Improvable objects and attached dialogue: new literacy practices employed by learners to build knowledge together in asynchronous settings

Asynchronous online dialogue offers advantages to learners, but has appeared to involve only limited use of new literacy practices. To investigate this, a multimodal approach was applied to asynchronous dialogue. The study analysed the online discussions of small groups of university students as they developed collaboratively authored documents. Sociocultural discourse analysis of the dialogue was combined with visual analysis of its structural elements. The groups were found to employ new literacies that supported the joint construction of knowledge. The documents on which they worked together functioned as ‘improvable objects’ and the development of these was associated with engagement in ‘attached dialogue’. By investigating a wider range of conference dialogue than has previously been explored, it was found that engaging in attached dialogue associated with collaborative authorship of improvable objects prompts groups of online learners to share knowledge, challenge ideas, justify opinions, evaluate evidence and consider options

Collaborative Epistemic Discourse in Classroom Information Seeking Tasks

We discuss the relationship between information seeking, and epistemic beliefs – beliefs about the source, structure, complexity, and stability of knowledge – in the context of collaborative information seeking discourses. We further suggest that both information seeking, and epistemic cognition research agendas have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners – an area we seek to address in this paper. A small-scale observational study using sociocultural discourse analysis was conducted with eight eleven year old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. We find that 1) discourse which could be characterised as ‘epistemic’ is identifiable in student talk, 2) that it is possible to identify talk which is more or less productive, and 3) that epistemic talk is associated with positive learning outcomes

Learning analytics to identify exploratory dialogue within synchronous text chat

While generic web analytics tend to focus on easily harvested quantitative data, Learning Analytics will often seek qualitative understanding of the context and meaning of this information. This is critical in the case of dialogue, which may be employed to share knowledge and jointly construct understandings, but which also involves many superficial exchanges. Previous studies have validated a particular pattern of “exploratory dialogue” in learning environments to signify sharing, challenge, evaluation and careful consideration by participants. This study investigates the use of sociocultural discourse analysis to analyse synchronous text chat during an online conference. Key words and phrases indicative of exploratory dialogue were identified in these exchanges, and peaks of exploratory dialogue were associated with periods set aside for discussion and keynote speakers. Fewer individuals posted at these times, but meaningful discussion outweighed trivial exchanges. If further analysis confirms the validity of these markers as learning analytics, they could be used by recommendation engines to support learners and teachers in locating dialogue exchanges where deeper learning appears to be taking place

Discourse-centric learning analytics

Drawing on sociocultural discourse analysis and argumentation theory, we motivate a focus on learners' discourse as a promising site for identifying patterns of activity which correspond to meaningful learning and knowledge construction. However, software platforms must gain access to qualitative information about the rhetorical dimensions to discourse contributions to enable such analytics. This is difficult to extract from naturally occurring text, but the emergence of more-structured annotation and deliberation platforms for learning makes such information available. Using the Cohere web application as a research vehicle, we present examples of analytics at the level of individual learners and groups, showing conceptual and social network patterns, which we propose as indicators of meaningful learning

Meaning making as an interactional accomplishment: a temporal analysis of intentionality and improvisation in classroom dialogue

In this paper we offer a significant development of Baldry and Thibault’s (2006) notion of a ‘meaning-making trajectory’ to explore the collective, and often improvisational, interactional processes of meaning making in classroom dialogue. We report a sociocultural discourse analysis (Mercer, 2004) of a series of history lessons with a class of 6-7 year-old children, which utilises the notion of ‘meaning potential’: to highlight the valuable distinction and flexible interplay between a teacher’s intended meaning-making trajectory, and the meaning-making trajectories that are instantiated in interaction with pupils through dialogic interaction. We argue that where disparities are identified, often through pupils’ unexpected questions or contributions, there can be valuable teaching-and-learning opportunities for collaboratively constructing and appropriating common knowledge

Analysing video and audio data: existing approaches and new innovations

Across many subject disciplines, video and audio data are recorded in order to document processes, procedures or interactions. These video and audio data are consequently analysed using a number of techniques, in order to try and make sense of what was happening at the time of the recording, sometimes in relation to initial hypotheses or sometimes in terms of a 'post hoc' analysis where a more grounded approach is used. This paper contains an overview of tools and techniques for examining video data and looks at potential new methods borrowed from the field of learning analytics, related to discourse analysis. Discourse analysis, where conversations and the spoken word are explored and dissected in detail, can provide us with information about the learning context and the ways in which learners interact with people and other resources in their environment

Interaction and approximation to the target language during Italian lessons in Malta

For many years it had been considered axiomatic that in the foreign language classroom exposure to the target language should be emphasized, and that the learners’ native language should be banned. However, in recent years, the analysis of classroom discourse has unravelled some essential pedagogical functions of the learners’ native language in foreign language teaching (Macaro, 2009). In line with this, the term ‘translanguaging’ has been introduced in the international literature with reference to the drawing on all of the linguistic resources that one has in order to ‘make sense’ (Garcia, 2009), and to improve language learning processes and outcomes (Lewis, Jones & Baker, 2012). Taking a sociocultural discourse analysis approach, this contribution shows how Maltese learners of Italian and their teachers interact bilingually to fulfil pedagogical requirements such as the assimilation of grammar points, explaining new vocabulary items, and shifting from formal to informal language. We give examples of how the teacher guides the learners in interaction toward target language approximation.peer-reviewe

