Student dyads given planning software enacted changed practices not intended by designers or facilitators¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When a planning software artifact was inserted into the instructional setting, the student pair followed the syllabus assignment order rather than simulating, evaluating and revising planning decisions. → G. Stahl & S. Ludvigsen & N. Law & U. Cress 2014

Evidence¶

G. Stahl & S. Ludvigsen & N. Law & U. Cress 2014¶

G. Stahl & S. Ludvigsen & N. Law & U. Cress. (2014). CSCL artifacts. International Journal of Computer-Supported Collaborative Learning, 9, 237–245. https://doi.org/10.1007/s11412-014-9200-0

q2 · i? · causal · r1

The editorial reports Overdijk et al.'s analysis of a student dyad using planning software, built on Rabardel's notion of instrumental genesis. The dyad initially transferred steps from instructions into a generic spreadsheet, then arranged the given steps within the new format.

"Instead of simulating, evaluating and revising planning decisions, they stick with the specification and following the order of the assignments as they are presented in the syllabus."

Discussion¶

Related Claims¶

• The editorial calls for empirically grounded analysis combining Rabardel's theory with design-based research data to study mutual shaping of CSCL software and group cognition — a broader claim this one bears on
• 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
• Dyads collaborating via flexible written paper media exhibit invariant communicative practices across media, participants and topics — related