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  3. Learning in Doing: Social, Cognitive and Computational Perspectives

This series addresses the situated nature of learning, remembering and understanding. It may appear obvious that human minds develop in social situations, and that they use the tools and representational media that culture provides to support, extend, and reorganize mental functioning. However, cognitive theories of knowledge representation and educational practice, in school and in the workplace, have not been sufficiently responsive to questions about these relationships. This series seeks to examine both these relationships, and the current and future nature of learning.

  • General Editors: John Seely Brown, Xerox Palo Alto Research Center, California, Roy Pea, Stanford University, California, Christian Heath, King's College London, Lucy A. Suchman, Lancaster University

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40 results in Learning in Doing: Social, Cognitive and Computational Perspectives

Page 1 of 2

Sensing in Social Interaction
  • The Taste for Cheese in Gourmet Shops
  • Lorenza Mondada
  • Published online:
    21 October 2021
    Print publication:
    04 November 2021
  • This book offers a novel perspective on how people engage in sensing the materiality of the world as a way of social interaction. It proposes a conceptual and analytical advance in how to approach sensing as an intersubjective and interactional phenomenon within the framework of conversation analysis and ethnomethodology. Based on a uniquely rich set of video-recorded data, the author shows how people reacting to cheese in gourmet shops across Europe highlights the part the senses play in human behaviour and communication. The multimodal analysis of the case studies reveals the systematic features of looking, touching, smelling, and tasting in situated activities. By blending interdisciplinary research with real life, the volume puts together a theoretical and methodological framework for studying the embodied and linguistic dimensions of sensing in interaction.

Co-Operative Action
  • Charles Goodwin
  • Published online:
    03 November 2017
    Print publication:
    06 November 2017
  • Co-Operative Action proposes a new framework for the study of how human beings create action and shared knowledge in concert with others by re-using transformation resources inherited from earlier actors: we inhabit each other's actions. Goodwin uses videotape to examine in detail the speech and embodied actions of children arguing and playing hopscotch, interactions in the home of a man with severe aphasia, the fieldwork of archaeologists and geologists, chemists and oceanographers, and legal argument in the Rodney King trial. Through ethnographically rich, rigorous qualitative analysis of human action, sociality and meaning-making that incorporates the interdependent use of language, the body, and historically shaped settings, the analysis cuts across the boundaries of traditional disciplines. It investigates language-in-interaction, human tools and their use, the progressive accumulation of human cultural, linguistic and social diversity, and multimodality as different outcomes of common shared practices for building human action in concert with others.

Inside Mathforum.org
  • Analysis of an Internet-Based Education Community
  • Wesley Shumar
  • Published online:
    14 September 2017
    Print publication:
    07 September 2017
  • The internet has dramatically transformed social space and time for many people in many different contexts. This dramatic warping of the social fabric has happened slowly over time as digital technologies have evolved and internet speeds have increased. While we are all aware of these changes, the impact is often little understood. There are few monographs about social groups made possible by the internet, and even fewer about educational communities made possible through digital technologies. Inside Mathforum.org details the ways that digital media are used to enhance the practices that teachers and students of mathematics engage in. The book also shows how different kinds of mathematical conversations and interactions become possible through the digital media. Unlike many other educational uses of digital media, the Math Forum's community has provided online resources and sustained support for teachers and students, and it leads the way in showing the power of digital media for education.

Self-Making Man
  • A Day of Action, Life, and Language
  • Jürgen Streeck
  • Published online:
    22 June 2017
    Print publication:
    26 June 2017
  • This book portrays one day in the communicative life of the owner of an auto repair-shop in Texas. He walks, looks, points, shows and explains engines, makes sense by gesture, speaks, manages, makes his life-world, and in the process reproduces social structures and himself as individual. Self-Making Man is the first comprehensive study of a communicating person; it reveals socially shared and personal practices, as well as improvisational actions by which a person inhabits and makes sense of the world with others. After decades of discussion on embodiment, this study is the first to investigate one body in its full range of communicative activities. Grounded in phenomenology and committed to the methodological rigor of context analysis and conversation analysis, Self-Making Man departs radically from contemporary research practice: it shows that, to take embodiment in human interaction seriously, we must conceive of it as individuation and organic, self-sustaining life: as autopoeisis.

