Anchoring collaboration in a shared epistemic object distinguished the successful co-invention teams from the unsuccessful one¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The four successful teams pursued and refined a shared epistemic object through sketching, prototyping and experimentation, while the Plant team never formed a comprehensive epistemic object and its efforts remained scattered. → Riikonen 2020

Evidence¶

Riikonen 2020¶

Riikonen, S., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2020). Bringing maker practices to school: tracing discursive and materially mediated aspects of student teams' collaborative making processes. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-020-09330-6

q2 · i? · design · r2

Cross-case comparison of the five teams at the intermediate analysis level, which combined Process-Rug results, field notes and artifact documentation; "both success and collaboration within teams resulted when the team members shared the same envisioned epistemic object."

"In contrast with the successful teams, the Plant team did not work out a comprehensive epistemic object and, consequently, their efforts remained scattered and the invention did not advance."

Discussion¶

Related Claims¶

• Embodied design practices of sketching and experimenting co-occurred with the application of product design, computer engineering, and science practices, while model making was more often followed by it — related
• The editorial reports that successful collaborative making teams resolved coordination challenges through intertwined social-discursive and materially mediated processes — a broader claim this one bears on
• Successful seventh-grade co-invention teams spent a much larger share of their embodied making actions on model making and experimenting than the unsuccessful team — related
• A shared epistemic object let a team with substantial off-task time (UrPo) still complete a successful co-invention — a narrower finding that bears on this claim
• Teacher-introduced redirection that simplified a team's epistemic object was associated with a decline in that team's knowledge-creation activity — related
• Embodied hands-on practices remain important learning activities in AI-era design education — related
• Sensorimotor action supports learning when it makes concept-relevant relations easier to process — related