Dialogues and Perception of Intersubjectivity in a Small Group

2013 ◽  
pp. 1-20
Author(s):  
Mei-Chung Lin ◽  
Mei-Chi Chen ◽  
Chin-Chang Chen
Keyword(s):  
Web 2.0 ◽  
Small Group ◽  
Knowledge Construction ◽  
Meaning Making ◽  
Knowledge Building ◽  
The Self ◽  
Collective Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Self Identity ◽  
The Core

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

Dialogues and Perception of Intersubjectivity in a Small Group

2012 ◽  
pp. 1446-1465
Author(s):  
Mei-Chung Lin ◽  
Mei-Chi Chen ◽  
Chin-Chang Chen
Keyword(s):  
Web 2.0 ◽  
Small Group ◽  
Knowledge Construction ◽  
Meaning Making ◽  
Knowledge Building ◽  
The Self ◽  
Collective Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Self Identity ◽  
The Core

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

Dialogues and Perception of Intersubjectivity in a Small Group

2011 ◽  
Vol 1 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Mei-Chung Lin ◽  
Mei-Chi Chen ◽  
Chin-Chang Chen
Keyword(s):  
Web 2.0 ◽  
Small Group ◽  
Knowledge Construction ◽  
Meaning Making ◽  
Knowledge Building ◽  
The Self ◽  
Collective Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Self Identity ◽  
The Core

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

The Effects of Three Instructor Participatory Roles on a Small Group’s Collaborative Concept Mapping

2021 ◽  
pp. 073563312110572
Author(s):  
Fan Ouyang ◽  
Weiqi Xu
Keyword(s):  
Concept Mapping ◽  
Empirical Research ◽  
Knowledge Construction ◽  
Concept Maps ◽  
Meaning Making ◽  
Student Group ◽  
Computer Supported Collaborative Learning ◽  
High Level ◽  
And Behavior ◽  
Collaborative Concept Mapping

Collaborative concept mapping, as one of the widely used computer-supported collaborative learning (CSCL) modes, has been used to foster students’ meaning making, problem solving, and knowledge construction. Previous empirical research has used varied instructional scaffoldings and has reported different effects of those scaffoldings on collaboration. To further examine the effects of instructional scaffoldings, this research implements three different instructor participatory roles (i.e., cognitive contributor, group regulator, and social supporter) to support online collaborative concept mapping (CCM). We use multiple learning analytics methods to examine the group’s CCM processes from the social, cognitive, and metacognitive dimensions, supplemented with assessments of the concept maps. The research reveals different effects of three instructor participatory roles on the group’s collaborative behaviors, discourses, and performances. When the instructor engaged as a cognitive contributor, the student group achieved a lowly-interactive, low-level metacognitive engagement and behavior-oriented knowledge construction; when the instructor engaged as a group regulator, the student group achieved a socially-balanced, high-level metacognitive engagement and behavior-communication-interrelated knowledge construction; and when the instructor engaged as a social supporter, the student group achieved a highly-interactive, medium-level metacognitive engagement and communication-oriented knowledge construction. Based on the results, this research proposed pedagogical, analytical, and theoretical implications for future empirical research of CSCL.

Two Feminist Views on the Self, Identity and Collective Action

Hypatia ◽  
1999 ◽  
Vol 14 (1) ◽  
pp. 120-125
Author(s):  
Margaret A. McLaren
Keyword(s):  
Collective Action ◽  
The Self ◽  
Self Identity

Monkey on My Back. An Autoethnographic Narrative of a Therapeutic Experience

2020 ◽  
Author(s):  
Adam Wiesner
Keyword(s):  
Personal Experience ◽  
Meaning Making ◽  
The Self ◽  
Symbolic Language ◽  
Discursive Practices ◽  
Therapeutic Experience ◽  
Postmodern Philosophy ◽  
The Moment ◽  
The Individual ◽  
Global Uncertainty

With a conscious attempt to contribute to contemporary discussions in mad/trans/queer/monster studies, the monograph approaches complex postmodern theories and contextualizes them from an autoethnographic methodological perspective. As the self-explanatory subtitle reads, the book introduces several topics as revelatory fields for the author’s self-exploration at the moment of an intense epistemological and ontological crisis. Reflexively written, it does not solely focus on a personal experience, as it also aims at bridging the gap between the individual and the collective in times of global uncertainty. There are no solid outcomes defined; nevertheless, the narrative points to a certain—more fluid—way out. Through introducing alternative ways of hermeneutics and meaning-making, the book offers a synthesis of postmodern philosophy and therapy, evolutionary astrology as a symbolic language, embodied inquiry, and Buddhist thought that together represent a critical attempt to challenge the pathologizing discursive practices of modern disciplines during the neoliberal capitalist era.