Funds of Identity
  • Connecting Meaningful Learning Experiences in and out of School
  • Moisès Esteban-Guitart
  • Published online:
    05 August 2016
    Print publication:
    18 August 2016
  • Drawing on research conducted mostly in Catalonia (Spain), Moisès Esteban-Guitart outlines a distinct vision of education enhanced by students' identities, which leads to a discussion of the sociocultural factors that shape the processes of learning. He brings these ideas to life by examining traits of a mobile-centric society, the present-day ecology of learning, and his three metaphors of learning (connecting knowledge, connecting minds, and connecting communities). He then suggests a number of basic principles regarding learning for the twenty-first century based on prior literature in the learning sciences. He presents the terms 'funds of identity' and 'meaningful learning experiences', and reviews the funds of knowledge approach and the Vygotskian basis for understanding identity. In the second part of the book, he illustrates a number of strategies for detecting students' funds of identity and their meaningful learning experiences, and describes some practical experiences based on the theoretical framework he adopted.

Constructing Dynamic Triangles Together
  • The Development of Mathematical Group Cognition
  • Gerry Stahl
  • Published online:
    05 November 2015
    Print publication:
    19 November 2015
  • Rational thinking as exemplified in mathematical cognition is immensely important in the modern world. This book documents how a group of three eighth-grade girls developed specific group practices typical of such thinking in an online educational experience. A longitudinal case study tracks the team through eight hour-long sessions, following the students' meaning-making processes through their mutual chat responses preserved in computer logs coordinated with their geometric actions. The examination of data focuses on key areas of the team's development: its effective team collaboration, its productive mathematical discourse, its enacted use of dynamic-geometry tools, and its ability to identify and construct dynamic-geometry dependencies. This detailed study of group cognition serves as a paradigmatic example of computer-supported collaborative learning, incorporating a unique model of human-computer interaction analysis applied to the use of innovative educational technology. A valuable resource for researchers, instructors, and students alike, it offers concrete suggestions for improving educational practice.

Mathematics and the Body
  • Material Entanglements in the Classroom
  • Elizabeth de Freitas, Nathalie Sinclair
  • Published online:
    05 July 2014
    Print publication:
    02 June 2014
  • This book explores alternative ways to consider the relationship between mathematics and the material world. Drawing on the philosophy of Gilles Châtelet and the post-humanist materialism of Karen Barad, the authors present an 'inclusive materialist' approach to studying mathematics education. This approach offers a fresh perspective on human and nonhuman bodies, challenging current assumptions about the role of the senses, language, and ability in teaching and learning mathematics. Each chapter provides empirical examples from the classroom that demonstrate how inclusive materialism can be applied to a wide range of concerns in the field. The authors analyze recent studies on students' gestures, expressions, and drawings in order to establish a link between mathematical activity and mathematical concepts. Mathematics and the Body expands the landscape of research in mathematics education and will be an essential resource for teachers, students, and researchers alike.

How Humans Learn to Think Mathematically
  • Exploring the Three Worlds of Mathematics
  • David Tall
  • Published online:
    05 June 2014
    Print publication:
    02 September 2013
  • How Humans Learn to Think Mathematically describes the development of mathematical thinking from the young child to the sophisticated adult. Professor David Tall reveals the reasons why mathematical concepts that make sense in one context may become problematic in another. For example, a child's experience of whole number arithmetic successively affects subsequent understanding of fractions, negative numbers, algebra, and the introduction of definitions and proof. Tall's explanations for these developments are accessible to a general audience while encouraging specialists to relate their areas of expertise to the full range of mathematical thinking. The book offers a comprehensive framework for understanding mathematical growth, from practical beginnings through theoretical developments, to the continuing evolution of mathematical thinking at the highest level.

Communities of Practice
  • Learning, Meaning, and Identity
  • Etienne Wenger
  • Published online:
    05 July 2013
    Print publication:
    28 July 1998
  • This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.

