Traversing planes of learning

Excerpt

Learning, cognition and knowledge building can be analyzed at multiple units of analysis. For instance, analyses of CSCL are often conducted on one of three levels: individual learning, small-group cognition or community knowledge building. One can identify and analyze important processes taking place at each of these levels of description. This tri-partite distinction is grounded in the practices of CSCL. With its focus on collaborative learning, CSCL naturally emphasizes providing support for dyads and small groups working together. In practice, CSCL small-group activities are often orchestrated within a classroom context by providing some initial time for individual activities (such as background reading or homework drill), followed by the small-group work, and then culminating in whole-class sharing of group findings. Thus, the typical classroom practices tend to create three distinguishable levels of activity. Often, the teacher sees the group work as a warm-up or stimulation and preparation for the whole-class discussion, facilitated directly by the teacher. Conversely, the importance of testing individual performance and valuing individual learning positions the group work as a training ground for the individual participants, who are then assessed on their own, outside of the collaborative context. In both of these ways, group cognition tends to be treated as secondary to either individual or community goals. By contrast, the role of intersubjective learning is foundational in Vygotsky (1930/1978), the seminal theoretical source for CSCL. Regardless of which is taken as primary, the three planes are actualized in CSCL practice, and the matter of their relative roles and connections becomes subsequently problematic for CSCL theory (Dillenbourg et al. 1996; Rogoff 1995; Stahl 2006). …