Pathways to Success Through Identity-Based Motivation

2015 ◽  
Author(s):  
Daphna Oyserman
Keyword(s):  
The Self ◽  
The Core ◽  
Very Young Children ◽  
The Future ◽  
Identity Based ◽  
Future Self ◽  
Fidelity Measures ◽  
The Individual ◽  
Taking Action ◽  
Minimal Effort

Everyone can imagine their future self, even very young children, and this future self is usually positive and education-linked. To make progress toward an aspired future or away from a feared future requires people to plan and take action. Unfortunately, most people often start too late and commit minimal effort to ineffective strategies that lead their attention elsewhere. As a result, their high hopes and earnest resolutions often fall short. In Pathways to Success Through Identity-Based Motivation Daphna Oyserman focuses on situational constraints and affordances that trigger or impede taking action. Focusing on when the future-self matters and how to reduce the shortfall between the self that one aspires to become and the outcomes that one actually attains, Oyserman introduces the reader to the core theoretical framework of identity-based motivation (IBM) theory. IBM theory is the prediction that people prefer to act in identity-congruent ways but that the identity-to-behavior link is opaque for a number of reasons (the future feels far away, difficulty of working on goals is misinterpreted, and strategies for attaining goals do not feel identity-congruent). Oyserman's book goes on to also include the stakes and how the importance of education comes into play as it improves the lives of the individual, their family, and their society. The framework of IBM theory and how to achieve it is broken down into three parts: how to translate identity-based motivation into a practical intervention, an outline of the intervention, and empirical evidence that it works. In addition, the book also includes an implementation manual and fidelity measures for educators utilizing this book to intervene for the improvement of academic outcomes.

scholarly journals The potential of transformative video design for improving caregiver’s wellbeing

2021 ◽  
Vol 8 (1) ◽  
pp. 205510292110090
Author(s):  
Milica Petrovic ◽  
Andrea Gaggioli
Keyword(s):  
Health Outcomes ◽  
Narrative Identity ◽  
Meaning Making ◽  
Informal Caregivers ◽  
The Self ◽  
Design Technique ◽  
New Approach ◽  
Role Transformation

The existing interventions for informal caregivers assist with managing health outcomes of the role burden. However, the deeper meaning-making needs of informal caregivers have been generally neglected. This paper reflects on the meaning-making needs of informal caregivers, through the theory of narrative identity, and proposes a new approach – the Transformative Video Design technique delivered via video storytelling. Transformative Video Design assists informal caregivers to re-create a cohesive caregiving story and incorporate it into the narrative identity. The technique is used as a stimulus for triggering the self-re-structure within the narrative identity and facilitating role transformation.

scholarly journals Influence of Salt on the Self-Organization in Solutions of Star-Shaped Poly-2-alkyl-2-oxazoline and Poly-2-alkyl-2-oxazine on Heating

Polymers ◽  
2021 ◽  
Vol 13 (7) ◽  
pp. 1152
Author(s):  
Tatyana Kirila ◽  
Anna Smirnova ◽  
Alla Razina ◽  
Andrey Tenkovtsev ◽  
Alexander Filippov
Keyword(s):  
Phase Separation ◽  
Salt Concentration ◽  
Monomer Unit ◽  
Salt Content ◽  
The Self ◽  
Self Organization ◽  
Phase Separation Temperature ◽  
The Core ◽  
Separation Temperature ◽  
Water Salt

The water–salt solutions of star-shaped six-arm poly-2-alkyl-2-oxazines and poly-2-alkyl-2-oxazolines were studied by light scattering and turbidimetry. The core was hexaaza[26]orthoparacyclophane and the arms were poly-2-ethyl-2-oxazine, poly-2-isopropyl-2-oxazine, poly-2-ethyl-2-oxazoline, and poly-2-isopropyl-2-oxazoline. NaCl and N-methylpyridinium p-toluenesulfonate were used as salts. Their concentration varied from 0–0.154 M. On heating, a phase transition was observed in all studied solutions. It was found that the effect of salt on the thermosensitivity of the investigated stars depends on the structure of the salt and polymer and on the salt content in the solution. The phase separation temperature decreased with an increase in the hydrophobicity of the polymers, which is caused by both a growth of the side radical size and an elongation of the monomer unit. For NaCl solutions, the phase separation temperature monotonically decreased with growth of salt concentration. In solutions with methylpyridinium p-toluenesulfonate, the dependence of the phase separation temperature on the salt concentration was non-monotonic with minimum at salt concentration corresponding to one salt molecule per one arm of a polymer star. Poly-2-alkyl-2-oxazine and poly-2-alkyl-2-oxazoline stars with a hexaaza[26]orthoparacyclophane core are more sensitive to the presence of salt in solution than the similar stars with a calix[n]arene branching center.

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