2. Knowledge-Building and Moderation in Asynchronous Computer Conferencing Sarah Schrire Kibbutzim College of Education

3. Effect of writing on thinking and suitability of collaborative learning to higher-order thinking and to the development of a deep and meaningful approach to learning Computer Conferencing: Benefits

4. Theoretical Perspectives  Sociocultural view of learning (Vygotsky and Wertsch)  Teaching and learning as a dialogical activity (Wells)  Learning as conversation (Jonassen et al.)  Concept of distributed intelligence or cognition (Jonassen, Resnick, Perkins)  Concept of person-plus: person-solo + surround (Perkins)  Integrated concept (individual and distributed) (Salomon)

5. Practical Inquiry Model of Cognitive Presence (Garrison, Anderson, & Archer, 2000, 2001) Triggering Event Exploration Integration Resolution New Triggering Event

6. Collaborative Knowledge-Building Triggering Event Exploration Integration Resolution Higher-order thinking; Critical thinking

7. Characterizing Knowledge-Building Interaction Cognition Macro level: thread interaction patterns Micro level: message discourse moves Sociocognitive aspects: socially distributed cognition Individual cognition

8. Instruments  Interaction pattern mapping (Howell-Richardson & Mellar, 1996; Hara, Bonk, & Angeli, 2000)  Discourse analysis – analysis of moves and exchange structure (Wells, 1996, 1999; Henri, 1992)  Bloom’s Taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956)  SOLO Taxonomy (Biggs & Collis, 1982)  Practical Inquiry Model (Garrison, Anderson, & Archer, 2000, 2001)

9. Interaction Pattern Mapping 1 2 3 4 7 13 12 5 6 9 10 11 14 16 17 15 8 Instructor- centered Synergistic

10. Individual cognition in Forum 1: Bloom and SOLO taxonomies SOLO Taxonomy Bloom’s Taxonomy 62%59%Upper levels 33%36%Lower levels 5% Uncodable

11. Distributed cognition: Practical Inquiry Model in Forum 1

12. אינטגרציה פתרון Distributed cognition in instructor-centered threads in Forum 1 Triggering Event Exploration Integration Resolution

13. Distributed cognition in synergistic threads in Forum 1 Triggering Event Exploration Integration Resolution Uncodable

14. Cognition: Correspondences Among Models Bloom’s Taxonomy SOLO Taxonomy Practical Inquiry Model Comprehension Application Initial Analysis Unistructural OR MultistructuralExploration Application Analysis Initial Synthesis RelationalIntegration Synthesis Evaluation Relational OR Extended AbstractResolution

15. Practical Implications Achieving higher-order thinking; critical thinking By aiming for sustained interaction in conferences By developing synergistic discussion threads By encouraging explicit interaction between messages By optimal use of the Initiate, Response and Follow-up moves MACRO MICRO

16. Effective Intervention: Macro Level 1 2 3 4 7 13 12 5 6 9 10 11 14 16 17 15 8 Instructor- centered Synergistic 1818 18

17. Sustained Interaction Macro Level 21 23 22 27 28 24 26 1818 1919 20 25 29

18. Effective Opening Moves Micro Level Discourse Analysis  Use Initiate moves with the highest degree of prospectiveness – that have a clear Demand function Constructivist Pedagogy  Initiation of pragmatic dialogue – use of tough questions that plunge participants into exploring the unknown The most effective questions are those with no clear-cut answers or those requiring collaborative development of an intellectual product.

19. Effective Continuing Moves Micro Level Discourse Analysis  Use single or double Follow-up moves that: Acknowledge one or more messages Give additional information Acknowledge / Give and make a new Demand  Ensure explicit interaction if possible Critical Thinking  Sharpen the focus by: Identifying direction Sorting ideas for relevance Focusing on key points  Deepen the dialogue by: Full-spectrum questioning Making connections Respecting multiple perspectives

20. Find a balance between hijacking the dialogue and letting the conversation wallow in the shallows. Effective Continuing Moves Micro Level Pay attention to correct timing.

21. Creating Social Presence: Using Voice  Generative guide Eliciting ideas by brainstorming  Conceptual facilitator Pinpoint conceptual areas that need attention  Reflective guide Restate or recraft  Personal muse Model open exploration of ideas in internal dialogue  Mediator Redirect discussion from hardened position

22. Creating Social Presence: Using Tone  Neutral Baseline tone  Analytical Analysis in a neutral tone  Curious Personal and informal  Humorous To be used selectively Get across a feeling of genuine interest!

