No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Dialogic knowledge building in learning communities
ResearchGate has not been able to resolve any citations for this publication.
The ‘Mixed Game Model’ represents a holistic theory of dialogue which starts from human beings’ competence-in-performance and describes how language is integrated in a general theory of human action and behaviour. Human beings are able to adapt to changing conditions and to pursue their interests by the integrated use of various communicative means, mainly verbal, perceptual and cognitive. The core unit is the dialogic action game or ‘the mixed game’ with human beings at the centre acting and reacting in cultural surroundings. The key to opening up the complex whole is human beings’ nature. The Mixed Game Model demonstrates how the different disciplines of the natural and social sciences and the humanities are mutually interconnected. After a detailed overview of the state of the art, the fundamentals of the theory are laid down. They include a typology of action games which ranges from minimal games to complex institutional games. The description is illustrated by analyses of authentic games.
As of July 2024, this e-book is available as Open Access under the CC BY-NC-ND license.
Development of the critical and creative thinking is a fundamental competency expected from students learning a second language. Furthermore, it is proposed that L2 learners' difficulties in writing skill may due to lack of idea rather than difficulties in vocabulary and syntax. Thus, the current paper attempts to investigate whether asking questions prior to writing will improve the quality of students' writing. The participants were included 60 Malaysian secondary students studying in a school in Malaysia. The findings from T-test showed that participants who received two weeks treatment demonstrated 17% improvement in their writing skill. Thus, the findings suggested that questioning technique is an effective technique in provoking students to write. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of ALSC 2012
This research used vicarious-learning procedures in an attempt to increase students' knowledge of the domain and enhance the quality of their questions in an intelligent tutoring- system involving computer-controlled animated agents. Students who overheard a dialogue in which a virtual tutee asked a virtual tutor questions during acquisition wrote significantly more in free recall and asked significantly more questions in a transfer task than those who overheard a monologue. Students in the monologue condition asked significantly more shallow questions that require short answers than those in the dialogue condition. Students in the dialogue condition asked significantly more deep-level reasoning questions of the kind that were modeled by the virtual tutee during acquisition. It was concluded that modeling a brief dialogue involving question asking at the outset of a first learning session on an intelligent tutor system could enhance both the structure of the subsequent dialogue and knowledge acquisition.
This study tested whether students who learned with an active orientation would be more intrinsically motivated to learn and would learn more than students who learned with a passive orientation. The active orientation was created by having subjects learn material with the expectation of teaching it to another student; the passive orientation was created by having subjects learn the same material with the expectation of being tested on it. The results indicate that subjects who learned in order to teach were more intrinsically motivated, had higher conceptual learning scores, and perceived themselves to be more actively engaged with the environment than subjects who learned in order to be examined. The two groups were equal, however, in their rote learning scores. The effects of exposure to the material were ruled out as an explanation because the two groups reported spending equal time with the material. The results are discussed in terms of intrinsic motivation theory.
The imposition of external constraints on an activity has frequently been shown to undermine intrinsic motivation. Given that limits must often be set upon peoples' activities, especially in parenting and education, the present study addressed the question of whether limits can be set without undermining intrinsic motivation for the activity being limited. Using cognitive evaluation theory, contrasting limit setting styles of either a controlling or informational nature, or no limits, were placed upon forty-four first- and second-grade children engaged in a painting activity. The intrinsic motivation, enjoyment, creativity, and quality of artistic production were expected to be decreased by controlling limits relative to informational and no-limits, which were not expected to differ from each other. The results provided substantial support for these predictions, suggesting that limits can be set without undermining intrinsic motivation if they are informational in nature. Support was also found for the consensual assessment of creativity method recently developed by Amabile (1982a). Results of the study are discussed along with the general relation between creativity and intrinsic motivation.
Traditional approaches to research into mathematical thinking, such as the study of misconceptions and tacit models, have
brought significant insight into the teaching and learning of mathematics, but have also left many important problems unresolved.
