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Author:   Daniel D. Suthers ,  Kristine Lund ,  Carolyn Penstein Rosé ,  Chris Teplovs
Publisher:   Springer-Verlag New York Inc.
Imprint:   Springer-Verlag New York Inc.
Edition:   Softcover reprint of the original 1st ed. 2013
Volume:   15
Weight:   1.504kg
ISBN:  

9781489978363

ISBN 10:   1489978364
Pages:   733
Publication Date:   23 August 2016
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Part 1:Introduction.- 1.The Productive Multivocality Project: Origins and Objectives.- 2.Methodological Dimensions.- 3.A Readers’ Guide to the Productive Multivocality Project.- Part 2:Case Study 1:Pivotal Moments in Origami Fractions.- 4.Learning Fractions through Folding in an Elementary Face-to-Face Classroom.- 5.Focus-based Constructive Interaction.- 6.Collaborative and Differential Utterances, Pivotal Moments, and Polyphony.- 7.Social Metacognition, Micro-creativity and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation.- 8.A Multivocal Analysis of Pivotal Moments for Learning Fractions in a 6th Grade Classroom in Japan.- Part 3:Case Study 2:Peer Led Team Learning for Chemistry.- 9.Peer-Led Team Learning in General Chemistry.- 10.Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-year General Chemistry.- 11.A Multivocal Process Analysis of Social Positioning in Study Groups.- 12.Application of Network Analysis to Collaborative Problem Solving Discourse: An Attempt to Capture Dynamics of Collective Knowledge Advancement.- 13.A Multivocal Analysis of the Emergence of Leadership in Chemistry Study Groups.- Part 4:Case Study 3: Multimodality in Learning About Electricity with Diagrammatic and Manipulative Resources.- 14.Group Scribbles-supported Collaborative Learning in Primary Grade 5 Science Class.- 15.Identifying Pivotal Contributions for Group Progressive Inquiry in a Multimodal Interaction Environment.- 16.Cascading Inscriptions and Practices: Diagramming and Experimentation in the Group Scribbles Classroom.- 17.Conceptual Change and Sustainable Coherency of Concepts Across Modes of Interaction.- 18.Development of Group Understanding via the Construction of Physical and Technological Artifacts.- 19.Agency and Modalities in Multimediated Interaction.- Part 5:Case Study 4:Knowledge Building Through Asynchronous Online Discourse.- 20.Online Graduate Education Course Using KnowledgeForum.- 21.Socio-dynamic Latent Semantic Learner Models.- 22.Exploring Pivotal Moments in Students’ Knowledge Building Progress Using Participation and Discourse Marker Indicators as Heuristic Guides.- 23.Statistical Discourse Analysis of an Online Discussion: Cognition and Social Metacognition.- 24.Critical Reflections on Multivocal Analysis and Implications for Design-Based Research.- Part 6:Case Study 5:A Data-Driven Design Cycle for 9th Grade Biology.- 25.Towards Academically Productive Talk Supported by Conversational Agents.- 26.Gaining Insights from Sociolinguistic Style Analysis for Redesign of Conversational Agent Based Support for Collaborative Learning.- 27.Successful Knowledge Building Needs Group Awareness: Interaction Analysis of a 9th Grade CSCL Biology Lesson.- 28.Interaction Analysis of a Biology Chat.- 29.Network Analytic Techniques for Online Chat.- 30.Multivocality as a Tool for Design-Based Research.- Part 7:Reflections.- 31.Achieving Productive Multivocality in the Analysis of Group Interactions.- 32.Methodological Pathways for Avoiding Pitfalls in Multivocality.- 33.Analytic Representations and Affordances for Productive Multivocality.- 34.Epistemological Encounters in Multivocal Settings.- 35.Multivocality in Interaction Analysis: Implications for Practice.- 36.A Dialog on ‘Productive Multivocality’.

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Author Information

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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