External representations of argumentation Online publication date: Fri, 21-May-2004
by Jan M. van Bruggen, Paul A. Kirschner
International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Vol. 14, No. 1/2, 2004
Abstract: In this paper, we consider how the emerging field of Computer Supported Collaborative Argumentation (CSCA) can build on the traditions of Computer Supported Collaborative Learning, in particular environments that offer graphical representations of scientific inquiry, and design argumentation. Collaborative scientific inquiry and design argumentation share processes such as coordination, maintaining focus and coherence and negotiating knowledge. We discuss how characteristics of the external representations used, in particular their ontology and specificity, can influence, for good or bad, these processes. There is evidence in CSCL research that the representational notation (the definition of the objects and relations that can be used) guides the dialogues between learners. This is not necessary a guidance towards better performance. Other research in CSCL as well as design rationale indicates that a misfit between the notation and the task may have deleterious effects on task performance.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook