Skip to main content
Erschienen in: International Journal of Computer-Supported Collaborative Learning 3/2013

01.09.2013

Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course

verfasst von: M. Beatrice Ligorio, Fedela Feldia Loperfido, Nadia Sansone

Erschienen in: International Journal of Computer-Supported Collaborative Learning | Ausgabe 3/2013

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Recent learning sciences literature proposes to conceive learning as changes in the learner’s identity trajectory. In this paper, we use the analysis of dialogical positioning as a method to track down and understand shifts in identity trajectories. The Bakhtinian concepts of “polyphony” and “chronotopes” are considered as dialogical indicators of the identity positions, and are the basis of our method. A qualitative/quantitative nature is featured in this method, which is composed of three steps: a) reading of the data; b) definition of a tailored list of dialogical indicators; c) quantitative analysis. A highly collaborative, blended university course, drawing on socio-constructivist principles, was used as the context to test the method. Indeed, we believe such a course would foster dialogical identity development. All the notes posted online during the course by two selected students were used as the corpus of data. The students were selected because of their diversity in terms of level of participation and initial technology propensity. The application of the method revealed the uniqueness of the trajectories, the correlations between indicators, and their sensitiveness to the activities of the course and to the students’ personal circumstances.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Literatur
Zurück zum Zitat Atkinson, P., & Hammersley, M. (1994). Ethnography and participant observation. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 249–261). Thousand Oaks: Sage. Atkinson, P., & Hammersley, M. (1994). Ethnography and participant observation. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 249–261). Thousand Oaks: Sage.
Zurück zum Zitat Aveling, E.-L., & Gillespie, A. (2008). Negotiating multiplicity: Adaptive asymmetries within second generation Turks. Journal of Constructivist Psychology, 21, 200–222.CrossRef Aveling, E.-L., & Gillespie, A. (2008). Negotiating multiplicity: Adaptive asymmetries within second generation Turks. Journal of Constructivist Psychology, 21, 200–222.CrossRef
Zurück zum Zitat Bakhtin, M. M. (1981). In M. Holquist (Ed.), The dialogic imagination: Four essays. Austin: University of Texas Press. Original work published 1930. Bakhtin, M. M. (1981). In M. Holquist (Ed.), The dialogic imagination: Four essays. Austin: University of Texas Press. Original work published 1930.
Zurück zum Zitat Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas Press. Original work published 1961. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: University of Texas Press. Original work published 1961.
Zurück zum Zitat Barresi, J. (2008). Black and white like me. Studia Psychologica, 8, 11–22. Barresi, J. (2008). Black and white like me. Studia Psychologica, 8, 11–22.
Zurück zum Zitat Black, S. D., Levin, J. A., Mehan, H., & Quinn, C. N. (1983). Real and non-real time interaction: Unraveling multiple threads of discourse. Discourse Processes, 6, 59–75.CrossRef Black, S. D., Levin, J. A., Mehan, H., & Quinn, C. N. (1983). Real and non-real time interaction: Unraveling multiple threads of discourse. Discourse Processes, 6, 59–75.CrossRef
Zurück zum Zitat Bonk, C. J., & Graham, C. R. (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer. Bonk, C. J., & Graham, C. R. (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer.
Zurück zum Zitat Bretz, R., Carlisle, J. H., Carlstedt, J., Cracker, D. H., Levin, J. A., & Press, L. (1976). A Teleconference on Teleconferencing (ISI/WP-4). Marina de1 Rey: Information Sciences Institute. Bretz, R., Carlisle, J. H., Carlstedt, J., Cracker, D. H., Levin, J. A., & Press, L. (1976). A Teleconference on Teleconferencing (ISI/WP-4). Marina de1 Rey: Information Sciences Institute.
Zurück zum Zitat Brown, A. L., & Campione, J. C. (1990). Communities of learning or a content by any other name. In D. Kuhn (Ed.), Contribution to human development (pp. 108–126). New York: Oxford University Press. Brown, A. L., & Campione, J. C. (1990). Communities of learning or a content by any other name. In D. Kuhn (Ed.), Contribution to human development (pp. 108–126). New York: Oxford University Press.
