Multi-modal representations created during collaboration act as metaphors that shape joint reasoning and meaning making¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2019 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In collaborative reasoning tasks, student-generated multi-modal representations create an intersubjective space for joint reasoning and shape the direction of interaction. → Carolyn P. Rosé 2019

Evidence¶

Carolyn P. Rosé 2019¶

Carolyn P. Rosé, Nancy Law, Ulrike Cress, Sten Ludvigsen. (2019). Highlighting tools and technologies for collaborative learning. Intern. J. Comput.-Support. Collab. Learn. (2019) 14:1–6. https://doi.org/10.1007/s11412-019-09297-z

q2 · i? · qualitative · r?

The editorial reports the Steier, Kersting, and Silseth qualitative study of a web-based map task with two- and three-dimensional spatial representations, where students creatively fashioned improvised multi-modal representations during collaboration. The editorial, drawing on Conceptual Metaphor Theory, states that these representations "serve as metaphors that create an intersubjective space to house joint reasoning."

"Just like verbal metaphors, multi-modal representations serve as metaphors that create an intersubjective space to house joint reasoning. They create affordances within interaction that guide and shape the direction the interaction takes."

Discussion¶

Related Claims¶

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