Kristine Lund

Kristine Lund
French National Centre for Scientific Research | CNRS · Laboratoire Interactions, Corpus, Apprentissages, Représentations

PhD in Cognitive Science

About

147
Publications
17,467
Reads
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2,129
Citations
Citations since 2016
42 Research Items
565 Citations
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Introduction
Dr. Kristine Lund is a CNRS Senior Research Engineer in the ICAR lab (U of Lyon). An English-French-Finnish trilingual, she is Chief Scientific Officer at the Cognik.net company and one of its three co-founders (2009). She has an HDR in Educational Science, a PhD in Cognitive Science, a Masters in AI and a Bachelor of Arts degree in Computer Science. Her research mainly focuses on how participants use talk, gesture, artifacts and emotion to co-construct meaning during collaborative tasks.

Publications

Publications (147)
Poster
Full-text available
What are interactive narrative simulations? In interactive narrative simulations, which can take different forms, learners actively participate by affecting the progression and outcome of a narrative. Co-creating their story-version shifts learners from the role of observer to that of active participant-especially when enacting a given or chosen ro...
Preprint
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In this theoretical paper we present a case study on political simulations and their interactive narrative design as means to explore different perspectives and decisions in complex situations. We propose using such artefacts in classroom settings for their potential ability to represent spaces of debate, including pragmatic aspects of argumentatio...
Article
Emotional Grasping of the Kairos in Children Talk: between Philosophical Act and Didactical Gesture. An essential gesture of animating a philosophical dialogue with children consists in grasping within their talk, an opportune word or turn of phrase, the kairos, and bouncing off it to advance reasoning. Based on the analysis of expert practices, we...
Article
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Collaborations are essential in research, especially in answering increasingly complex questions that require integrating knowledge from different disciplines and that engage multiple stakeholders. Fostering such collaboration between newcomers and established researchers helps keep scientific communities alive while opening the way to innovation....
Article
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Technologies for computer-supported collaborative learning (CSCL) are playing an increasingly prominent role in educational contexts, especially as teachers and students strive to deal with pandemic-related constraints. However, the technologies being used for collaboration on a daily basis are not sufficiently equipped to promote collaborative lea...
Article
Full-text available
It is well-known that education related research is carried out within different disciplines and frameworks, but how is it specifically connected through citations to the larger social sciences and humanities? And how can this knowledge be mobilized to improve dialogue between researchers in different communities, given the benefits of integrating...
Article
Research traditions studying knowledge conceive of it differently and place boundaries between knowledge types in different places. A first challenge is elaborating a framework that distinguishes between the co-elaboration of knowledge types (cognitive, linguistic, social, technological…), yet shows their connections. A second challenge is distingu...
Article
Full-text available
L’ouverture actuelle des jeux de formation vers des environnements hybrides (numériques et non numériques) et des objectifs d’apprentissages plus larges complexifie la nature des interactions entre les acteurs durant les différentes phases de la conception d’un tel jeu et interroge les pratiques mobilisées. Notre étude s’attache à décrire les resso...
Conference Paper
Full-text available
Given that both computer scientists and educational researchers publish on the topic of massive open online courses (MOOCs), the research community should analyze how these disciplines approach the same topic. In order to promote productive dialogue within the community, we report on a bib-liometrics study of the growing MOOC literature and examine...
Article
Full-text available
Recordings of human interaction data can be organized into temporal representations with different affordances. We use audio data of a learning-related discussion analyzed for its low-level emotional indicators and divided into four phases, each characterized by an overarching emotion. After arguing for the relevance of emotion to learning, we exam...
Article
A Scientometric map of educational research based on the international Scopus database Research in educational matters covers a number of topics, a factor that raises an additional challenge for integration. We carried out a bibliographic analysis of the international Scopus database in order to describe the status of research work in, on, and arou...
Article
This paper consists of a detailed analysis of how the participants in a debate build their emotional position during the interaction and how such a position is strongly related to the conclusion they defend. In this case study, teenage Mexican, students, arguing about access to drinking water, display extensive discursive work on the emotional tona...
Article
Full-text available
Education and cognition research today generally recognize the tri-dimensional nature of reasoning processes as involving cognitive, social and emotional phenomena. However, there is so far no theoretical framework articulating these three dimensions from a descriptive perspective. This paper aims at presenting a first model of how group emotions w...
Article
In this study we analyzed the verbal and gestural behavior of 6-year-old French children during free dialogue explanation. We expected that children would alter their gestures according to content explained and interlocutor visibility. Thirty children explained two games to a peer: fifteen could not see their interlocutor whereas fifteen could. Res...
Article
