2014 CCCC Presentation Slides
Transcript of 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
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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?
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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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strangersociability
Sal
Ann
Ray
Max
andLuna
Micah
Heijin
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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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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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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
1 min 2 min 3 min 4 min 5 min 6 min 7 min 8 min 9 min 10 min
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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