Theories of Cognition in Collaborative Learning

<%"---"%> tags: 📥️/📜️/🟥️ publish: true aliases: - Theories of Cognition in Collaborative Learning - Stahl2011 <%"---"%> <%* let title = "Theories of Cognition in Collaborative Learning"; let date = tp.date.now("YYYY-MM-DD"); await tp.file.rename(`& ${date} ${title}`); _%> > [!Enllaç]- > zotero_link:: [Stahl - 2011 - Theories of Cognition in Collaborative Learning.pdf](zotero://select/library/items/CRXKFKSU) > [!Cita]- > Cita:: Stahl2011 > [!Resum]- > Abstract:: Hi ha moltes teories útils per emmarcar la recerca d'aprenentatge col·laboratiu i, en principi, poden ser irreductibles a una única teoria. La investigació sobre l'aprenentatge col·laboratiu explora qüestions que impliquen nombrosos fenòmens diferents, encara que interactuen, a múltiples nivells de descripció. L'enfocament útil pot ser distingir clarament nivells com ara unitats d'anàlisi individual, grup petit i comunitari, i diferenciar la terminologia per discutir aquests diferents nivells. La teoria en general ha evolucionat de manera espectacular al llarg de les edats, amb una tendència a estendre la unitat de cognició més enllà de la idea única o fins i tot de la ment individual. Els treballs teòrics fonamentals influents en la investigació sobre l'aprenentatge col·laboratiu suggereixen un enfocament postcognitiu de la cognició grupal com a complement de l'anàlisi de la cognició dels individus o de les comunitats de pràctica. > [!Paraules_Clau]- > Keywords:: Group Cognition, CSCL > [!autors]- > Autors:: Gerry Stahl > [!meta]- > url:: https://www.taylorfrancis.com/books/9780203837290 > doi:: > isbn:: > [!relacionat]- > [!hipòtesi]- > Hipòtesi:: > [!metodologia]- > Metodologia:: > [!resultats]- Resultats > Resultats:: > [!resum]- Resum dels punts importants > Resum:: ## Notes | Codi Color | Significat | | ----------------------------------------- | --------------------- | | Vermell | Desacord amb l'Autor | | Groc | Punt Interesant | | Verd | Important per la tesi | - "computer-supported collaborative learning (CSCL)” [Page 1](zotero://open-pdf/library/items/CRXKFKSU?page=1&annotation=XFSQLCM2) - "Computer-supported Collaborative Learning: it combines concerns with computer technology, collaborative social” [Page 1](zotero://open-pdf/library/items/CRXKFKSU?page=1&annotation=XDZ8Z6S5) - "interaction and learning or education” [Page 2](zotero://open-pdf/library/items/CRXKFKSU?page=2&annotation=GB5KWZAC) ![[590Zotero/Media/Stahl2011/Stahl2011-3-x99-y207.png]] - "There is something of this avoidance of the small group as the scientific focus in other theories popular in CSCL as well, for instance even in distributed cognition. In defining statements of post-cognitivist theory, Hutchins has indeed explicitly pointed to group-cognitive phenomena: • “Cognitive processes may be distributed across the members of a social group” (Hollan, Hutchins & Kirsh, 2000, p. 176). • “The cognitive properties of groups are produced by interaction between structures internal to individuals and structures external to individuals” (Hutchins, 1996, p. 262). • “The group performing the cognitive task may have cognitive properties that differ from the cognitive properties of any individual” (Hutchins, 1996, p. 176).” [Page 9](zotero://open-pdf/library/items/CRXKFKSU?page=9&annotation=A3UIW6I5) - "In general, CSCL raises many fundamental questions for traditional theories, oriented as CSCL is to small groups and to online interaction. The accustomed characteristics of the physical world, in which colleagues and interlocutors are embodied and visible to each other, are often missing in CSCL settings, and that brings into question numerous assumptions of folk theories and traditional approaches. The group itself has no identity as a physical body and has no brain to possess its knowledge; it relies on external memories, which differ essentially from personal memories (Donald, 1991). The online world—shared dialogical space” [Page 14](zotero://open-pdf/library/items/CRXKFKSU?page=14&annotation=SL2Y8U3R) - "15 has no location or extension. Group members can come from around the world and do not necessarily share local connections and culture. CSCL involves students in qualitatively different social relations of production, modes of being in the world or forms of life; even Marx, Heidegger and Wittgenstein’s foundational philosophies of post-cognitive theory need to be rethought for virtual groups. Concepts of causality, world, knowledge, cognition, intersubjectivity, interaction and presence need to be reconceptualized for theories in CSCL.” [Page 15](zotero://open-pdf/library/items/CRXKFKSU?page=15&annotation=FDK9E3QR) - "CSCL is the study of collaborative learning, from a design perspective. Collaborative learning often involves whole classrooms or schools and widespread educational practices. At the opposite end of the spectrum, much of the actual work comes down to tasks done by individuals. But much of the coordination, decision making, articulation, brainstorming, discovery and knowledge building is accomplished by small groups. Community accomplishments are thereby mediated by small groups, which carry out the necessary activities and involve the individuals. Collaborative learning involves a tight and complex integration of processes at the individual, small-group and community levels. Computer support for collaborative learning must provide supports at each level while also supporting the integration of the activities at all levels. To provide insight for this, CSCL research must recognize the levels as distinct and conduct analyses at all levels.” [Page 15](zotero://open-pdf/library/items/CRXKFKSU?page=15&annotation=6GI8E9ES) > [!context]- > Context:: > [!importància]- > Importància::