Co-Organizing the Collective Journey of Inquiry with Idea Thread Mapper

This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: How can student-driven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using predesigned structures, we propose reflective structuration as a social and temporal mechanism by which members of a community coconstruct/reconstruct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM. Qualitative analyses of classroom videos and observational data documented the formation and elaboration of shared inquiry structures. Content analysis of the online discourse and student reflective summaries showed that in the classroom with reflective structuration, students made more active and connected contributions to their online discourse, leading to deeper and more coherent scientific understandings

Cross-Community Knowledge Building with Idea Thread Mapper

Research on computer-supported collaborative learning faces the challenge of extending student collaboration to higher social levels and enabling cross-boundary interaction. This study investigated collaborative knowledge building among four Grade 5 classroom communities that studied human body systems with the support of Idea Thread Mapper (ITM). While students in each classroom collaborated in their local (home) discourse space to investigate various human body functions, they generated reflective syntheses— “super notes”—to share knowledge progress and challenges in a cross-community meta-space. As a cross-community collaboration, students from the four classrooms further used the Super Talk feature of ITM to investigate a common problem: how do people grow? Data sources included classroom observations and videos, online discourse within each community, students’ super notes and records of Super Talk discussion shared across the classrooms, and student interviews. The results showed that the fifth-graders were able to generate high quality super notes to reflect on their inquiry progress for cross-classroom sharing. Detailed analysis of the cross-classroom Super Talk documented students’ multifaceted understanding constructed to understand how people grow, which built on the diverse ideas from each classroom and further contributed to enriching student discourse within each individual classroom. The findings are discussed focusing on how to approach cross-community collaboration as an expansive and dynamic context for high-level inquiry and continual knowledge building with technology support

Eye on Collaborative Creativity : Insights From Multiple-Person Mobile Gaze Tracking in the Context of Collaborative Design

Early Career WorkshopNon peer reviewe

Improving Hybrid Brainstorming Outcomes with Scripting and Group Awareness Support

Previous research has shown that hybrid brainstorming, which combines individual and group methods, generates more ideas than either approach alone. However, the quality of these ideas remains similar across different methods. This study, guided by the dual-pathway to creativity model, tested two computer-supported scaffolds – scripting and group awareness support – for enhancing idea quality in hybrid brainstorming. 94 higher education students,grouped into triads, were tasked with generating ideas in three conditions. The Control condition used standard hybrid brainstorming without extra support. In the Experimental 1 condition, students received scripting support during individual brainstorming, and students in the Experimental 2 condition were provided with group awareness support during the group phase in addition. While the quantity of ideas was similar across all conditions, the Experimental 2 condition produced ideas of higher quality, and the Experimental 1 condition also showed improved idea quality in the individual phase compared to the Control condition