scholarly journals Collaborative Learning at the Boundaries: Hallmarks within a Rehabilitation Context

2017 ◽  
Vol 7 (3) ◽  
pp. e2121 ◽  
Author(s):  
Bjørg Christiansen ◽  
Inger Taasen ◽  
Nora Hagstrøm ◽  
Kjellaug Kildal Hansen ◽  
Dorte Lybye Norenberg
Keyword(s):  
Collaborative Learning ◽  
Boundary Object ◽  
Shared Knowledge ◽  
Concerted Effort ◽  
Learning Potential ◽  
Professional Groups ◽  
Abstract Boundary ◽  
Context Dependent ◽  
Shed Light

The aim of the article is to shed light on how collaborative learning at the boundaries between professions plays out within a rehabilitation context. The study has an ethnographic design in the form of observation and interviews in two rehabilitation contexts. Findings showed that collaborative learning was stimulated when the professional groups made a concerted effort to acquire an overall perspective on the patient’s situation and requested and disseminated context-dependent expressions and knowledge about how the patient functioned. The “training” of patients on the ward served as an abstract boundary object amongst the staff functioning as a unifying resource in collaboration. The study exemplifies the learning potential when boundaries between professions become more open in an overlapping collaboration. This enables awareness of one’s own boundaries and of the fact that one had a wealth of shared knowledge. In addition, it entailed the learning of techniques and procedures from other professions, which augmented and developed one’s own professional repertoire.

Developing Shared Mental Models in Computer-Supported Collaborative Learning

2008 ◽  
pp. 278-299
Author(s):  
Marissa L. Shuffler ◽  
Gerald F. Goodwin
Keyword(s):  
Collaborative Learning ◽  
Mental Models ◽  
Learning Environments ◽  
Social Presence ◽  
Shared Mental Models ◽  
Shared Knowledge ◽  
Shared Understanding ◽  
Computer Supported Collaborative Learning ◽  
Online Learners ◽  
Computer Based

In order to adapt to changing learning environments, instructors must be aware of the challenges that virtuality brings to establishing a shared understanding among online learners. Although developing shared mental models is typically a natural part of learning, it requires significant social and task-related interaction among students, which can be difficult in computer based environments in which social presence is lacking. This chapter will briefly discuss research related to the development of shared understanding and explore what instructors can do to address challenges and facilitate the development of shared knowledge in computer supported collaborative learning environments.

Coercing shared knowledge in collaborative learning environments

2008 ◽  
Vol 24 (2) ◽  
pp. 403-420 ◽  
Author(s):  
Paul A. Kirschner ◽  
Pieter J. Beers ◽  
Henny P.A. Boshuizen ◽  
Wim H. Gijselaers
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Shared Knowledge

scholarly journals Towards Careful Practices for Automated Linguistic Analysis of Group Learning

2016 ◽  
Vol 3 (3) ◽  
pp. 239-262 ◽  
Author(s):  
Iris K Howley ◽  
Carolyn Penstein Rose
Keyword(s):  
Collaborative Learning ◽  
Computational Modeling ◽  
Group Learning ◽  
Linguistic Analysis ◽  
Learning Sciences ◽  
Boundary Object ◽  
Analysis Approach ◽  
Qualitative Approaches ◽  
Methodological Approaches ◽  
The Many

This paper reviews work in progress towards bridging the field of linguistics and its operationalizations of discourse, and that of frameworks for studying collaborative learning that are rooted directly in the learning sciences.  We begin with the vision of a multi-dimensional coding and counting analysis approach that might serve as a boundary object between the variety of methodological approaches to analysis of collaborative learning that exist within the Learning Sciences.  We outline what we have discovered from a combination of hand coding, comparison with alternative analytic approaches including network analytic and qualitative approaches, correlational analyses in connection with learning-relevant extralinguistic variables, and computational modeling.  We explore both the contribution of work to date as well as the many remaining challenges.

scholarly journals Facilitating Computer-Supported Collaborative Learning with Question-Asking Scripting Activity and its Effects on Students’ Conceptual Understanding and Critical Thinking in Science

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Hazel Joyce Mercado Ramirez
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Conceptual Understanding ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Shared Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Question Asking ◽  
Post Test ◽  
Quasi Experimental

