Towards a Systematic Study of Representational Guidance for Collaborative Learning Discourse.

Abstract

Abstract: The importance of collaborative and social learning processes is well established, as is the utility of external representations in supporting learners ' active expression, examination and manipulation of their own emerging knowledge. However, research on how computerbased representational tools may support collaborative learning is in its infancy. This paper motivates such a line of research, sketches a theoretical analysis of the roles of constraint and salience in the representational guidance of collaborative learning discourse, and reports on an initial study that compared textual, graphical, and matrix representations. Differences in the predicted direction were observed in the amount of talk about evidential relations and the use of epistemological categories.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 194 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.