23. What kind of conversation?  Dialectic “a disciplined inquiry into what is being examined” danger of factionalization  Discussion transactional – personal assumptions at center based on negotiation  Dialogue transformative Meaning constructed through sharing  Design “participants transcend opinions and create something new”

24. Proposed Scheme for Evaluating Knowledge-Building  Tone Tone  Process and movement Process and movement  Content Content  Structure Structure  Individual cognitive processing Individual cognitive processing  Discourse Discourse  Function Function

25. Proposed Scheme: Function SuspensionResolutionIntegrationExplorationTriggering Event Holding upRounding offConnecting ideas within and between messages Trying out new ideas Initiating new direction of discussion

26. Proposed Scheme: Tone SuspensionResolutionIntegrationExplorationTriggering Event  Neutral  Unengaged  Acquiescent  Committed  Decisive  Firm  Tentative  Analytic  Reflective  Hesitant  Questioning  Puzzled  Curious  Inquisitive

27. Proposed Scheme: Process and Movement SuspensionResolutionIntegrationExplorationTriggering Event  Static  Remaining in place  Deductive  Inward (outward)  May initiate new triggering event  Convergent  Inward (outward)  May initiate new triggering event  Divergent  Outward  Brain- storming  Inductive

28. Proposed Scheme: Content SuspensionResolutionIntegrationExplorationTriggering Event  Repetition of previous ideas  Leaping to conclusions  Considered proposals  Operative solutions  Support for proposals  Defense of solutions  Clarification  Elaboration  Inferences from personal experiences  Preliminary conclusions  Initial solutions  Suggestions  Personal narratives  Information exchange  Questions for confirmation  Recognition of problem  Background to problem  Questions

29. Proposed Scheme: Structure SuspensionResolutionIntegrationExplorationTriggering Event  Variable  Uni- structural  Relational and convergent OR  Extended abstract  Relational and convergent  Cohesive  Unistructural and convergent OR  Multi- structural and divergent / diffuse  Variable

30. Proposed Scheme: Individual Cognitive Processing SuspensionResolutionIntegrationExplorationTriggering Event  Comprehen- sion  Synthesis  Evaluation  Application  Analysis  Preliminary synthesis  Comprehen- sion  Application  Preliminary analysis  Variable

31. Proposed Scheme: Discourse SuspensionResolutionIntegrationExplorationTriggering Event  Explicit or implicit  Follow-up- Acknowledge  Response- Give  Explicit (specific)  Implicit / Explicit (general)  Follow-up- Acknowledge or Give  Initiate- Give  Explicit (specific)  Follow-up- Acknowledge or Give  Response- Give  Implicit (mainly)  Response- Give  Elicits interaction  Initiate- Demand  Initiate-Give

32. Sample Profile based on Proposed Scheme Profile for Sample Message

33. References  Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000) Facilitating Online Learning: Effective Strategies for Moderators. Madison, WI: Atwood Publishing.  Davis, B., & Brewer, J. P. (1997). Electronic Discourse: Linguistic Individuals in Virtual Space. Albany: State University of New York Press.  Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education 2 (2-3), 87-105.  Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. The American Journal of Distance Education, 15 (1), 7- 23.  Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115-152.

34. References (continued)  Henri, F. (1992). Computer Conferencing and Content Analysis. In A. R. Kaye (Ed.), Collaborative Learning Through Computer Conferencing (pp. 117-136). Berlin: Springer-Verlag.  Howell-Richardson, C., & Mellar, H. (1996). A methodology for the analysis of patterns of participation within computer-mediated communication courses. Instructional Science, 24, 24-69.  Jenlink, P., & Carr, A. A. (1996, January-February). Conversation as a Medium for Change in Education. Educational Technology, 31-38.  Kneser, C., Pilkington, R., Treasure-Jones, T. (2001). The Tutor’s Role: An investigation of the power of Exchange Structure Analysis to identify roles in CMC seminars. International Journal of Artificial Intelligence in Education, 12, 63-84.  Perkins, D. N. (1993). Person-plus: a distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 88-110). Cambridge: Cambridge University Press.

35. References (continued)  Salomon, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge University Press.  Scardamalia, M., & Bereiter, C. (1993). Technologies for Knowledge- Building Discourse. Communications of the ACM, 36 (5), 37-41.  Scardamalia, M., & Bereiter, C. (1994). Computer Support for Knowledge-Building Communities. The Journal of the Learning Sciences, 3 (3), 265-283.  Sherry, L., Billig, S. H., & Tavalin, F. (2000). Good Online Conversation: Building on Research to Inform Practice. Journal of Interactive Learning Research, 11 (1), 85-127.  Tagg, A. C. (1994). Leadership from Within: Student Moderation of Computer Conferences. The American Journal of Distance Education, 8 (3), 40-50.  Wells, G. (1996). Using the Tool-Kit of Discourse in the Activity of Learning and Teaching. Mind, Culture and Activity, 3 (2), 74-101.

36. Thank you for your attention