Zurück zum Zitat Brown, R., & Renshaw, P. (2006). Positioning students as actors and authors: A chronotopic analysis of collaborative learning activities. Mind, Culture, and Activity, 13(3), 247–259.CrossRef Brown, R., & Renshaw, P. (2006). Positioning students as actors and authors: A chronotopic analysis of collaborative learning activities. Mind, Culture, and Activity, 13(3), 247–259.CrossRef
Zurück zum Zitat Bruner, J. S. (1990). Acts of meaning. Cambridge: Harvard University Press. Bruner, J. S. (1990). Acts of meaning. Cambridge: Harvard University Press.
Zurück zum Zitat Bruner, J. S. (1996). The culture of education. Cambridge: Harvard University Press. Bruner, J. S. (1996). The culture of education. Cambridge: Harvard University Press.
Zurück zum Zitat Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Harvard University Press. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Harvard University Press.
Zurück zum Zitat Dreier, O. (2003). Learning in personal trajectories of participation. In N. Stevenson, H. L. Radtke, R. Jorna, & H. Stam (Eds.), Theoretical psychology: Critical contributions (pp. 20–29). Toronto: Captus Press. Dreier, O. (2003). Learning in personal trajectories of participation. In N. Stevenson, H. L. Radtke, R. Jorna, & H. Stam (Eds.), Theoretical psychology: Critical contributions (pp. 20–29). Toronto: Captus Press.
Zurück zum Zitat Gieser, T. (2008). Me, myprey, and I: Embodiment and empathy in the dialogical self of a Siberian hunter. Studia Psychologica, 8, 41–54. Gieser, T. (2008). Me, myprey, and I: Embodiment and empathy in the dialogical self of a Siberian hunter. Studia Psychologica, 8, 41–54.
Zurück zum Zitat Gillespie, A. (2005). Malcolm X and his autobiography: Identity development and self-narration. Culture and Psychology, 11, 77–88.CrossRef Gillespie, A. (2005). Malcolm X and his autobiography: Identity development and self-narration. Culture and Psychology, 11, 77–88.CrossRef
Zurück zum Zitat Hermans, H. J. M. (1996). Voicing the self: From information processing to dialogical interchange. Psychological Bulletin, 119, 31–50.CrossRef Hermans, H. J. M. (1996). Voicing the self: From information processing to dialogical interchange. Psychological Bulletin, 119, 31–50.CrossRef
Zurück zum Zitat Hermans, H. J. M. (1999). Dialogical thinking and self-innovation. Culture and Psychology, 5, 67–87.CrossRef Hermans, H. J. M. (1999). Dialogical thinking and self-innovation. Culture and Psychology, 5, 67–87.CrossRef
Zurück zum Zitat Hermans, H. J. M. (2004). The dialogical self: Between exchange and power. In H. J. M. Hermans & G. Dimaggio (Eds.), The dialogical self in psychotherapy: An introduction (pp. 13–28). New York: Brunner-Routledge.CrossRef Hermans, H. J. M. (2004). The dialogical self: Between exchange and power. In H. J. M. Hermans & G. Dimaggio (Eds.), The dialogical self in psychotherapy: An introduction (pp. 13–28). New York: Brunner-Routledge.CrossRef
Zurück zum Zitat Hermans, H. J. M., & Hermans-Jansen, E. (1995). Self-narratives: The construction of meaning in psychotherapy. New York: Guilford Press. Hermans, H. J. M., & Hermans-Jansen, E. (1995). Self-narratives: The construction of meaning in psychotherapy. New York: Guilford Press.
Zurück zum Zitat Hermans, H. J. M., & Hermans-Konopka, A. (2010). Dialogical self theory. Positioning and counter-positioning in a globalizing society. Cambridge: Cambridge University Press.CrossRef Hermans, H. J. M., & Hermans-Konopka, A. (2010). Dialogical self theory. Positioning and counter-positioning in a globalizing society. Cambridge: Cambridge University Press.CrossRef
Zurück zum Zitat Impedovo, M. A., Ritella, G., Ligorio, M. B. (2013). Developing Codebooks as a new Tool to analyze Students’ e-portfolios. International Journal of ePortfolio (IJeP). Impedovo, M. A., Ritella, G., Ligorio, M. B. (2013). Developing Codebooks as a new Tool to analyze Students’ e-portfolios. International Journal of ePortfolio (IJeP).
Zurück zum Zitat Jasper, C., Moore, H., Whittaker, L., & Gillespie, A. (2011). Methodological approaches to studying the self in its social context. In H. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory (pp. 146–174). Cambridge: Cambridge University Press. Jasper, C., Moore, H., Whittaker, L., & Gillespie, A. (2011). Methodological approaches to studying the self in its social context. In H. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory (pp. 146–174). Cambridge: Cambridge University Press.