In this paper, after taking a close look at two episodes that give rise to a number of difficult questions, I propose to base
research on a metaphor of thinking-as-communicating.This conceptualization entails viewing learning mathematics as an initiation to a certain well defined discourse. Mathematical discourse is made special by two main factors: first, by its exceptional reliance on symbolic artifacts as
its communication-mediating tools, and second, by the particular meta-rules that regulate this type of communication. The meta-rules are the observer’s construct and they usually remain tacit for the
participants of the discourse. In this paper I argue that by eliciting these special elements of mathematical communication,
one has a better chance of accounting for at least some of the still puzzling phenomena. To show how it works, I revisit the
episodes presented at the beginning of the paper, reformulate the ensuing questions in the language of thinking-as-communication,
and re-address the old quandaries with the help of special analytic tools that help in combining analysis of mathematical
content of classroom interaction with attention to meta-level concerns of the participants.
Ninety-one fifth-grade children participated in a study that assessed the effects of motivationally relevant conditions and individual differences on emotional experience and performance on a learning task. Two directed-learning conditions, one controlling and one noncontrolling, were contrasted with each other and with a third nondirected, spontaneous-learning context. Both directed sets resulted in greater rote learning compared with the nondirected-learning condition. However, both the nondirected and the noncontrolling directed-learning sets resulted in greater interest and conceptual learning compared with the controlling set, presumably because they were more conducive to autonomy or an internal perceived locus of causality. Furthermore, children in the controlling condition experienced more pressure and evidenced a greater deterioration in rote learning over an 8-(+/- 1) day follow-up. Individual differences in children's autonomy for school-related activities as measured by the Self-Regulation Questionnaire (Connell & Ryan, 1985) also related to outcomes, with more self-determined styles predicting greater conceptual learning. Results are discussed in terms of the role of autonomy in learning and development and the issue of directed versus nondirected learning.
Few would dispute that the well-being of individuals is one of the most desirable aims of human actions. However, approaches on how to define, measure, evaluate, and promote well-being differ widely. The conventional economic approach takes income (or the power to acquire market goods) as the most important indicator for well-being, and the utility function as the formal device for positive and normative analysis. However, this approach to well-being has been questioned for being seriously limited and other approaches have arisen. The capability approach to well-being, which has been developed during the last two decades by Amartya Sen and Martha Nussbaum, and the Happiness Approach to well-being, championed by Richard Easterlin, both provide an alternative. Both approaches come from different traditions and have developed independently, but nevertheless aim to overcome the rigid boundaries of the conventional economic approach to well-being. Given these common aims, it is surprising that little comparative work has been undertaken across these approaches. This book aims to correct this by providing the reader with contributions from leading names associated with both approaches, as well as contributions which evaluate the approaches and contrast one with the other.
Social platforms such as MySpace, Facebook and Twitter have rekindled the initial excitement of cyberspace. Text-based, computer-mediated communication has been enriched with face-to-face communication such as Skype, as users move from desktops to laptops with integrated cameras and related hardware. Age, gender and culture barriers seem to have crumbled and disappeared as the user base widens dramatically. Other than simple statistics relating to e-mail usage, chatrooms and blog subscriptions, we know surprisingly little about the rapid changes taking place. This book assembles leading researchers on nonverbal communication, emotion, cognition and computer science to summarize what we know about the processes relevant to face-to-face communication as it pertains to telecommunication, including video-conferencing. The authors take stock of what has been learned regarding how people communicate, in person or over distance, and set the foundations for solid research helping to understand the issues, implications and possibilities that lie ahead.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
The purpose of the present study was to investigate the effects of evaluation structure on children's intrinsic motivation and learning. The following three experimental conditions were set up in terms of the mode of feedback given to the pupils: norm-referenced evaluation, criterion-referenced evaluation, and self-evaluation. Each of the three classes of sixth graders was randomly assigned to one of the experimental conditions. The learning material was composed of several pages of programmed sheets. The pupils were given feedback based on the result of tests corresponding to the three experimental conditions. The dependent variables consisted of several measures of intrinsic motivation obtained from behavioral indicators and questionnaires. Results indicated that higher intrinsic motivation was revealed in the criterion-referenced evaluation group than in the normreferenced evaluation group. And the results of a questionnaire showed that increasing pressure was experienced in the norm-referenced evaluation group relative to the criterion-referenced evaluation group. Furthermore, ATI effect was observed between intelligence and the three conditions when perceived competence was used as a dependent variable.
