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Collaboration amidst disagreement and moral judgment: The dynamics of Jewish and Arab students' collaborative inquiry of their joint past
Abstract We present an instructional model involvinWe present an instructional model involving a computer-supported collaborative learning environment, in which students from two conflicting groups collaboratively investigate an event relevant to their past using historical texts. We traced one enactment of the model by a group comprised of two Israeli Jewish and two Israeli Arab students. Our data sources included the texts participants wrote-pre-, post- and during the activity, jointly and individually-the transcripts of the e-discussion and reflections written after the activity. The setting enabled us to further our understanding of what collaboration means when students' voices do not converge. We examined whether the activity was productive in terms of learning, and the dynamics of collaboration within the milieu, especially the intersubjective meaning making. The e-discussion that was co-constructed by participants was a chain of disagreements. However, participants' reflections reveal that the group structure and the e-communication method were perceived as affording sensitive collaboration. Furthermore, a comparison between the individual texts, pre- and post- the group discussion, revealed that the activity was productive, since students moved from a one-sided presentation of the event to a more multi-sided representation. Based on the analysis of the e-discussion, we conclude that the setting provided students with opportunities to examine their voices in light of alternatives. We propose the term fission to articulate certain moments of intersubjectivity, where a crack is formed in one's voice as the Other's voice impacts it, and one's voice become more polyphonic. © 2012 International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC..; Springer Science + Business Media, LLC.
Abstractsub We present an instructional model involvinWe present an instructional model involving a computer-supported collaborative learning environment, in which students from two conflicting groups collaboratively investigate an event relevant to their past using historical texts. We traced one enactment of the model by a group comprised of two Israeli Jewish and two Israeli Arab students. Our data sources included the texts participants wrote-pre-, post- and during the activity, jointly and individually-the transcripts of the e-discussion and reflections written after the activity. The setting enabled us to further our understanding of what collaboration means when students' voices do not converge. We examined whether the activity was productive in terms of learning, and the dynamics of collaboration within the milieu, especially the intersubjective meaning making. The e-discussion that was co-constructed by participants was a chain of disagreements. However, participants' reflections reveal that the group structure and the e-communication method were perceived as affording sensitive collaboration. Furthermore, a comparison between the individual texts, pre- and post- the group discussion, revealed that the activity was productive, since students moved from a one-sided presentation of the event to a more multi-sided representation. Based on the analysis of the e-discussion, we conclude that the setting provided students with opportunities to examine their voices in light of alternatives. We propose the term fission to articulate certain moments of intersubjectivity, where a crack is formed in one's voice as the Other's voice impacts it, and one's voice become more polyphonic. © 2012 International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC..; Springer Science + Business Media, LLC.
Bibtextype article  +
Doi 10.1007/s11412-011-9138-4  +
Has author Pollack S. + , Kolikant Y.B.-D. +
Has keyword Collaborative learning + , Conflict + , Historical thinking + , Intersubjectivity + , Polyphony + , Wiki +
Issn 15561607  +
Issue 1  +
Language English +
Number of citations by publication 0  +
Number of references by publication 0  +
Pages 109–128  +
Published in International Journal of Computer-Supported Collaborative Learning +
Title Collaboration amidst disagreement and moral judgment: The dynamics of Jewish and Arab students' collaborative inquiry of their joint past +
Type journal article  +
Volume 7  +
Year 2012 +
Creation dateThis property is a special property in this wiki. 7 November 2014 04:13:08  +
Categories Publications without license parameter  + , Publications without remote mirror parameter  + , Publications without archive mirror parameter  + , Publications without paywall mirror parameter  + , Journal articles  + , Publications without references parameter  + , Publications  +
Modification dateThis property is a special property in this wiki. 7 November 2014 04:13:08  +
DateThis property is a special property in this wiki. 2012  +
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Collaboration amidst disagreement and moral judgment: The dynamics of Jewish and Arab students' collaborative inquiry of their joint past + Title
 

 

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