Zurück zum Zitat Koschmann, T. (2001). Revisiting the paradigms of instructional technology. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meetings at the crossroads. Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 15–22). Melbourne: Biomedical Multimedia Unit, The University of Melbourne. Koschmann, T. (2001). Revisiting the paradigms of instructional technology. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meetings at the crossroads. Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 15–22). Melbourne: Biomedical Multimedia Unit, The University of Melbourne.
Zurück zum Zitat Lahn, L. C. (2011). Professional learning as epistemic trajectories. In S. Ludvigsen, A. Lund, I. Rasmussen, & R. Säljö (Eds.), Learning Across Sites. New tools, infrastructures and practices (pp. 53–69). New York: Routledge. Lahn, L. C. (2011). Professional learning as epistemic trajectories. In S. Ludvigsen, A. Lund, I. Rasmussen, & R. Säljö (Eds.), Learning Across Sites. New tools, infrastructures and practices (pp. 53–69). New York: Routledge.
Zurück zum Zitat Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRef Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRef
Zurück zum Zitat Ligorio, M. B. (2001). Integrating communication formats: Synchronous versus asynchronous and text-based versus visual. Computers in Education, 37(2), 103–125.CrossRef Ligorio, M. B. (2001). Integrating communication formats: Synchronous versus asynchronous and text-based versus visual. Computers in Education, 37(2), 103–125.CrossRef
Zurück zum Zitat Ligorio, M. B. (2009). Identity as a product of knowledge building: The role of mediated dialogue. Qwerty, 4(1), 33–46. Ligorio, M. B. (2009). Identity as a product of knowledge building: The role of mediated dialogue. Qwerty, 4(1), 33–46.
Zurück zum Zitat Ligorio, M. B. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16, 109–115.CrossRef Ligorio, M. B. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16, 109–115.CrossRef
Zurück zum Zitat Ligorio, M. B. (2011). The dialogical self and educational research: A fruitful relationship. In H. Hermans & T. Gieser (Eds.), Handbook of the dialogical self (pp. 849–965). Cambridge: Cambridge University Press. Ligorio, M. B. (2011). The dialogical self and educational research: A fruitful relationship. In H. Hermans & T. Gieser (Eds.), Handbook of the dialogical self (pp. 849–965). Cambridge: Cambridge University Press.
Zurück zum Zitat Ligorio, M. B., & Cèsar, M. (Eds.). (2013). Interplays between dialogical learning and dialogical self. Charlotte: IAP – Information Age Publishing. Ligorio, M. B., & Cèsar, M. (Eds.). (2013). Interplays between dialogical learning and dialogical self. Charlotte: IAP – Information Age Publishing.
Zurück zum Zitat Ligorio, M. B., & Ritella, G. (2010). The collaborative construction of chronotopes during computer-supported collaborative professional tasks. International Journal of Computer-Supported Collaborative Learning, 5(4), 433–452.CrossRef Ligorio, M. B., & Ritella, G. (2010). The collaborative construction of chronotopes during computer-supported collaborative professional tasks. International Journal of Computer-Supported Collaborative Learning, 5(4), 433–452.CrossRef
Zurück zum Zitat Ligorio, M. B., Loperfido, F. F., Sansone, N., & Spadaro, P. F. (2010). Blending educational models to design blended activities. In D. Persico & F. Pozzi (Eds.), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 64–81). Verlag: IGI Global.CrossRef Ligorio, M. B., Loperfido, F. F., Sansone, N., & Spadaro, P. F. (2010). Blending educational models to design blended activities. In D. Persico & F. Pozzi (Eds.), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 64–81). Verlag: IGI Global.CrossRef
Zurück zum Zitat Muukkonen, H., Lakkala, M., & Hakkarainen, K. (2005). Technology- mediation and tutoring: How do they shape progressive inquiry discourse? The Journal of the Learning Sciences, 14, 527–565.CrossRef Muukkonen, H., Lakkala, M., & Hakkarainen, K. (2005). Technology- mediation and tutoring: How do they shape progressive inquiry discourse? The Journal of the Learning Sciences, 14, 527–565.CrossRef
