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Diagnosing Quality of Knowledge Building Dialogue in Online Learning Communities of Practice
PROCEEDINGS

, Aalborg University, Dept. of Communication, Denmark ; , Iowa State University, Dept. of Agronomy and Department of Geological and Atmospheric Sciences, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper addresses the challenge of identification of online learning as it unfolds through interactive and collaborative knowledge building processes. Applying an analytical perspective of language games, we investigate sequences of online dialogues in order to understand their characteristics and to diagnose the quality of the collaborative knowledge building processes in the dialogues. To what extend are we able to identify a correlation between the structural characteristics of successful language games, as they appear in inter-human dialogues at an existential level, and a coherent inter-human interaction as it unfolds in collaborative knowledge building processes in online learning environments? Our findings suggest that the notion of language games may function as a tool for diagnosing quality in online collaborative knowledge building processes. Furthermore, our finding gives rise to speculation on the use of language game as a potential tool for promoting learning and for providing a relevant legitimate way of capturing an appropriate analytical unit for assessment.

Citation

Sorensen, E.K. & Takle, E.S. (2004). Diagnosing Quality of Knowledge Building Dialogue in Online Learning Communities of Practice. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2739-2745). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

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