Learning Argumentation Practices in School with a Graphical Synchronous Discussion Tool-Reference-Cited by-同舟云学术

Learning Argumentation Practices in School with a Graphical Synchronous Discussion Tool

Published:2014 Issue: Volume: Page:418-445
ISSN:2326-8905
Container-title:Cases on Teaching Critical Thinking through Visual Representation Strategies
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Author:

Glassner Amnon¹,Schwarz Baruch B.²

Affiliation:

1. The Kaye Academic College of Education, Israel

2. The Hebrew University of Jerusalem, Israel

Abstract

Several computerized representation tools have been developed to enhance collective argumentation in schools. The authors describe Digalo1, a graphical synchronous e-discussion tool (Schwarz & Glassner, 2007). They focus on how Digalo was used in a program (the Kishurim program) dedicated to foster dialogic and dialectic thinking among students in lessons centered on scientific and social issues. The studies undertaken on the use of Digalo suggest important lessons that moderators of e-discussions should keep in mind while designing, moderating, and evaluating small-group e-discussions.

Publisher

IGI Global

Reference53 articles.

1. Arguing to Learn

2. Argumentative Design

3. Assessing e-moderation behavior from synchronous discussion protocols with a multi-dimensional methodology

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5. Asterhan, C. S. C., Gil, J., & Schwarz, B. B. (2008). Students' perspectives on e-moderation of synchronous argumentation. In Y. Eshet-Alkalai, A. Caspi, & N. Geri (Eds.), Proceedings of the 2008 Chais Conference on Instructional Technologies Research: Learning in the Technological Era (pp. 102-103). Raanana: Open University Press.