This paper explores the design of a cognitive speech act taxonomy for teaching and learning. The taxonomy and the theoretical framework that I present here are about teaching and learning in a general sense. Other than for existing speech act taxonomies in this domain, the aim of the taxonomy proposed here is to represent and structure the cognitive processes involved in learning and link these processes to the language used in the teaching and learning interaction. Learning is thereby defined in terms of conceptual change (Thagard, 1992). The cognitive processes relevant for learning are describable in terms of what I call thinking patterns. Thinking patterns combine epistemic cognitive strategies, which I call enablers, with specific types of conceptual change. These strategies are derived from Aristotelian (1992) aitiae forming a heuristic structure to make sense of the world. Based on Weigand's (2010) Theory of Dialogic Action Games, I discuss the explorative action game as a possibility to implement this communicative framework in the teacher-learner interaction. I hold that learners can be guided to learning via so-called explorative speech acts that instantiate specific thinking patterns. These speech acts aim at what I call discovery speech acts as a response. Discovery is thereby framed in terms of a particular type of conceptual change evoked by a particular thinking pattern.
This paper explores the important relationship between dialogue and cognitive and metacognitive development in young children. The characteristics of dialogue are identified and a case is presented for involving young children in talking to think through philosophical discussion. The paper provides a theoretical context for kinds of metacognitive development that it defines as ‘me‐cognition’. It draws on classroom research, including the Philosophy in Primary Schools research project, to describe how the theory and practice of dialogue can be used to develop cognition and ‘me‐cognition’ in young children. It concludes that dialogic enquiry is a primary thinking skill from which other skills follow, that Philosophy for Children approaches provide effective methods for dialogic teaching that can support and develop children’s capacities for cognition and metacognition.
The concept of community of practice was not born in the systems theory tradition. It has its roots in attempts to develop
accounts of the social nature of human learning inspired by anthropology and social theory (Lave, 1988; Bourdieu, 1977; Giddens,
1984; Foucault, 1980; Vygotsky, 1978). But the concept of community of practice is well aligned with the perspective of systems
traditions. A community of practice itself can be viewed as a simple social system. And a complex social system can be viewed
as constituted by interrelated communities of practice. In this essay I first explore the systemic nature of the concept at
these two levels. Then I use this foundation to look at the applications of the concept, some of its main critiques, and its
potential for developing a social discipline of learning.
This article argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. The article provides a new definition of the Socratic Dialogue and introduces the idea of common concept formation. A concrete Socratic Dialogue in the context of teacher education is discussed by way of illustration. Finally we suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research.
This paper discusses rational interaction as a methodology for designing and implementing dialogue management in ambient environments.
It is assumed that natural (multimodal) language communication is the most intuitive way of interaction, and most suitable
when the interlocutors are involved in open-ended activities that concern negotiations and planning. The paper discusses aspects
that support this hypothesis by focussing especially on how interlocutors build shared context through natural language, and
create social bonds through affective communication. Following the design guidelines for interactive artefacts, it is proposed
that natural language provides human-computer systems with an interface which is affordable: it readily suggests the appropriate
ways to use the interface.
Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.
The interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences is the definitive introduction to this innovative approach to teaching, learning, and educational technology. This dramatically revised second edition incorporates the latest research in the field, includes twenty new chapters on emerging areas of interest, and features contributors who reflect the increasingly international nature of the learning sciences. The authors address the best ways to design educational software, prepare effective teachers, organize classrooms, and use the internet to enhance student learning. They illustrate the importance of creating productive learning environments both inside and outside school, including after-school clubs, libraries, museums, and online learning environments. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, educational technology designers, and policy makers on a global scale.