Measured talk: Structured peer-analysis of project-based mediated dialogue
Ryan, Michael (2008) Measured talk: Structured peer-analysis of project-based mediated dialogue. In Aspland, Tania (Ed.) Australian Teacher Education Association [ATEA] National Conference, 8-12 July 2008, Maroochydore, Qld.
Asking undergraduate students to actively participate in online dialogue and reﬂect on the experience has become a popular technique in teacher education courses, particularly with the ready availability of blogging capabilities of learning management systems (Stiler & Philleo, 2003; Williams & Jacobs, 2004). Students may do this as part of formal assessment, and particularly for collaborative project work. One problem with this approach is that students may lack both the skills to critically analyse mediated dialogue and the conceptual framework in order to write reﬂectively. This problem is exacerbated when the reﬂective writing is formally assessed without adequate preparation (Goodfellow & Lea, 2005). While the research literature for computer mediated discussion has addressed the problem of textual analysis (Lalli & Feger, 2005; Robertson & Lee, 2007), the techniques and taxonomies that have been developed are not generally suitable for analysis by undergraduates on their own discussions. This paper describes the detailed scaffolding associated with a Web Inquiry Project (Dodge & Molebash, 2003) conducted with a large group of ﬁrst-year teacher education students. The collaborative project is relatively open-ended; has been very successful in capturing student interest; and has engaged them in writing critically and informatively on a contemporary socio-technical issue (Ryan, 2007). To address the problem of adequate preparation, the scaffolding associated with the reﬂective writing involved: providing examples; examining the genre of reﬂective writing; providing a simpliﬁed taxonomy for discussion coding; and setting practice in formative assessment. The approach provides just-in-time support for students to analyse their online discussions for formal assessment. As a relatively simple method, it has important implications for undergraduate teaching where reﬂective writing based on participation is formally assessed.
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|Item Type:||Conference Paper|
|Additional Information:||The contents of this conference proceedings can be freely accessed online via the Association's web page (see hypertext link).|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 Australian Teacher Education Association (ATEA)|
|Deposited On:||03 Sep 2008 00:00|
|Last Modified:||06 May 2016 04:40|
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