Zurück zum Zitat Packer, M. (1999). The Ontology of learning. Paper presented at AERA, Montreal, Canada. Packer, M. (1999). The Ontology of learning. Paper presented at AERA, Montreal, Canada.
Zurück zum Zitat Raggatt, P. T. F. (2007). Forms of positioning in the dialogical self: A system of classification and the strange case of Dame Edna Everage. Theory & Psychology, 17, 355–383.CrossRef Raggatt, P. T. F. (2007). Forms of positioning in the dialogical self: A system of classification and the strange case of Dame Edna Everage. Theory & Psychology, 17, 355–383.CrossRef
Zurück zum Zitat Renshaw, P. D. (2004). Dialogic learning. New York: Springer. Renshaw, P. D. (2004). Dialogic learning. New York: Springer.
Zurück zum Zitat Rogoff, K. (1995). What remains of purchasing power parity? Boston: Boston University. Rogoff, K. (1995). What remains of purchasing power parity? Boston: Boston University.
Zurück zum Zitat Rowin’ski, T. (2008). Virtual self in dysfunctional internet use. StudiaPsychologica, 8, 107–130. Rowin’ski, T. (2008). Virtual self in dysfunctional internet use. StudiaPsychologica, 8, 107–130.
Zurück zum Zitat Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp. 183–192). Santa Barbara: ABC-CLIO. Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp. 183–192). Santa Barbara: ABC-CLIO.
Zurück zum Zitat Scardamalia, M., & Bereiter, C. (2006). Does education for the knowledge age need a new science? European Journal of School Psychology, 3, 21–40. Scardamalia, M., & Bereiter, C. (2006). Does education for the knowledge age need a new science? European Journal of School Psychology, 3, 21–40.
Zurück zum Zitat Silseth, K. (2012). The multivoicedness of game play: Exploring the unfolding of a student’s learning trajectory in a gaming context at school. International Journal of Computer-Supported Collaborative Learning, 7(1), 63–84.CrossRef Silseth, K. (2012). The multivoicedness of game play: Exploring the unfolding of a student’s learning trajectory in a gaming context at school. International Journal of Computer-Supported Collaborative Learning, 7(1), 63–84.CrossRef
Zurück zum Zitat Spadaro, P. F., Sansone, N., & Ligorio, M. B. (2009). Role-taking for knowledge building in a blended learning course. Journal of e-Learning and Knowledge Society, 5(3), 11–21. Spadaro, P. F., Sansone, N., & Ligorio, M. B. (2009). Role-taking for knowledge building in a blended learning course. Journal of e-Learning and Knowledge Society, 5(3), 11–21.
Zurück zum Zitat Trausan-Matu, S., Stahl, G., & Sarmiento, J. (2008). Polyphonic support for collaborative learning. e-Service Journal, 6(1), 58–74. Trausan-Matu, S., Stahl, G., & Sarmiento, J. (2008). Polyphonic support for collaborative learning. e-Service Journal, 6(1), 58–74.
Zurück zum Zitat Vågan, A. (2011). Towards a sociocultural perspective on identity formation in education. Mind, Culture, and Activity, 18(1), 43–57.CrossRef Vågan, A. (2011). Towards a sociocultural perspective on identity formation in education. Mind, Culture, and Activity, 18(1), 43–57.CrossRef
Zurück zum Zitat Wegerif, R. (2006). A dialogic understanding of the relationship between CSCL and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning, 1(1), 143–157.CrossRef Wegerif, R. (2006). A dialogic understanding of the relationship between CSCL and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning, 1(1), 143–157.CrossRef
Zurück zum Zitat Wegerif, R. (2007). Dialogic, educational and technology: Expanding the space of learning. New York: Springer.CrossRef Wegerif, R. (2007). Dialogic, educational and technology: Expanding the space of learning. New York: Springer.CrossRef
Zurück zum Zitat Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.CrossRef Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.CrossRef
Zurück zum Zitat Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Harvard: Harvard Business Press. Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Harvard: Harvard Business Press.
Metadaten
Titel
Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course
verfasst von
M. Beatrice Ligorio
Fedela Feldia Loperfido
Nadia Sansone
Publikationsdatum
01.09.2013
Verlag
Springer US
Erschienen in
International Journal of Computer-Supported Collaborative Learning / Ausgabe 3/2013
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
DOI
https://doi.org/10.1007/s11412-013-9174-3

Weitere Artikel der Ausgabe 3/2013

International Journal of Computer-Supported Collaborative Learning 3/2013 Zur Ausgabe

Premium Partner