Editorial - Introduction to the special issue on deliberation with computers: exploring the distinctive contribution of new technologies to collaborative thinking and learning

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Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Collaborative design : managing task interdependencies and multiple perspectives

This paper focuses on two characteristics of collaborative design with respect to cooperative work: the importance of work interdependencies linked to the nature of design problems; and the fundamental function of design cooperative work arrangement which is the confrontation and combination of perspectives. These two intrinsic characteristics of the design work stress specific cooperative processes: coordination processes in order to manage task interdependencies, establishment of common ground and negotiation mechanisms in order to manage the integration of multiple perspectives in design

Capturing and representing deliberation in participatory planning practices

In this paper we argue for the importance of capturing and representing deliberation in participatory planning practices. We discuss the concept of deliberation in planning theory, and argue for a paradigm that puts deliberation at the centre of public participation to planning decision. We argue that in order to enable effective participation, the normally ephemeral delib- eration process needs to be captured and represented so that the information and knowledge gathered during deliberation is visible for all, can be effectively traced, reused, and can actively influence planning decisions. To scaffold this we describe the integration of three technologies to create a collective project memory structured against five dimensions of participatory plan- ning processes: dialogical, social, spatial, temporal and causal. Based on several authentic par- ticipatory planning cases, we report that this supported deliberation across planning tasks, communication modes, time and environments. The coupled use of online and offline group- ware technologies created a more expressive and transparent participatory knowledge base than is possible with conventional media, and enhanced participatory planning by: supporting the effective capture and representation of deliberation processes and products; providing a rich picture of the social setting in which planning decision develops and supporting reflection in and on planning actions

Formative interaction in online writing: making disciplinary expectations explicit

About the book: How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process

Gender, Diversity and the European Public Sphere

This paper is an exercise in asking new questions from old theories. New questions that lead to new theoretical considerations, and to new ideas for how to design studies and analyze data. The American psychologist Abraham Maslow reputedly said ‘When all you have is a hammer, everything begins to look like a nail’. Building on this metaphor, this paper is an attempt at redesigning the tools we use, to see if we might hit on some other ‘truths’ than the ones we used to hit before. In this case, the suggestion is not to discard our old tools or theories altogether, but simply to take a critical look at them, to assess what they are good for, and then adjust them to meet our present needs. As this paper is intended to contribute to the Eurosphere1 research project, ‘present needs’ are here defined as the need to research citizen participation in the European public sphere from a diversity perspective. So why ask about gender and diversity in connection with analyses of the public sphere?

A collaborative-project memory tool for participatory planning

Technology is more and more providing planners and designer with tools and methods to collect and communicate spatial data and assist spatial analysis. When we think about new technologies supporting planning we mainly think about GIS, urban modelling, simulation models and virtual reality. But many other challenges to the planning practice need for tools to support and improve planning activities. In this paper we discuss the need of new tools to support knowledge representation and knowledge sharing in participatory planning processes. The paper describes the use of a hypermedia and sensemaking tool (Compendium) to structure the knowledge produced in a real participatory planning process. In the present application Compendium has been used not for real-time capturing but for a post-hoc analysis of a real participatory planning experience. Compendium has been used to represent and reconstruct the group memory of consultation meetings in order to allow both the planning team and the citizens to navigate into the contents of those meetings. Moreover the paper describes the main features and potential of the use of Compendium in Participatory Planning domain, and it describes the results of the group memory reconstruction. Finally the case study opens reflections on the need of new planning technologies supporting participatory knowledge generation, representation and management

Walton's types of argumentation dialogues as classroom discourse sequences

UID/FIL/00183/2013 DL 57/2016/CP1453/CT0066Dialogic argumentation has thus far been proposed as a way to analyse, understand, and promote meaningful classroom interactions. However, currently there is a lack of systematic proposals for conceptualising argumentation dialogue goals as part of teachers' pedagogical repertoire. Our main goal is to operationalise an existing framework of argumentation dialogue types, the one proposed by argumentation theorist Douglas Walton. To do so, we first identify a set of epistemic criteria for meaningful, from an argumentation point of view, discursive interactions, which we use as ‘framing indicators’ to enrich Walton's existing typology of four argumentation dialogues (information-seeking, inquiry, discovery, persuasion). We applied the resulting pragmatic framework to teacher-student interactions found in 20 transcripts of both science and social sciences secondary education lessons. We found that affordances for these four types of dialogues were also present in teacher-student discourse, where the implied argumentation goal was not fulfilled. We discuss these findings in terms of the need to be able to identify the dialogic potentiality and accountability within teacher-student interactions so that the argumentative potential of these interactions can be fulfilled, resulting in productive classroom discourse within secondary education classroom settings.publishersversionepub_ahead_of_prin