Is the sum greater than its parts? Reflections on the agenda of integrating analyses of cognition and learning

Mariana Levin, Orit Parnafes, Timothy Koschmann, Andrea A. DiSessa, Reed Stevens, Rogers Hall, Joshua Danish, Noel Enyedy

Research output: Contribution to journalConference articlepeer-review

Abstract

This symposium springs from an ongoing effort to bring together contrasting methodological perspectives for the study of human knowing and learning. Specifically, we build bridges between two significant process-oriented approaches: Interaction Analysis (IA) and Knowledge Analysis (KA), to study how individual cognitive dynamics interacts with complex social dynamics. We demonstrate the kind of insights and outcomes of such integration, by zooming in, and explore two specific efforts to bridge KA and IA. Both focal pairs of analyses in this symposium make central use of the theoretical construct of coordination class, a theory is associated with KA usually used for analyzing the structure and dynamics of an individual conceptual system. Coordination class theory is used to extend an IA analysis in the first pair of analyses, and is elaborated on using IA methodology in the second pair. The presentations aim to stimulate discussions about the merits and constraints of such integrations.

Original languageEnglish (US)
Pages (from-to)1323-1331
Number of pages9
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue numberJanuary
StatePublished - Jan 1 2014
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: Jun 23 2014Jun 27 2014

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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