2014 CCCC Presentation Slides

8/12/2019 2014 CCCC Presentation Slides

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STUDENT-DRIVEN COLLABORATION AND

THE SOCIAL/SPATIAL BURDEN OF MOBILELEARNING

Conference on College Composition and Communication 2014

Stacey Pigg | Assistant Professor of Writing & Rhetoric

University of Central Florida | [email protected] | @pidoubleg


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A SCENE

Part One

2


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4

YouTube

Gmail Chat

Reddit

Facebook

MyFitnessPal

1 min 2 min 3 min 4 min 5 min 6 min 7 min 8 min 9 min 10 min

Micahs

laptopscreen

I get the

lesson! I killthe lesson!

Yeah

Im in those classes. And a lot

of the projects arent reallycovered in the book. You have

to figure it out

I left the lab

early becauseI was so mad

10 minutes of 50-min session


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What forms of collaboration or social invention (LeFevre,1987) take place among students in a university sociallearning space?

What, if anything, do these collaborations generate?How do they form?

6


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SITE

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The Technology Commons is an

epicenter for students to gather,

communicate, interact, study andreceive technical support. A state-of-

the-art facility open to all of UCF,

providing the resources for studentsand staff alike to find assemble andsynthesize the information needed totackle numerous diverse tasks. The

individual areas of the computercenter buildings amalgamate to forma diverse, thriving, technical

community at the heart of UCF.

-- UCF Computer Services &

Telecommunications


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I research intersectionsbetween writingtechnologies and everyday

work and learning practice.

Part of a larger, two-sitestudy, using same data

collection in an urbancoffeehouse (Pigg, 2014).

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Groups

Dean &Carly

Sofia &Nadia

Max &

Luna

Charlotte,Owen, &

Gabriel

Tiffany,Nora, &Nicholas

THE STUDY

Participant observationmaking use of fieldnotes andsweeps (Given & Leckie,

2003)

Qualitative case studies ofstudents who use the space.

22 individuals participated invideorecorded observations,and 19 completed interviews.

Individuals

Ann

Heijin

Sal

Theodore

Ray

Micah

METHODS

THE CASES


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ANALYSIS

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Transcribed interviews and talk from work sessions and codedfor forms of collaboration

Time-mapped work sessions by dividing them into segmentsrepresenting duration of time spent attending to a given

resource and coding for the central mediating artifacts in use(Slattery, 2007)


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10

strangersociability

Sal

Ann

Ray

Max

andLuna

Micah

Heijin


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11

assignedcollaboration

Charlotte,Gabriel, &

Owen

Theodore& his

colleague


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STUDENT-DRIVEN SOCIALLEARNINGmany students described deliberately collaborating with peer

groups for formal or informal learning tasks not explicitly assigned

to them. videotaped activity of three working student groups andone individual case study fit this description.

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Groups

Dean &Carly

Sofia &Nadia

Max &Luna

Individuals Micah

watching and discussingvideo tutorials for a digitalmedia class

preparingfor calculus

preparing for organicchemistry

learninggamedesign viaG-chatwith afriend


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STUDENT-DRIVENCOLLABORATION

Part Three

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14

YouTube

Gmail Chat

Reddit

Facebook

MyFitnessPal


Micahs

laptopscreen

I get the

lesson! I killthe lesson!

Yeah

Im in those classes. And a lot

of the projects arent reallycovered in the book. You have

to figure it out

I left the lab

early becauseI was so mad

10 minutes of 50-min session


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enrolled in digital imaging class had three courses together met weekly at the beginning of thesemester, less toward the end

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DEAN & CARLY


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Carlys

laptopscreen


Deans

laptopscreen

PowerPoint

Video Tutorial

Photoshop

Google

Online Study Guide

Course Management System

E-textbook

sharing earbuds to listen to tutorial


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IMPLICATIONS

questions the unspokenassumption that learninghappens differently in schooland non-school domains(Alvermann, 2012)

mobile learning requiresphysical spaces ofconvergence, the flip side toonline social media and mobiledevices

opportunity for rhetoric andwriting scholars to rethink ourpotential relationship todisciplinary and professionallearning, if we understand

coordinating social andinformational resources to be arhetorical, teachable expertise

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2014 CCCC Presentation Slides

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