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Cutting across the common distinction between learning to argue and arguing to learn, this research is concerned with arguing to learn argumentative knowledge, or broadening and deepening understanding of the space of debate. A secondary school experiment compared broadening/deepening of understanding of the space of a debate on genetically modifie...
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Cutting across the common distinction between learning to argue and arguing to learn, this research is concerned with arguing to learn argumentative knowledge, or broadening and deepening understanding of the space of debate. A secondary school experiment compared broadening/deepening of understanding of the space of a debate on genetically modifie...
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... Cook et al., 2019;Wegerif, 2010) where differences between voices can be explored. This space is widened when new arguments or topics are introduced and deepened when students increase their reflections by elaborating the meaning of arguments to better understand the topic (Baker et al., 2003). ...
This study investigates how students in a 10th-grade class used querying in subject-oriented meaning-making. We combine thematic analysis of a video-recorded learning trajectory comprising eight lessons in social science, with interaction analyses of selected episodes. We investigate how querying may prove productive and we aim to identify teaching strategies that are conducive to such querying. The findings suggest that querying can lead to cognitively demanding coordination and enhance an evaluative epistemic stance. We found the use of a microblogging tool to be productive in facilitating querying by displaying contrasting ideas and mediating uptake in whole-class conversations. Strategies to obtain productive querying are related to the teacher's assignments and uptake of students' contributions, as well as the teacher allowing students space to explore.
... It breaks classes into groups and breaks assignments into pieces that the group assembles to complete the puzzle [3,22]. Debate is an efficient method to develop students' critical thinking [1,35]. A community of practice is a group of people who share a concern or a passion for something and they interact regularly for doing it better [20]. ...
This chapter concludes the book with three reflections. The first reflection is that quality is a complex concept. Based on the perspective of university teachers, this study finds the diversity of quality teaching and a comparably common perception—students’ deep understanding of the learning subject through interviews with teachers from Italy, China, and the United Kingdom. Since the teaching contexts (such as disciplines, countries, teaching experience, teaching approaches, etc.) are different, this book is not intended to offer a definitive final answer but leads an open dialogue for quality teaching. The second one is for teachers who are interested in using CSCL in teaching practice. Since the quality of collaborative activities largely influences both learning experience and learning effectiveness. Here provides six suggestions in designing collaborative learning activities. The third one is back to the original question, that is, to what extent eLearning has affected the quality of teaching. I do not think there is a single answer that fits for all of us. What I offer is three pairs of dialectical relationships that influence the impact of eLearning on quality teaching, thus, you could use them to reflect on the eLearning’s impact in your case.
... Designing a medium for interactive debate like DREW (Dialogical Reasoning Educational Web tool) is an example of this type of collaboration. The design of this tool was based on the idea of ''arguing to learn" or ''argumentative knowledge" concern (Baker et al., 2003). This form of collaboration facilitates the process in which learners argue in teams that have been designed to facilitate representing, constructing, and sharing of arguments with the aim of learning (Noroozi et al., 2013). ...
... broadening the space of debate (Baker, Quignard, Lund, & Séjourné, 2003); attitude change (Andriessen et al., 2003); critical questions (Nussbaum & Edwards, 2011); or hints (Berland & Reiser, 2009;Sampson, Grooms, & Walker, 2011). ...
The relation between argumentation and education is currently attracting researchers’ attention from both argumentation theory and educational practice fields. Although much work has been done in the intersection between methods of analyzing and assessing arguments and their emergence in educational contexts, there is still a lack of clarity regarding how the philosophical and logical tradition can feed educational practice and vice versa. This introduction of the special issue on “Argumentation methods in educational contexts” is aimed at explaining the need for more systematic discussions between the two sub-fields. The paper concludes with an overview of the five articles that form part of this special issue, which separately represent directions for future research in the field of argument in education.
