Pairs managed mutual awareness through spatial and temporal affordances and developed attention-getting protocols finer-grained than turn-taking¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants used three conventions to manage awareness: moving materials to the partner's side, contributing temporally proximal to the partner's contribution, and getting attention before contributing. → Nathan Dwyer & Daniel D. Suthers 2006 q2 i? Participants changed attentional focus at finer granularity than individual contributions, interrupting even word production, which existing turn-taking models do not account for. → Nathan Dwyer & Daniel D. Suthers 2006 (2)

Evidence¶

Nathan Dwyer & Daniel D. Suthers 2006¶

Nathan Dwyer & Daniel D. Suthers. (2006). Consistent practices in artifact-mediated collaboration. Computer-Supported Collaborative Learning 1: 481–511. https://doi.org/10.1007/s11412-006-9001-1

q2 · i? · qualitative · r2

In the video analysis, awareness management was bidirectional: "Participants took responsibility both for maintaining their awareness of their partner ’s contributions and making their partner aware of their own contributions," via movable materials, temporal proximity and attention-getting.

"Participants took responsibility both for maintaining their awareness of their partner ’s contributions and making their partner aware of their own contributions."

Nathan Dwyer & Daniel D. Suthers 2006 (2)¶

Nathan Dwyer & Daniel D. Suthers. (2006). Consistent practices in artifact-mediated collaboration. Computer-Supported Collaborative Learning 1: 481–511. https://doi.org/10.1007/s11412-006-9001-1

q2 · i? · qualitative · r2

Attention protocols (tapping, repositioning materials, self-interruption) let participants shift focus mid-contribution; the authors state "existing turn-taking models of interaction do not adequately account for this data."

"The commonality amongst all these interactions is that the participants are able to change their attentional focus at a finer granularity than individual contributions, interrupting even the production of words."

Discussion¶

Related Claims¶

• Written media afford simultaneous production and comprehension, which pairs appropriate to manage multiple discussion threads — related
• Organizing principles for a shared workspace emerge from implicit negotiation of conventions among group members — related
• Precisely coordinated transitions among spatial-orientational behavioral clusters help stabilize local patterns of student thinking — related
• Material arrangement of artifacts (strips centered and ordered by length, worksheets held close) affords and stabilizes the initial pattern of activity; later decentralization enables new patterns — related
• The physical stability of material artifacts such as stacked tickertape strips and worksheets stabilizes students' attention, action, and knowledge use — related
• Markov chain analysis yields nine finer-grained behavioral clusters that map predominantly onto the three broader behavior types — related