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Article: Dialogic intervisualizing in multimodal inquiry

TitleDialogic intervisualizing in multimodal inquiry
Authors
KeywordsLearning
collaboration
computer support
inquiry
information problem-solving
Issue Date2020
PublisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-40521-70-52582798-0,00.html?changeHeader=true
Citation
International Journal of Computer-Supported Collaborative Learning, 2020, v. 15, p. 283-318 How to Cite?
AbstractProblem-based learning (PBL) designs are addressing the demands and potentials of an information-saturated era where accessing inquiry resources and new information is reconfiguring tutor-facilitated dialogues. Unclear is how incorporation of CSCL tools and the rich digital multimodal resources they collaboratively access and generate are re-shaping the traditional problem-based cycle of inquiry and intersubjective sense-making. This study in higher education adopts Interactional Ethnography (IE) as a logic-of-inquiry to examine how a group of medical undergraduate students and their facilitator (n = 12) collaborated to access, review, appropriate and devise multimodal digital and visual texts within and across one problem cycle (three face-to-face tutorials and self-directed learning). Drawing on concepts of ‘multimodality’ and ‘intervisuality’ from literacy theory, we extend theoretical understandings of how multimodal texts become actors within a developing PBL event, not just objects of study or cultural tools. Through this multi-focal approach, we make visible how what occurs at one point in time with these texts in the developing dialogic space is consequential for what students can and do undertake in subsequent engagements with such texts in and across one bounded cycle of learning activities. Arising from this analysis, we propose the concept of dialogic intervisualizing to characterize the dynamic interplay between and among information problem-solving processes, textual negotiations and purposeful, facilitated dialogue for deep knowledge co-construction within and across collaborative, computer supported learning activity in an inquiry cycle.
Persistent Identifierhttp://hdl.handle.net/10722/286646
ISSN
2023 Impact Factor: 4.2
2023 SCImago Journal Rankings: 1.528
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorBridges, SM-
dc.contributor.authorHmelo-Silver, CE-
dc.contributor.authorChan, LK-
dc.contributor.authorGreen, JL-
dc.contributor.authorSaleh, A-
dc.date.accessioned2020-09-04T13:28:30Z-
dc.date.available2020-09-04T13:28:30Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Computer-Supported Collaborative Learning, 2020, v. 15, p. 283-318-
dc.identifier.issn1556-1607-
dc.identifier.urihttp://hdl.handle.net/10722/286646-
dc.description.abstractProblem-based learning (PBL) designs are addressing the demands and potentials of an information-saturated era where accessing inquiry resources and new information is reconfiguring tutor-facilitated dialogues. Unclear is how incorporation of CSCL tools and the rich digital multimodal resources they collaboratively access and generate are re-shaping the traditional problem-based cycle of inquiry and intersubjective sense-making. This study in higher education adopts Interactional Ethnography (IE) as a logic-of-inquiry to examine how a group of medical undergraduate students and their facilitator (n = 12) collaborated to access, review, appropriate and devise multimodal digital and visual texts within and across one problem cycle (three face-to-face tutorials and self-directed learning). Drawing on concepts of ‘multimodality’ and ‘intervisuality’ from literacy theory, we extend theoretical understandings of how multimodal texts become actors within a developing PBL event, not just objects of study or cultural tools. Through this multi-focal approach, we make visible how what occurs at one point in time with these texts in the developing dialogic space is consequential for what students can and do undertake in subsequent engagements with such texts in and across one bounded cycle of learning activities. Arising from this analysis, we propose the concept of dialogic intervisualizing to characterize the dynamic interplay between and among information problem-solving processes, textual negotiations and purposeful, facilitated dialogue for deep knowledge co-construction within and across collaborative, computer supported learning activity in an inquiry cycle.-
dc.languageeng-
dc.publisherSpringer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-40521-70-52582798-0,00.html?changeHeader=true-
dc.relation.ispartofInternational Journal of Computer-Supported Collaborative Learning-
dc.rightsThis is a post-peer-review, pre-copyedit version of an article published in [insert journal title]. The final authenticated version is available online at: https://doi.org/[insert DOI]-
dc.subjectLearning-
dc.subjectcollaboration-
dc.subjectcomputer support-
dc.subjectinquiry-
dc.subjectinformation problem-solving-
dc.titleDialogic intervisualizing in multimodal inquiry-
dc.typeArticle-
dc.identifier.emailBridges, SM: sbridges@hku.hk-
dc.identifier.authorityBridges, SM=rp00048-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11412-020-09328-0-
dc.identifier.scopuseid_2-s2.0-85089958500-
dc.identifier.hkuros314104-
dc.identifier.volume15-
dc.identifier.spage283-
dc.identifier.epage318-
dc.identifier.isiWOS:000563761800001-
dc.publisher.placeUnited States-
dc.identifier.issnl1556-1607-

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