Computer-supported collaborative learning (CSCL) provides an environment that enhances social interaction and shared knowledge construction among students. However, limited research has examined CSCL reinforced by question-asking scripting activity. This research investigated the effects of CSCL with question-asking scripting activity on the development of conceptual understanding and critical thinking in science. Moreover, the research design was a three-group pre-test-post-test quasi-experimental study in which the research sample were 106 Grade 7 students. The only difference between the control and the experimental groups was the exposure to CSCL. The experimental groups were exposed to CSCL approaches: one without scripting while one was exposed with question-asking scripting activity. Results revealed that CSCL approaches significantly affected the development of students’ conceptual understanding and critical thinking. Specifically, CSCL with scripting stimulated more intellectual discussion which allowed learners to deepen lesson comprehension and improve their critical thinking skills. Insights on the innovations through technology integration, collaborative inquiry learning, and question-asking activity to enhance science education were also discussed. The findings of this study have important implications for future practice.

Using and Acquiring Shared and Unshared Knowledge in Collaborative Learning and Writing

2011 ◽  
pp. 49-63
Author(s):  
Aemilian Hron ◽  
Ulrike Cress ◽  
Sieglinde Neudert
Keyword(s):  
Collaborative Learning ◽  
Instructional Support ◽  
Psychological Research ◽  
Shared Knowledge ◽  
Experimental Conditions ◽  
Support Measure ◽  
Information Pooling ◽  
The Social ◽  
Application Sharing ◽  
Social Psychological Research

The aim of this study is to examine means of fostering videoconference-based collaborative learning, by focussing on three issues: (1) to induce collaborative learners to write a co-construct, applying (in addition to their shared knowledge) their unshared knowledge, which tends to be neglected, according to the social-psychological research paradigm of information pooling; (2) to activate these learners in their dialogues to exchange unshared knowledge possessed by one learning partner, so that it becomes shared knowledge possessed by both partners (knowledge transfer); (3) to try out, as an instructional support measure, scripted, content-specific visualisation, combining a content scheme with an interaction script. An experiment was conducted with 30 learning dyads, divided into three conditions of videoconference-based learning with application sharing: without instructional support, with content-specific visualisation, and with scripted content-specific visualisation. As expected, the scripted content-specific visualisation led to a higher transfer of previously unshared knowledge to shared knowledge. But, contrary to expectation, the scripted content-specific visualisation did not induce the learning partners to apply more unshared knowledge in writing their co-construct. Instead, in all three experimental conditions, learners brought significantly more shared knowledge into the co-construct than would have been expected from the distribution of shared and unshared knowledge measured before collaboration.

scholarly journals Lissencephaly-1 is a context-dependent regulator of the human dynein complex

eLife ◽  
2017 ◽  
Vol 6 ◽  
Author(s):  
Janina Baumbach ◽  
Andal Murthy ◽  
Mark A McClintock ◽  
Carly I Dix ◽  
Ruta Zalyte ◽  
...  
Keyword(s):  
Complex Formation ◽  
Binding Protein ◽  
Cytoplasmic Dynein ◽  
Cargo Transport ◽  
Dynein Motor ◽  
Context Dependent ◽  
Shed Light ◽  
Dynamic Microtubule

The cytoplasmic dynein-1 (dynein) motor plays a central role in microtubule organisation and cargo transport. These functions are spatially regulated by association of dynein and its accessory complex dynactin with dynamic microtubule plus ends. Here, we elucidate in vitro the roles of dynactin, end-binding protein-1 (EB1) and Lissencephaly-1 (LIS1) in the interaction of end tracking and minus end-directed human dynein complexes with these sites. LIS1 promotes dynactin-dependent tracking of dynein on both growing and shrinking plus ends. LIS1 also increases the frequency and velocity of processive dynein movements that are activated by complex formation with dynactin and a cargo adaptor. This stimulatory effect of LIS1 contrasts sharply with its documented ability to inhibit the activity of isolated dyneins. Collectively, our findings shed light on how mammalian dynein complexes associate with dynamic microtubules and help clarify how LIS1 promotes the plus-end localisation and cargo transport functions of dynein in vivo.

scholarly journals Exploring ideas generation through a shared artifact: The case of GasTec

2021 ◽  
pp. 146575032110270
Author(s):  
Steven Pattinson ◽  
Paul Lassalle ◽  
Jarna Heinonen ◽  
Jonathan M Scott ◽  
David Preece
Keyword(s):  
Small Business ◽  
Gas Sensors ◽  
Boundary Object ◽  
Innovation Strategy ◽  
Shared Knowledge ◽  
Top Down ◽  
External Knowledge ◽  
Enhanced Absorption ◽  
New Ideas ◽  
Design And Manufacture

