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Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo

Muller Mirza, Nathalie ; Tartas, Valérie ; Perret-Clermont, Anne-Nelly ; de Pietro, Jean-François

In: International Journal of Computer-Supported Collaborative Learning, 2007, vol. 2, no. 2-3, p. 247-272

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    Titre
    • Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo
    Auteur
    • Muller Mirza, Nathalie. Institute of Psychology, University of Neuchâtel, Espace L.-Agassiz 1, CH-2000, Neuchâtel, Switzerland
    • Tartas, Valérie. Institute of Psychology, University of Neuchâtel, Espace L.-Agassiz 1, CH-2000, Neuchâtel, Switzerland
    • Perret-Clermont, Anne-Nelly. Institute of Psychology, University of Neuchâtel, Espace L.-Agassiz 1, CH-2000, Neuchâtel, Switzerland
    • de Pietro, Jean-François. IRDP, Fbg de l'Hôpital 43, 2002, Neuchâtel, Switzerland
    Type de document
    • Postprint
    Langue
    • Anglais
    Publié dans
    • International Journal of Computer-Supported Collaborative Learning, 2007, vol. 2, no. 2-3, p. 247-272. Springer US; http://www.springer-ny.com
    Autre version électronique
    Identifiant OAI-PMH
    • oai:doc.rero.ch:313834
    Summary
    ICT tools have been developed to facilitate web-based learning through and learning about argumentation. In this paper we will present an example of a learning activity mediated by Digalo-software for knowledge sharing through visually supported discussion-developed in a university setting. Our aim is to examine, in particular, socio-cognitive construction of knowledge and argumentation by students debating a controversial question in history. We propose a descriptive approach of understanding and meaning-making processes based on two levels of analysis: (1) a topic meaning-making process oriented level and (2) an argumentation oriented level. We focus our studies on how the participants-small groups of students-develop understanding of the topic, their arguments and their interactions through the use of different functionalities of this software. Our results show that interactive and argumentative processes are themselves objects of learning and develop through collective activity. Development of the understanding of the topic through argumentation is discussed and linked to the design of the activity and the affordances of the Digalo software