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Group 4 Presentation
Transcript of Group 4 Presentation
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
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
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
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
How is argumentation used?
Why is it important?
II. Summary of Pedagogical Theory
III. Key Implications
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
Additional cognitive processing
Main P ints
Gurken, Iandoli, Klein, Zollo (2010)- Web 2.0;
Visual and structured systems of arguments
Computer Assisted Argumentation Mapping ("CAAM")
Van Gelder (2007)
organized the chaos
hierarchical maps with relationships
Oskada & Shun (2008)
chat function while mapping
Anderson (2007) Free-flowing discussion for collaboration and critiquing
Peer modeling for behavior is
Representation of an argument is an
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