... ns in the everyday classroom, or else they involved small-group interactions, also collected in schools, with computer-mediated communication at a distance, using specially designed interfaces for written communication ( " CHAT " ) and joint action on shared graphical interfaces (e.g. for drawing diagrams, including Toulmin-like argument diagrams: Baker, Quignard, Lund & Séjourné, 2003). In the case of corpora of 'ordinary' face to face small group interactions, the analytical goal was mainly exploratory and methodologically oriented, aiming at identifying the pragma-dialectical structure of interactions, interactive processes of co-elaboration of solutions and their conceptual foundations, and situating the latter withi ...
... Therefore, in addition to the " for " and " against " attitude confrontation, others can occur, such as where both students are in fact against, or else both in favour of the issue debated; or else where neither is sure, or one is clearly against and the other not sure (What kind of debate could occur in cases where students share the same opinion, and have not been assigned to for/against roles? In previous work (Baker, Quignard, Lund & Séjourné, 2003) we have shown that dialogues involving exchange of arguments can occur even when students are both " against " or else both " neither for nor against " an issue (such as authorisation of production of genetically-modified organisms, GMOs), as shown in the examples below (Extracts 2 and 3): ...
... The second study took place with respect to a socio-scientific question, in a civic education class (see Baker, Quignard, Lund & Séjourné, 2003; Baker & Séjourné, 2007; Baker, 2009b), specifically on debating the following question, in groups of two students: " Should the production of Genetically-Modified Organisms (GMOs) be allowed in France? " . ...
This paper discusses the relevance of pragma-dialectical theory for the analysis of students' argumentation dialogues and interactive learning processes. It is argued that although pragma-dialectics is the most appropriate approach in this context, additional dimensions of analysis (epistemological, interdiscursive, dialogical, interpersonal and affective) need to be considered and integrated with the pragmatic and the dialectical. In conclusion, prospects for new rapprochement between argumentation theory and psychology are discussed.
... I also continued this line of investigation by structuring argumentation dialogue in CSCL using specifically designed interfaces for co-creating argument diagrams (e.g. Baker, Quignard, Lund & Séjourné, 2003). Perhaps unsurprisingly, we discovered that the learning effects of particular semiotically-structured tools for joint argumentation depended on the precise way in which the learners' task was structured. ...
This article is a commentary on a model for negotiation in teaching-learning dialogues (Baker 1994) that traces its origins and developments over the past 20 years. The first main section of the paper describes the research background out of which the model arose, within the credo of individualised tutoring of the 1980s. This is followed by a summary of the main elements of the model, then a presentation of its subsequent developments. These comprise the analysis of argumentation dialogue and its potential for collaborative learning, the analysis of interpersonal relations in relation to the interactive regulation of affect, and extensions of the model to other epistemic situations such as explanation generation, co-design, online epistemic discussions and use of communication interfaces in computer-supported collaborative learning environments. On these bases, the object of study of this research is defined as the processes of negotiation of meaning in epistemic situations. It is concluded that the main core of the model was retained, throughout its deepening and extension, but the underlying theory was radically changed, from cognitivist belief-systems to a view of dialogue itself as collective thinking. Two challenges for artificial intelligence and education research are raised: the formalisation of interpersonal relations as they are played out in social interaction, and the analysis of the processes of appropriation of discourse genres.
... Theories of learning now acknowledge the importance of social interactions between individuals acting in a social world, as being influenced by the opportunities offered by digital technologies. Authors such as Crook (1996), Dillenbourg (2000) Harrasin et al. (2000) and Baker (2003) are important references in the field of collaborative learning mediated by technologies. The theory of situated cognition adds to this discussion, taking as a benchmark the sociocultural perspective of Vygotsky (1978) and, more recently, the work of Rogoff (1993), Bereiter (1997) and Wenger (2001), to name just a few of the best-known authors in the field of education. ...
This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.
