing interferes with learning, and that’s true for a certain type of oppositional argument that is increasingly prevalent in our media culture. Tannen (1998) analyzed the aggressive types of argument that are frequently seen on talk shows and in the political sphere, where representatives of two opposed viewpoints spout ta...

We have been experimenting with web based electronic conferencing (CMC) at the Educational Science Department of Utrecht University for a period of nearly 10 years now. Obstacles such as insufficient participation, the low quality of messages and the integration of CMC in a course have been overcome and nowadays many of our students appear actively...

This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated...

Knowledge creation entails collaborative learning processes, involving groups of students who deliberately shape their learning activities and act collaboratively in order to create and advance knowledge. In this chapter, we discuss shared epistemic agency as one of the main constructs capturing aspects of the process of collaboratively creating kn...

Rapid changes in the current knowledge society present new challenges to human competence. Productive participation in knowledge-intensive work requires that individuals, their professional communities, and their organizations develop new competencies, advance their knowledge and their understanding as well as produce innovations. This is reflected...

This article reports on a qualitative study of the construct of shared epistemic agency, investigated in the context of collaborative instructional design activities of university students. The aim of the study is to shed light on the notion of shared epistemic agency and to create empirical grounding for its theoretical description. The current st...

This practice oriented chapter presents one case of using interactive media for supporting collaborative argumentation by university students. The discussion is descriptive, focusing on the scenario and the tools that are used, and on examples of actual discussion by students. Some basic mechanisms of employing argumentation are illustrated, by stu...

This empirical chapter discusses the educational design of argumentative activities. Productive argumentative activity may be encouraged, for example, by elicitation procedures, argumentative scripts, by confronting subjects with hypothesis testing, and by pairing peers that have differences of opinion. What are the main results that research has d...

Collaborative learning interactions involve a subtle interplay between social relations, the knowledge being co-elaborated, and empathetic circulation of emotions. CSCL situations involve specific transformations of the relations between these three dimensions, within an inherently open collective process of tool appropriation, the study and theori...

Collaborative learning interactions involve a subtle interplay between social relations, the knowledge being co-elaborated, and empathetic circulation of emotions. CSCL situations involve specific transformations of the relations between these three dimensions, within an inherently open collective process of tool appropriation, the study and theori...

In this document we will first present four research cases in detail, present their contribution to the trialogical approach, summarize important methodological openings in the project, present shortly analytic tools based on semantic services, and lastly, the impact of the KP-Lab research and dissemination.

Rapid changes in current knowledge society present new challenges to human competence. Productive participation in knowledge-intensive work requires that individuals, their professional communities, and their organizations develop new competencies, advance their knowledge and their understanding as well as produce innovations. This is reflected in...

Knowledge creation entails collaborative learning processes, involving groups of students that act collaboratively in order to create new knowledge. In this study, we discuss shared epistemic agency as one of the main concepts capturing the process and evolution of collaboratively creating knowledge. A multiple-method approach was employed when ana...

When students learn together by discussing a topic, they sometimes are asked to construct an argumentative diagram. An argumentative diagram consists of boxes with arguments and arrows that relate these boxes. Constructing argumentative diagrams can be especially useful for structuring and relating argumentative knowledge. However, students do not...

An abstract is not available.

This article investigates the conditions under which diagrammatic representations support collaborative argumentation-based learning in a computer environment. Thirty dyads of 15- to 18-year-old students participated in a writing task consisting of 3 phases. Students prepared by constructing a representation (text or diagram) individually. Then the...

In this paper we present a framework for analysing when and how students engage in a specific form of interactive knowledge elaboration in CSCL environments: broadening and deepening understanding of a space of debate. The framework is termed “Rainbow,” as it comprises seven principal analytical categories, to each of which a colour is assigned, th...

In order to prepare students for productive participation in knowledge society, higher education is presented with the challenge to create authentic contexts in which students learn to become active and responsible actors in the learning process (Hakkarainen, 2006). Paavola and Hakkarainen (2005) maintain that settings which allow students to focus...

This study describes difficulties students can encounter when discussing a wicked problem and in what way two different representational tools can support interactive argumentation between students. About 55 pairs discussed in chat and wrote about genetically modified organisms in a groupware environment, supported by a text-outline or an argumenta...

Sfard (1999) distinguished two different metaphors for learning. The metaphor of acquisition implies that learning is an individual process, gaining possession over some commodity (knowledge, concepts), by transfer and internalization. The metaphor of participation implies that learning is the process of initiation and enculturation of newcomers in...

