Diagram-mediated collaborative learning: diagrams as tools to provoke and support elaboration and argumentation
conference paper
This paper focuses on the way graphical forms of representation mediate collaborative learning. We present and compare the results of two different studies in which students worked together on a diagram. In both studies the group task was meant to promote conceptual understanding in a domain that contains abstract concepts and relationships. In the first study high school students had to make a concept map within the domain of electricity. The students collaborated face-to-face in dyads. The concept map elicited and sustained elaboration and co-construction. In the second study university students had to make an argumentative diagram in Belvédère, a synchronous network-tool. The students communicated by chat. Although a great part of the messages focused on technical and planning aspects, the thematic talk contained many constructive activities. The diagram helped to maintain a shared focus and to balance positively and negatively oriented arguments. We compare the results of the studies and draw some general conclusions about the role of visual and shared forms of representation and their potential to provoke and support elaboration and argumentation. Based upon the results of the study we also give some recommendations for the design of tasks and tools for collaborative learning.
Grafische vormen van presentatie kunnen samenwerkend leren bevorderen, zogenaamde concept maps en argumentatieve diagrammen helpen om constructieve interactie op te roepen en uit te werken.
TNO Identifier
12390
Source title
Proceedings European perspectives on computer-supportive collaborative learning
Collation
8 p.
Pages
131-138
Files
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