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Conference Paper: Dialogic intervisualizing: Developing a conceptual framework for equitable engagement in blended inquiry-based learning
| Title | Dialogic intervisualizing: Developing a conceptual framework for equitable engagement in blended inquiry-based learning |
|---|---|
| Authors | |
| Issue Date | 2022 |
| Citation | International Society of the Learning Sciences (ISLS) Annual Meeting 2022: International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices, Online Meeting, Hiroshima, Japan, 6-10 June 2022 How to Cite? |
| Abstract | Studies in computer-supported inquiry-based learning predominantly adopt an empirical rather than conceptual focus producing evidence-based justifications through ‘what works’ evaluations and process-based ‘how it works’ studies. This paper presentation seeks to further conceptualize digitally mediated learning processes in inquiry-based learning by elaborating on an existing CSCL definition of ‘dialogic intervizualizing’. In particular, the conceptual framing will seek to address the issue of equitable practices (tutor facilitated or student self-regulated) for student engagement in-the-moment and over-time. |
| Description | How to promote optimal individual and collaborative learning in remote and hybrid environments? A focus on motivational and emotional factors |
| Persistent Identifier | http://hdl.handle.net/10722/313297 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Bridges, SM | - |
| dc.date.accessioned | 2022-06-06T05:49:01Z | - |
| dc.date.available | 2022-06-06T05:49:01Z | - |
| dc.date.issued | 2022 | - |
| dc.identifier.citation | International Society of the Learning Sciences (ISLS) Annual Meeting 2022: International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices, Online Meeting, Hiroshima, Japan, 6-10 June 2022 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/313297 | - |
| dc.description | How to promote optimal individual and collaborative learning in remote and hybrid environments? A focus on motivational and emotional factors | - |
| dc.description.abstract | Studies in computer-supported inquiry-based learning predominantly adopt an empirical rather than conceptual focus producing evidence-based justifications through ‘what works’ evaluations and process-based ‘how it works’ studies. This paper presentation seeks to further conceptualize digitally mediated learning processes in inquiry-based learning by elaborating on an existing CSCL definition of ‘dialogic intervizualizing’. In particular, the conceptual framing will seek to address the issue of equitable practices (tutor facilitated or student self-regulated) for student engagement in-the-moment and over-time. | - |
| dc.language | eng | - |
| dc.relation.ispartof | International Society of the Learning Sciences (ISLS) Annual Meeting 2022 | - |
| dc.title | Dialogic intervisualizing: Developing a conceptual framework for equitable engagement in blended inquiry-based learning | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Bridges, SM: sbridges@hku.hk | - |
| dc.identifier.authority | Bridges, SM=rp00048 | - |
| dc.identifier.hkuros | 333215 | - |