Contested Learning in Welfare Work
  • A Study of Mind, Political Economy, and the Labour Process
  • Peter H. Sawchuk
  • Published online:
    05 June 2013
    Print publication:
    17 June 2013
  • Drawing on the field of cultural historical psychology and the sociologies of skill and labour process, Contested Learning in Welfare Work offers a detailed account of the learning lives of state welfare workers in Canada as they cope, accommodate, resist and flounder in times of heightened austerity. Documented through in-depth qualitative and quantitative analysis, Peter Sawchuk shows how the labour process changes workers, and how workers change the labour process, under the pressures of intensified economic conditions, new technologies, changing relations of space and time, and a high-tech version of Taylorism. Sawchuk traces these experiences over a seven-year period that includes major work reorganisation and the recent economic downturn. His analysis examines the dynamics between notions of de-skilling, re-skilling and up-skilling, as workers negotiate occupational learning and changing identities.

PowerPoint, Communication, and the Knowledge Society
  • Hubert Knoblauch
  • Published online:
    05 December 2012
    Print publication:
    26 November 2012
  • PowerPoint has become an integral part of academic and professional life across the globe. In this book, Hubert Knoblauch offers the first complete analysis of the PowerPoint presentation as a form of communication. Knoblauch charts the diffusion of PowerPoint and explores its significance as a ubiquitous and influential element of contemporary communication culture. His analysis considers the social and intellectual implications of the genre, focusing on the dynamic relationships between the aural, visual and physical dimensions of PowerPoint presentations, as well as the diverse institutional contexts in which these presentations take place. Ultimately, Knoblauch argues that the parameters of the PowerPoint genre frames the ways in which information is presented, validated and absorbed, with ambiguous consequences for the acquisition and transmission of knowledge. This original and timely book is relevant to scholars of communications, sociology and education.

The Dynamics of Auction
  • Social Interaction and the Sale of Fine Art and Antiques
  • Christian Heath
  • Published online:
    05 December 2012
    Print publication:
    12 November 2012
  • Each year art and antiques worth many billions of pounds are sold at auction. These auctions consist of numerous, intense episodes of social interaction through which the price of goods rapidly escalates until sold on the strike of a hammer. In this book, Christian Heath examines the fine details of interaction that arises at auctions, the talk and visible conduct of the participants and their use of various tools and technologies. He explores how auctioneers, buyers and their representatives are able to transact the sale of diversely priced goods in just seconds. Heath addresses how order, trust and competition are established at auctions and demonstrates how an economic institution of some global importance is founded upon embodied action and interaction. The analysis is based on video recordings of sales of art and antiques gathered within a range of national and international auction houses in Europe and the United States.

Cultural Development of Mathematical Ideas
  • Papua New Guinea Studies
  • Geoffrey B. Saxe
  • Published online:
    05 October 2012
    Print publication:
    28 September 2012
  • Drawing upon field studies conducted in 1978, 1980 and 2001 with the Oksapmin, a remote Papua New Guinea group, Geoffrey B. Saxe traces the emergence of new forms of numerical representations and ideas in the social history of the community. In traditional life, the Oksapmin used a counting system that makes use of twenty-seven parts of the body; there is no evidence that the group used arithmetic in prehistory. As practices of economic exchange and schooling have shifted, children and adults unwittingly reproduced and altered the system in order to solve new kinds of numerical and arithmetical problems, a process that has led to new forms of collective representations in the community. While Dr Saxe's focus is on the Oksapmin, the insights and general framework he provides are useful for understanding shifting representational forms and emerging cognitive functions in any human community.

Constructing the Self in a Digital World
  • Edited by Cynthia Carter Ching, Brian J. Foley
  • Published online:
    05 October 2012
    Print publication:
    10 September 2012
  • It has become popular in recent years to talk about 'identity' as an aspect of engagement with technology - in virtual environments, in games, in social media and in our increasingly digital world. But what do we mean by identity and how do our theories and assumptions about identity affect the kinds of questions we ask about its relationship to technology and learning? Constructing the Self in a Digital World takes up this question explicitly, bringing together authors working from different models of identity but all examining the role of technology in the learning and lives of children and youth.

Making Work Visible
  • Ethnographically Grounded Case Studies of Work Practice
  • Edited by Margaret H. Szymanski, Jack Whalen
  • Published online:
    05 August 2012
    Print publication:
    31 March 2011
  • In the 1970s, Xerox pioneered the involvement of social science researchers in technology design and in developing better ways of working. The Xerox legacy is a hybrid methodology that combines an ethnographic interest in direct observation in settings of interest with an ethnomethodological concern to make the study of interactional work an empirical, investigatory matter. This edited volume is an overview of Xerox's social science tradition. It uses detailed case studies showing how the client engagement was conducted over time and how the findings were consequential for business impact. Case studies in retail, production, office and home settings cover four topics: practices around documents, the customer front, learning and knowledge-sharing, and competency transfer. The impetus for this book was a 2003 Xerox initiative to transfer knowledge about conducting ethnographically grounded work practice studies to its consultants so that they may generate the kinds of knowledge generated by the researchers themselves.