... It was decided to try to re-use and adapt a canonical teaching sequence involving use of DREW, that had already proved successful in French classrooms at the same level ( Baker et al. 2003, Lund, Molinari, Séjourné & Baker 2007, as follows: ...
... In previous work ( Baker et al. 2003), we had studied the same CHAT debate (on GMOs) in a different school, with students of the same age. In that case, the percentages of different interaction categories were as follows: Categories 123 (Off task, Social talk, Interaction management), 41%; Task management, 9%; Opinion, 17%; argumentation, 19%; Broaden and deepen, 14%. ...
We present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face‐to‐face and networked collaborative learning technology and pedagogy into a secondary school history‐geography classroom. Students carried out a sequence of argumentative tasks relating to sustainable development, including argument generation, sharing and elaboration, debate using a computer‐mediated communication, and organization of arguments in a shared diagram. Students' interactions and diagrams were analysed in terms of degree and quality of argumentativity, as well as catachresis (‘getting round’ the software to perform a non‐prescribed task). Results run counter to positive systems of ideas and values concerning collaborative learning and its technological mediation in that the scenario did not meet its pedagogical aims, having to be abandoned before its planned end. We discuss possible explanations for this ‘failure story’ in terms of the articulation between everyday, technology‐related and educational discourse genres, with their associated social milieux, as well as the social structure of the classroom. The relevance of these aspects for future attempts to integrate such technologies is discussed. In conclusion, we discuss a vision of learning that takes into account students who do not accept to play the educational game.
... Whilst argumentation may have different purposes at different stages in the educational process and across different academic contexts, it is argued that the activity of exchanging perspectives on an issueparticularly when students are in direct dialogueis linked to learning and knowledge building (Ravenscroft, Wegerif, & Hartley, 2007). Such a claim has largely emerged within cognitive psychology and sociocultural theories of learning and the pedagogical approaches such as collaborative learning (including computer-supported collaborative learning) that they have given rise to (see Baker, Quignard, Lund, & Séjourné, 2003). To date, such a claim has not been a focus of functional linguistic enquiry (although see Coffin & Hewings, 2005;Coffin, Painter, & Hewings, 2005a, 2005b, for some early work in this area). ...
... It involves a collective inquiry into a topic whereby, through a process of interactive questioning, reasoning and dialogue, learners reach a deeper understanding of the topic (Mercer, Dawes, Wegerif, & Sams, 2004). Argumentative dialogue takes on a special significance in such a process: Baker et al. (2003) claim that by being required to publicly justify their position, learners are forced to explain learning material to themselves (as well as to others) and that such 'self-explanation' facilitates the integration of new knowledge into existing cognitive structures (see also Weinberger & Fischer, 2006). A number of empirical research studies investigating computer-supported tutor-student exchanges in university science courses provide evidence of how such a process works. ...
... Synchronous collaborative learning software is increasingly used in various teaching situations: discussion structuring [2], collaborative design [3,4], construction of knowledge [5], etc. Other environments aim to be generic, such as the Platine [6,7] or the Omeg+ [8] platforms. ...
This article addresses issues related to traces modelling for formally describing human interactions of people engaged in a synchronous collaborative learning activity. The objective is to propose models and tools for representing, transforming, sharing and visualising traces of users’ experiences. The traces here represent the users’ activities in their interactions with the learning platform. Our proposition is based on reflexive learning defined as the ability to interact with the situation, in order to meet one’s own limitations. This work takes place in the ITHACA project which aims at developing an on-line learning platform that uses interaction traces as knowledge sources on, and for, the learners’ learning as individuals or groups. In this paper, we propose a general framework for trace management and sharing, a generic model of synchronous collaborative activity based on the notion of interaction modes that we specialized for whiteboard sharing and text chatting, and a conceptual framework for modelling the exploitation of modelled traces, in particular for interactive visualisation on the user side. This article extends our previous work [1] on the instrumented prototypes, by presenting our theorisation of the interactive visualisation of modelled traces.