The learning sciences of today recognize the tri-dimensional nature of learning as involving cognitive, social and emotional phenomena. However, many computer-supported argumentation systems still fail in addressing the socio-emotional aspects of group reasoning, perhaps due to a lack of an integrated theoretical vision of how these three dimension...
Article
Full-text available
The YouTalk educational activity, co-designed by a research laboratory and an association specialized in scientific mediation, was defined at the crossroads of several problems of the literature of science education research. This school scientific café allows the students to argue about a socio-scientific issue, here drinking water management. On...
Thesis
Full-text available
Constructing knowledge with others is fundamental for all human activity, and many disciplines have sought to understand how the individual, other people, and the context, all influence collaborative knowledge construction, be it individual or group knowledge. The goal of this Habilitation à Diriger des Recherches is to present an analytical model...
Article
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In this article, we explore the concept of “methodological determinism”, the supposition that underlies the incommensurability thesis and the related practice, called naïve methodological eclecticism (Yanchar & Williams, 2006). In order to understand exactly what is deterministic about the methods we employ as researchers, we first take two example...
Conference Paper
Full-text available
There are many fields of research in academia that are recognized as being multidisciplinary, and therefore use diverse frameworks and approaches. However, interdisciplinary teams also function within such fields and their work can be captured by the extent to which different types of integration (e.g. theoretical, methodological, etc.) occurs acro...
Book
Full-text available
Students’ ability to understand and manage emotions in self and others plays an important role in the success of collaborative learning (Järvenoja & Järvelä, 2009; Lajoie et al., 2015; Lavoué, Molinari, Prié, & Khezami, 2015). In online learning environments, the use of new social media technologies (blogs, forums, wikis, so-cial networking sites,...
Chapter
This book is the result of the Alpine Rendez-Vous 2013—a scientific event for European researchers in the field of technology-enhanced learning (TEL). The objective is to continue stimulating collaboration among TEL researchers and to move toward uniting the interdisciplinary TEL field. Event participants describe 12 socio-technical Grand Challenge...
Conference Paper
Full-text available
Emotions were recently recognized as key elements of reasoning and learning processes in literature on argumentation studies and in research on collaborative learning. Taking a perspective gained from several of our past empirical studies, we propose a model of the role of emotions in argumentation, identifying their social and cognitive functions...
Conference Paper
Emotions were recently recognized as key elements of reasoning and learning processes in literature on argumentation studies and in research on collaborative learning. Taking a perspective gained from several of our past empirical studies, we propose a model of the role of emotions in argumentation, identifying their social and cognitive functions...
Article
Full-text available
This paper addresses the appraisal of the quality of student debate about a socio-scientific issue, with a focus on the interactional factor. The “scientific café” pedagogical situation offers an opportunity for observing the circulation of arguments from small group to class-level debate, indicating the quality of group reasoning. We use Mercer an...
Conference Paper
Full-text available
At the confluence of scientific, environmental and citizenship education, the socio-scientific issues (SSI) tend to challenge the usual didactical perspective on argumentation. Debates on these social controversies involving techno-scientific knowledge readily lead to the development of arguments which are also based on daily experience, values, em...
Conference Paper
Full-text available
Students’ Argumentation and Engagement in Exploratory Talk: A Comparative Case Study Topic Recent literature raises the role of argumentation among students for learning (e.g. Andriessen et al., 2003; Driver et al., 2000; Erduran & Jiménez-Aleixandre, 2007) and the need for didactical developments on how to address socio-scientific issues (SSI),...
Conference Paper
Full-text available
Socio-Scientific Issues and Hybridization of Research and Education Practices: from Boundary Objects to Brokers Interest on the Workshop Topic The emergence of socio-scientific issues (SSI) in education research appears as a response to the transformation of science-society relations, and the need for more “technical democracy” (Callon, Lascoumes...
Conference Paper
The workshop about networked learning in the Learning Sciences is based on the ISLS initiative to establish a network for PhD and Master's programs in the Learning Sciences. The main objective of this network is to support the academic exchange for professors and students in Learning Sciences programs worldwide. An important question that has been...
Book
Full-text available
Researchers usually work and evolve in the scientific frameworks in which they were trained, without questioning their epistemological foundations. However, this may be required when researchers coming from different disciplines and paradigms try to work together on the same object of study. This chapter reflects on epistemological encounters in a...
Article
Our analyses illustrate nine instances of what we call multimodal and multimedial reformulations of content beginning either with drawings of physics experiments and going to the manipulation of the physics experiments themselves or beginning with the experiments and going to the drawings. We postulated that each time one of these reformulations oc...
Book
This chapter describes and reflects upon the analytic representations used in the analyses presented in this book, and the roles they played in multivocal analysis. As shown in other chapters, multivocality across analyses based on shared datasets can be productive in a variety of ways and for a variety of reasons. From a pragmatic perspective this...
Book