Games, Learning, and Society
  • Learning and Meaning in the Digital Age
  • Edited by Constance Steinkuehler, Kurt Squire, Sasha Barab
  • Published online:
    05 August 2012
    Print publication:
    11 June 2012
  • This volume is the first reader on video games and learning of its kind. Covering game design, game culture and games as twenty-first-century pedagogy, it demonstrates the depth and breadth of scholarship on games and learning to date. The chapters represent some of the most influential thinkers, designers and writers in the emerging field of games and learning - including James Paul Gee, Soren Johnson, Eric Klopfer, Colleen Macklin, Thomas Malaby, Bonnie Nardi, David Sirlin and others. Together, their work functions both as an excellent introduction to the field of games and learning and as a powerful argument for the use of games in formal and informal learning environments in a digital age.

Designing for Virtual Communities in the Service of Learning
  • Edited by Sasha Barab, Rob Kling, James H. Gray
  • Published online:
    05 June 2012
    Print publication:
    29 March 2004
  • While many of us are concerned with the loss of communal spaces and ties that broaden one's sense of self beyond the 'me' or 'I' and into the 'we' and 'us', less clear are the educational advantages of a community approach in terms of learning curricular content. The chapters in this 2004 volume explore the theoretical, design, learning, and methodological questions with respect to designing for and researching web-based communities to support learning. The authors, coming from diverse academic backgrounds (computer science, information science, instructional systems technology, educational psychology, sociology, and anthropology), are frank in examining what we do and do not know about the processes and practices of designing communities to support learning. Taken as a collection, these manuscripts point to the challenges and complex tensions that emerge when designing for web-supported community, especially when the focal practice of the community is learning.

Assessment, Equity, and Opportunity to Learn
  • Edited by Pamela A. Moss, Diana C. Pullin, James Paul Gee, Edward H. Haertel, Lauren Jones Young
  • Published online:
    05 June 2012
    Print publication:
    07 April 2008
  • Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL – as access to content, often content tested; access to resources; or access to instructional processes – the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.

Vygotsky's Educational Theory in Cultural Context
  • Edited by Alex Kozulin, Boris Gindis, Vladimir S. Ageyev, Suzanne M. Miller
  • Published online:
    05 June 2012
    Print publication:
    15 September 2003
  • This 2003 book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications. Particular attention is paid to the Vygotskian idea of child development as a consequence rather than premise of learning experiences. Such a reversal allows for new interpretations of the relationships between cognitive development and education at different junctions of the human life span. It also opens new perspectives on atypical development, learning disabilities, and assessment of children's learning potential. Classroom applications of Vygotskian theory are discussed in the book. Teacher training and the changing role of a teacher in a sociocultural classroom is discussed in addition to the issues of teaching and learning activities and peer interactions. Relevant research findings from the US, Western Europe, and Russia are brought together to clarify the possible new applications of Vygotskian ideas in different disciplinary areas.

Human-Machine Reconfigurations
  • Plans and Situated Actions
  • 2nd edition
  • Lucy Suchman
  • Published online:
    05 June 2012
    Print publication:
    04 December 2006
  • This 2007 book considers how agencies are currently figured at the human-machine interface, and how they might be imaginatively and materially reconfigured. Contrary to the apparent enlivening of objects promised by the sciences of the artificial, the author proposes that the rhetorics and practices of those sciences work to obscure the performative nature of both persons and things. The question then shifts from debates over the status of human-like machines, to that of how humans and machines are enacted as similar or different in practice, and with what theoretical, practical and political consequences. Drawing on scholarship across the social sciences, humanities and computing, the author argues for research aimed at tracing the differences within specific sociomaterial arrangements without resorting to essentialist divides. This requires expanding our unit of analysis, while recognizing the inevitable cuts or boundaries through which technological systems are constituted.

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