TY - GEN
T1 - Promoting Collaborative Productive Epistemic Discourse for Disagreement Resolution among Multiple Documents
T2 - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022
AU - Mochizuki, Toshio
AU - Chinn, Clark A.
AU - Zimmerman, Randi M.
AU - Swe, Myat Min
AU - Khaung, Htay Min
AU - Sekine, Seiji
N1 - Funding Information:
This work is supported by Grant-in-Aids for Scientific Research (#JP19H01720, #JP20H01729, #JP20K20829, & #JP21H00922) from the Japan Society for the Promotion of Science, and Uchida Yoko, Co., LTD. This work was also supported in part by a 2019 Fulbright Award to Clark A. Chinn.
Publisher Copyright:
© 2022 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2022
Y1 - 2022
N2 - We describe and investigate a web-based CSCL system called EDDiE to help students analyze multiple conflicting information through collaborative interactions. The application allows students to organize a visual representation to compare and contrast information from multiple conflicting documents in order to resolve disagreements among the documents. The system embeds epistemic scaffolds to guide students' reasoning as they resolve disagreements. Based on the Grasp of Evidence framework, the application helps students collaboratively analyze and compare claims, sources, and evidence across multiple documents. Students thereby deeply discuss reasons for disagreements, seek to resolve the disagreements, and develop their own reasonable conclusion. A preliminary evaluation in a university class (with selected results reported here) showed that the designed epistemic scaffolds and epistemic script elicited productive discussion to justify students' decisions.
AB - We describe and investigate a web-based CSCL system called EDDiE to help students analyze multiple conflicting information through collaborative interactions. The application allows students to organize a visual representation to compare and contrast information from multiple conflicting documents in order to resolve disagreements among the documents. The system embeds epistemic scaffolds to guide students' reasoning as they resolve disagreements. Based on the Grasp of Evidence framework, the application helps students collaboratively analyze and compare claims, sources, and evidence across multiple documents. Students thereby deeply discuss reasons for disagreements, seek to resolve the disagreements, and develop their own reasonable conclusion. A preliminary evaluation in a university class (with selected results reported here) showed that the designed epistemic scaffolds and epistemic script elicited productive discussion to justify students' decisions.
UR - http://www.scopus.com/inward/record.url?scp=85145564909&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85145564909&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85145564909
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 340
EP - 343
BT - International Collaboration toward Educational Innovation for All
A2 - Weinberger, Armin
A2 - Chen, Wenli
A2 - Hernandez-Leo, Davinia
A2 - Chen, Bodong
PB - International Society of the Learning Sciences (ISLS)
Y2 - 6 June 2022 through 10 June 2022
ER -