Description
This pre-conference workshop aims to introduce and subsequently apply a multi-dimensional theoretical framework and rubric for evaluating group-level engagement quality observed during collaborative activity. We draw on Engle and Conant’s (2002)
productive disciplinary engagement (PDE), defined as making collective intellectual progress related to core ideas and disciplinary practices during authentic tasks, but extend it to account for engagement in collaborative groups. Evaluating the quality with which students jointly engage is interrelated with their learning of core disciplinary content and practices in STEM. Furthermore, examining group engagement during STEM disciplinary activity is essential for assessing whether students are meeting goals set by national standards documents and instructional design. Participants will be actively involved in applying the rubric to observational data. Through workshop activities, participants will further their understanding and contribute to the developing conversation about the study of disciplinary engagement that moves CSCL research forward, and ultimately informs curriculum design principles.
Come spend the day doing interactive analysis of CSCL collaboration data! The goal of this full-day CSCL workshop is to become familiar with and then apply a rubric for evaluating the quality of group-level engagement observed during collaborative activity. We conceptualize engagement drawing on Engle and Conant’s (2002)
productive disciplinary engagement (PDE), as making collective intellectual progress related to core ideas and disciplinary practices during authentic tasks, but extended to account for engagement in collaborative groups. Evaluating the quality with which students jointly engage is interrelated with their learning of core disciplinary content and practices in STEM. Furthermore, examining group engagement during science, mathematics, and engineering classroom activity, among other disciplines, is essential for assessing whether students are meeting goals of national standards documents, curriculum, or other interventions involving group work.
Following theoretical introduction and rubric training, participants will be actively involved in applying the rubric to data (e.g., video data, transcripts, asynchronous discussion). In addition, participants can choose to code their own data or data shared by other workshop participants and/or co-organizers. The data to be made available from the co-organizers involves middle schoolers collaborating during STEM curricular units. Through workshop activities and discussion, participants will further their understanding of disciplinary engagement, and contribute to the developing conversation about the study of disciplinary engagement that moves CSCL research forward, and ultimately informs curriculum design principles.