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Group 4 Presentation

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Dimeil Ushana

on 22 January 2017

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Transcript of Group 4 Presentation

Argumentation & Student-Centered Learning Environments
Argumentation in Student Learning
Students must have some understanding of basic concepts to form arguments and counter arguments

The use of a facilitator and established ground rules with modeling

too much
too little
Note there is a benefit of free-flowing discussion

Use argumentation as part of the “learning progression” (Berland & McNeil, 2010)

Determine how will the argument will be evaluated? Provide feedback?

Student argumentation can lead to high levels of engagement and potential for learning
Key Implications for Designing Learning Environments
for Argumentation
Key Implications for Designing Learning Environments for Argumentation
Structure, Scripting & Scaffolding

Too much will be time and energy consuming, too little will be superficial argumentation and little learning

Content/Conceptual Resources

Students need to understand content to be able to comprehend arguments and to benefit from the process

Brian Harman, Jeff DeFranco, Tina Newton, & Dimeil Ushana
I. Introduction
How is argumentation used?
Why is it important?

II. Summary of Pedagogical Theory
Main Points

III. Key Implications

IV. Conclusion

Causal Mechanics
1. Makes knowledge explicit and visible
Reveals correct/incorrect/valid/invalid items

2. Arguments can lead to conceptual change
Students can consider diverse set of ideas not thought of before

3. Co-elaboration of new knowledge is more effective than disputational arguing
Collaborative/collective arguing, exploratory talk
Experimental outcomes lead to cognitive disequilibrium that allows you to change your mind

4. Articulation of an argument
Requires you to articulate, think deeply, elaborate, provide evidence, evaluate, be willing to lose an argument

Why is it important?
One must first have strong knowledge and understanding, even ‘mastery’, of content to argue

This takes deliberate commitment to honing your skills of a subject and arguing with reasons that are valid/informed

Then, one must reflect and reveal the knowledge while articulating it into an argument

Learning to Argue
Learning to Argue
Arguing to learn
Arguing about a topic effectively can lead to a higher and deeper understanding through intelligent conversation

New opinions can be evoked

Persuasion or attempted persuasion can strengthen opinions, weaken opinions, or results in more questions

Argumentation itself is an intellectual discipline worth learning because it is a tool to learn more
Whats the impact?
Time well spent
Deeper learning
Delayed effects
Additional cognitive processing

Main P ints
Argumentation Mapping
Gurken, Iandoli, Klein, Zollo (2010)- Web 2.0;
Visual and structured systems of arguments

Related Efforts
Computer Assisted Argumentation Mapping ("CAAM")
Van Gelder (2007)
organized the chaos
Davies (2009)

hierarchical maps with relationships
Oskada & Shun (2008)
dialogue maps
Suthers (2008)
chat function while mapping

Collaborative reasoning
Anderson (2007) Free-flowing discussion for collaboration and critiquing
Peer modeling for behavior is
argument strategems
Representation of an argument is an
argument schema

Argumentation & Game Playing
Ravenscroft & Mcallister (2006) productive arrangements as part of language game
Augmented reality opportunity & epistemic games (forms of reasoning)
1. Topic and Context: to be meaningful and engaging

2. Gaming and Role-Playing: to enhance motivation

3. Time: how much to devote to form and to content, as well as to debriefing/discussions post-activity

4. Activity Structure & Variations: to maintain interest without creating fatigue

5. Location: Classroom/Computer/"in the field"

6. Outside connections: Social media and virtual community management

7. Community of practice: Professional, Civic, or online

8. Source of arguments: Student-driven or extant
Aspects of Environment
Evaluation of Arguments

Student/Peer evaluation and feedback vs other mechanisms (facilitators, anonymous feedback)

* Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
Learning to Argue..Arguing to Learn
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