This case focuses on ideas generation in GasTec, a science-based small business specializing in the design and manufacture of gas sensors and analyzers. The case examines how employees’ interaction with a shared boundary object (The “Imagineering Wall”) contributed to the generation of innovative new ideas. The case shows how the Wall generated discussion and participation among employees, leading to enhanced absorption of internal and external knowledge. Interacting with the Wall exemplifies how both bottom-up processes through which employees shared knowledge internally, and top-down processes that supported formalized, managerial-led, external collaborations contribute to ideas generation and innovation. The case also highlights the current dilemma of GasTec’s Managing Director in deciding whether to continue to support the development of the Wall as part of its innovation strategy.

scholarly journals The strategic and epistemic properties of `know'

2021 ◽  
Author(s):  
Alexandra Lorson ◽  
Hannah Rohde ◽  
Chris Cummins
Keyword(s):  
Experimental Design ◽  
Point Of View ◽  
Shared Knowledge ◽  
Degrees Of Belief ◽  
Strategic Approach ◽  
Production Strategies ◽  
Speaker Intentions ◽  
Epistemic Standards ◽  
Context Dependent ◽  
As If

In communicating about certainty, speakers make choices among available formulations and hearers will aim to recover speaker intentions. In two studies, we assess speakers' production choices and hearers' interpretations to test (a) how maximal certainty is formulated, (b) whether those formulations adjust depending on context, and (c) whether speakers' context-driven adjustments are apparent to hearers. We compare the lower-certainty formulation `I believe that the deadline is tomorrow' [`believe'] with two high-certainty formulations, `I know that the deadline is tomorrow' [`know'] and `The deadline is tomorrow' [bare assertion]. Following Williamson (2000) and De Rose (2002), it is unclear which one of the latter two conveys higher epistemic standards. Given the unclear picture, we investigate when (if ever) `know' should be felicitous to utter over the bare assertion. One reason could be that `know' may be uttered felicitously for a wider range of contexts than the bare assertion (De Rose, 1992).Furthermore, `know' might be a useful linguistic tool for speakers to structure the subsequent dialogue to their liking. By presupposing content speakers assume or act as if the conveyed information was already shared knowledge and not up for debate. Thus, hearers might be more inclined to accept and accommodate e.g. Lewis (1979) presupposed content than asserted content.We investigated whether interlocutors align in the way they convey and recover meaning from statements about degrees of belief, comparing their behaviour across cooperative and uncooperative scenarios. Our results suggest (a) that speakers use know>bare assertion>believe for content with successively lower evidentiality scores and that hearers likewise infer know>bare assertion>believe in the same relative ordering. Regarding (b), speakers used `know' strategically in the uncooperative scenario to overstate their knowledge indicating that the usage of `know' is context-dependent. Regarding (c), hearers seemingly fail to recover these production strategies. This may be due to our experimental design where we investigated comprehension from a bystander point of view, or might similarly suggest that speakers succeed with their strategic approach.

scholarly journals The Limits of Epistemic Communities: EU Security Agencies

2015 ◽  
Vol 3 (1) ◽  
pp. 90-100 ◽  
Author(s):  
Mai'a K. Davis Cross
Keyword(s):  
Crisis Management ◽  
Security Policy ◽  
Institutional Context ◽  
Epistemic Community ◽  
Epistemic Communities ◽  
Shared Knowledge ◽  
Intelligence Analysis ◽  
High Level ◽  
European Defence Agency ◽  
Shed Light

This article examines the cases of the European Defence Agency (EDA) and EU Intelligence Analysis Centre (IntCen) to argue that although they are comprised of high-level security experts, they do not constitute epistemic communities. Research on other groups of security experts based in Brussels has shown that epistemic communities of diplomats, military experts, security researchers, and civilian crisis management experts, among others, have been able to influence the trajectory of security integration by virtue of their shared knowledge. Importantly, these security epistemic communities have been shown to significantly impact outcomes of EU security policy beyond what would be expected by looking only at member-states’ initial preferences. In exploring two examples of “non-cases” that are at the same time very similar to the other examples, the author seeks to shed light on why some expert groups do not form epistemic communities, and how this changes the nature of their influence. In so doing, the goal is to sharpen the parameters of what constitutes epistemic communities, and to add to our understanding of why they emerge. The argument advanced in this article is that institutional context and the nature of the profession matter as preconditions for epistemic community emergence.

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