The Right Tool for the Wrong Task? Match and Mismatch between First and Second Stimulus in Double Stimulation

Autor/inn/en	Lund, Andreas; Rasmussen, Ingvill
Titel	The Right Tool for the Wrong Task? Match and Mismatch between First and Second Stimulus in Double Stimulation
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 3 (2008) 4, S.387-412 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-008-9050-8
Schlagwörter	High Schools; Stimulation; English (Second Language); Second Language Learning; Educational Technology; Computer System Design; Computer Assisted Instruction; Instructional Design; Web Sites; Electronic Publishing; Cooperative Learning; Foreign Countries; Teaching Methods; Educational Principles; Norway + Suchen Sie Ihr Suchwort? High school; Oberschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Web-Design; Elektronisches Publizieren; Kooperatives Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Norwegen
Abstract	Using Vygotsky's notion of double stimulation as an analytical tool, we discuss the complex relationship between tasks, tools, and agency in CSCL environments. Empirically we examine how learners in a Norwegian senior high school class learning English as a foreign language approach and respond to an open-ended and collectively oriented task using a wiki. Our findings show that collectively oriented knowledge and language production takes place locally in small groups as well as in the larger collective of the class, and that learners find it difficult to maintain awareness of both levels of activity. However, when facing a breakdown in the wiki application, learners sustained strategies that carried many of the characteristics of collective production. We argue that there is a need to further theorize the task-tool relationship in activities involving collective knowledge production and that we need to align pedagogical as well as technological designs in order to give support for such efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10