SOBRE METODOLOGIA E MÉTODOS PARA ANÁLISE DA INTERAÇÃO DISCURSIVA EM SALA DE AULA: UMA DISCUSSÃO ENTRE ABORDAGENS QUANTITATIVA E QUALITATIVA

This article presents a theoretical work whose objective is the discussion of methodologies and methods in educational research, in particular those that analyze classroom discursive interactions. The first part discusses the two main research paradigms and their ontological and epistemological bases: positivism and interpretivism. Next, two methods for analyzing discursive interactions are presented and discussed, one for each paradigm. Systematic coding - within the quantitative context - is indicated to treat data from large samples, to describe general patterns and, by transforming the discourse into variables, to statistical comparisons or temporal analyses. The method is applied in a set of 42 episodes of group dialogue and the results are discussed in light of the nature of the research questions, showing what types of statistical tests can be performed. Within the interpretivist paradigm,  sociocultural discourse analysis is presented as an example of qualitative method an it is applied to excerpts from classroom dialogues. The main finding is the identification of typologies that describe the ways in which teacher and students construct scientific explanations. In the final part, some possibilities and limits of each method are discussed and the conclusion defendes that both are complementary for the advancement of knowledge in the educational field.Este artículo presenta un trabajo teórico cuyo objetivo es la discusión de metodologías y métodos para la investigación educativa, en particular aquellos que analizan las interacciones discursivas que ocurren en el aula. La primera parte discute los dos principales paradigmas de investigación y sus bases ‎ontológicas y epistemológicas: el positivismo y el interpretativismo. A continuación, se presentan y discuten dos métodos para analizar interacciones discursivas, uno para cada paradigma. La codificación sistemática -dentro del contexto cuantitativo- está indicada para tratar datos de grandes muestras, describir patrones generales y, al transformar el discurso en variables, puede utilizarse para comparaciones estadísticas entre grupos o análisis temporales. El método se aplica a un conjunto de 42 episodios de diálogo grupal y los resultados se discuten a la luz de la naturaleza de las preguntas de investigación, mostrando qué tipos de pruebas estadísticas se pueden realizar. Dentro del paradigma interpretativo, el análisis del discurso sociocultural se presenta como un ejemplo de método cualitativo. El método se aplica a extractos de diálogos de aula en los que el resultado es la identificación de tipologías que describen las formas en que el profesor y los estudiantes construyen explicaciones científicas. En la parte final del trabajo se discuten las posibilidades y límites de cada método y en la conclusión se defiende la tesis de que ambos son complementarios para el avance del conocimiento en el campo educativo.‎Esse artigo apresenta um trabalho teórico cujo objetivo é a discussão de metodologias e métodos para a pesquisa educacional, em particular aquelas que analisam as interações discursivas que ocorrem em sala de aula. A primeira parte discorre sobre os dois principais paradigmas de pesquisa e suas bases ontológicas e epistemológicas: o positivismo e o interpretivismo. A seguir,  dois métodos para análise das interações discursivas são apresentados e discutidos, um para cada paradigma. A codificação sistemática - dentro do contexto quantitativo - é indicada para tratar dados provenientes de grandes amostras, para a descrição de padrões gerais e, ao transformar o discurso em variáveis, poder ser utilizada para comparações estatísticas entre grupos ou análises temporais. O método é aplicado em um conjunto de 42 episódios de diálogo em grupo e os resultados discutidos à luz da natureza das perguntas de pesquisa, mostrando-se quais tipos de testes estatísticos podem ser realizados. Dentro do paradigma interpretivista, apresenta-se a análise do discurso sociocultural para exemplo de método qualitativo. O método é aplicado a trechos de diálogos de sala de aula em que o resultado é a identificação de tipologias que descrevem as formas em que professor e alunos constroem explicações científicas. Na parte final do trabalho, as possibilidades e limites de cada método são discutidas e na conclusão se defende a tese de que ambos são complementares para o avanço do conhecimento no campo educacional

Dialogue as Data in Learning Analytics for Productive Educational Dialogue

This paper provides a novel, conceptually driven stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on- and offline sites of learning. In prior research, preliminary steps have been taken to detect occurrences of such dialogue using automated analysis techniques. Such advances have the potential to foster effective dialogue using learning analytic techniques that scaffold, give feedback on, and provide pedagogic contexts promoting such dialogue. However, the translation of much prior learning science research to online contexts is complex, requiring the operationalization of constructs theorized in different contexts (often face-to-face), and based on different datasets and structures (often spoken dialogue). In this paper, we explore what could constitute the effective analysis of productive online dialogues, arguing that it requires consideration of three key facets of the dialogue: features indicative of productive dialogue; the unit of segmentation; and the interplay of features and segmentation with the temporal underpinning of learning contexts. The paper thus foregrounds key considerations regarding the analysis of dialogue data in emerging learning analytics environments, both for learning-science and for computationally oriented researchers

Promoting the self-determination of mexican young adults identified with intellectual disability: A sociocultural discourse analysis of their discussion about goal setting

Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little studied. This research involves Mexican students identified with ID who had accessed universities through the education programme: Building Bridges. The paper presents findings of a sociocultural discourse analysis of the conversations that arose when three students, a teacher and a facilitator discussed courses of action to achieve the students’ “Challenge of the Month” goals. We discuss how the student’s goal setting could be supported and hindered in these conversations. Potential constraints on students’ goal setting are noted when discussions of concrete courses of action are prioritized over discussions that would lead students to reflect more deeply on the motives behind their goals.Consejo Nacional de Ciencia y Tecnología (CONACYT); Cambridge Commonwealth, European and International Trust