This study examined how different types of computer-mediated communication (CMC) influences the way pre-university students argue about genetically modified organisms. A total of 39 dyads discussed the topic using either synchronous (chat) or asynchronous (discussion board) CMC, after which they collaboratively wrote an argumentative text in a sync...

Difficult problems are not new, but there is a major difference between trying to solve such problems today, as opposed how they are solved in the past. This difference is due to the increased interconnectedness of the solution problem parts and the enormity of information available. To this end, people must learn to incorporate new information int...

In this paper, we argue that co-constructive activities of learners are not solely confined to the problem at hand or to the process of collaboration, but that they are also directed at the pre-defined structural features of the tool. Although these features are defined in advance, they become meaningful in interaction. Learners re-construct these...

This article presents a qualitative analysis showing the dependency of effective collaborative argumentation on interpersonal relational aspects that develop during synchronous interaction. Four regulatory principles are proposed as propelling the interaction, and of these, autoregulation, or the conservative restraints within the existing relation...

Verschillende onderzoeksprojecten van de ICO/ISOR onderzoeksgroep Onderwijskunde Utrecht richten zich op computerondersteuning van samenwerkend leren. Sociale processen lijken vaak van grote invloed. In het symposium proberen vijf projecten een antwoord te geven op de vraag in hoeverre sociale processen het computerondersteund samenwerkend leren be...

In this article two studies on the use of diagrams in computer-supported collaborative learning are compared. Focus is on the way argumentative diagrams can be used during collaborative learning tasks, more specifically how diagrams support argumentative interaction between students when they discuss ill-defined topics. The main goal is to discover...

In the Twins project we study the quality of interactions during collaborative learning in different CSCL-environments. The aim of the research is investigating the effects of synchronous and asynchronous systems and different collaborative tasks on interactions between students. Two experiments were done in which students aged 16-17 years had to w...

The goal of our research is to analyse the relationship between communication and task execution in computer supported collaborative learning. The current paper is about a collaborative writing situation in which pairs of students have to produce an argumentative text, while collaborating via an electronic network. In our perspective, this is a tas...

Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanati...

In our research, part of a European project named Scale1, we study the effects of graphical and textual preparation tools on the quality of interaction in computer-supported collaborative argumentation-based learning. Students in upper secondary education had to discuss a topic in pairs, and write a collaborative argumentative text in an electronic...

The focus of education has shifted towards working actively, constructively and collaboratively, as this is believed to enhance learning. The studies discussed here deals with the influence of different CMC (Computer Mediated Communication) tools on argumentation processes during collaboration. The purpose of our research is to investigate the effe...

Alamargot, D. & Andriessen, J. (2002). The "power" of text production activity in collaborative modeling : Nine recommendations to make a computer supported situation work. In M. Baker, P. Brna, K. Stenning, and A. Tiberghien (Eds). The Role of Communication in Learning to Model (pp. 275-302). Mahwah, N.J.: Lawrence Erlbaum Associated. Language is...

The general purpose of this research is todiscover principles for the design ofeducational tasks that provoke collaborativeargumentation. The specific research questionconcentrates on the relationship betweenquestion asking and argumentation and isexamined in three different collaborativelearning tasks involving advanced universitystudents. These s...

This article reports a study examining university student pairs carrying out an electronic discussion task in a synchronous computer mediated communication (CMC) system (NetMeeting). The purpose of the assignment was to raise students’ awareness concerning conceptions that characterise effective pedagogical interactions, by collaboratively comparin...

: This article reports on three studies that involved undergraduate students collaboratively working on authentic discussion tasks in synchronous and asynchronous Computer Mediated Communication systems (Netmeeting, Belvdre, Allaire Forums). The purposes of the assignments were respectively to develop insight and understanding in a theoretical fram...

This article reports on three studies that involved undergraduate students collaboratively working on authentic discussion tasks in synchronous and asynchronous Computer Mediated Communication systems (Netmeeting, Belvédère, Allaire Forums). The purposes of the assignments were respectively to develop insight and understanding in a theoretical fram...

Argumentative text processing is concerned with the psychology of the production and comprehension of argumentative texts. This volume contains a collection of papers which each provide a survey of the state of the art in research on argumentative text processing. The rationale behind the choice of topics is our focus on fundamental components of t...