This chapter explores multivocality from a methodological perspective. A conceptual model is presented for thinking about multivocality and how it relates to methodological traditions. We reflect back on what we have learned through experimentation with multivocality through the five data sections of the book and draw principles for best practices...
Book
The Productive Multivocality Project brought together analysts from different methodological traditions to learn whether and how our approaches can complement each other and where essential differences lie. As a conceptual aid, we developed a set of five dimensions along which to describe analytic methods. This chapter discusses these dimensions, t...
Book
In this chapter, learning fractions in a 6th-grade Japanese classroom provides the focus for three analytical approaches, each identifying “pivotal moments” within the interaction. The data consists of an English-subtitled video in Japanese of six students folding origami paper and of one teacher monitoring their progress on the blackboard and an a...
Book
This chapter serves as a guide to a book reporting on a 5-year collaboration among researchers exploring the basis for productive dialogue between multiple traditions in the analysis of group interaction. Following a description of the overall format of the book, several reading strategies are described, and the chapters are outlined with annotatio...
Conference Paper
Full-text available
Socio-Scientific Issues have become legitimate objects for science education research (e.g. Aikenhead, 1992; Gayford, 2002; Kolsto, 2001; Simonneaux & Simonneaux, 2009; Zeidler et al., 2005). They require that students elaborate their opinions, both by mobilizing their knowledge and by making political and/or ethical choices. However, implementing...
Conference Paper
Full-text available
In this paper, we examine student dyads' emergent collaborative note-taking practices in a shared text editor during face-to-face project meetings. We describe the individual actions that students perform and show that turn-taking rather than simultaneous access is the most common collaboration strategy. We identify implicit round-robin and complem...
Conference Paper
Full-text available
In this paper, we consider an analysis of the TeLearn archive, of the Grand Challenges from the STELLAR Network of Excellence, of two Alpine Rendez-Vous 2011 workshops and research conducted in the Productive Multivocality initiative in order to discuss the notions of multidisciplinarity, multivocality and interidisciplinarity. We use this discussi...
Article
Full-text available
This paper consists of a detailed analysis of how the participants to a debate build their emotional position during the interaction and how such a position is related to the conclusion they defend. Our case study of teenage Mexican students arguing on access to drinking water in the future shows extensive discursive work on the emotional tonality...
Article
Full-text available
In this chapter we argue that designers who collaborate in the workplace in order to evaluate proposed solutions and make decisions about them can learn informally about the characteristics of solutions, but it is more difficult to learn informally about the decision process itself. We illustrate two types of pivotal moments for decision making. Th...
Book
Full-text available
This chapter reports on the productive multivocality project, a 5-year collaboration among researchers exploring the basis for productive dialogue between multiple analytic traditions in the analysis of group interaction, focusing on educational settings. The project was motivated by the need to bring cohesion to multidisciplinary fields such as th...
Chapter
Full-text available
In this study, the integration of new members into a scientific community that comprised to a large extent members from the CSCL community was investigated. New members usually lack the necessary knowledge to interact successfully with more experienced members of a scientific community and to find collaboration partners. We investigated how the lev...
Article
Full-text available
In this paper, we examine student dyads' emergent collaborative note-taking practices in a shared text editor during face-to-face project meetings. We describe the individual actions that students perform and show that turn-taking rather than simultaneous access is the most common collaboration strategy. We identify implicit round-robin and complem...
Conference Paper
Full-text available
The dynamics of power and influence between group members, such as level of mastery of specific knowledge, skills and competencies influences how collaborative learning tasks are accomplished and can explain to what extent specific group members publicly admit to being influenced by other group members. In this study, we show how the power of one s...
Article
Full-text available
Le présent travail a pour but d’étudier l’activité langagière de jeunes enfants et plus particulièrement d’observer leur gestualité dans des contextes bien spécifiques. Nous nous concentrons sur l’analyse de séquences explicatives « en comment ». Les enfants ont réalisés deux tâches appelant des ressources cognitives différentes (un jeu vidéo de ch...
Article
Full-text available
We show how 6-year old first-graders' gesture profiles evolve with both the type of explanandum and whether or not their interlocutor is visible. Sixty participants played two online educational games: one on numbers and the other involving manual dexterity. Our analyses focused on how 30 child-instructors explained both games to 30 child-learners...
Chapter
Full-text available
Quite generally, all the authors in this section of the book seem to agree that some type of active participation in CSCL situations may constitute a main factor for learning, but they differ on what is considered important to take into account, what to look at specifically and which methods to use. This is an unsurprising acknowledgement as such d...
Article
Most question and answering systems are based on three research themes: question classification and analysis, document retrieval and answer extraction. The performance in every stage affects the final result. To respond correctly to a question given a large collection of textual data is not an easy task. There is a need to perceive and recognise th...