- I am a Research Director (tenured Research Professor) of the CNRS (Centre National de la Recherche Scientifique) in P... moreI am a Research Director (tenured Research Professor) of the CNRS (Centre National de la Recherche Scientifique) in Paris, working in the Social and Economic Sciences department of Telecom ParisTech (the French National Telecom Engineering graduate school).edit
Argumentation is a social practice that can lead to epistemic outcomes, that is, to the construction of knowledge. Recent research in collaborative learning has pointed out the significance of affective and motivational aspects, as well... more
Argumentation is a social practice that can lead to epistemic outcomes, that is, to the construction of knowledge. Recent research in collaborative learning has pointed out the significance of affective and motivational aspects, as well as the influence of socio-relational concerns, which have been found to frequently take priority over epistemic ones. Our research objective is to investigate how the epistemic and socio-relational dimensions of students' argumentative interactions are intertwined. We apply discourse analysis to examine the interactions in a small group of four 11th-graders evaluating the nutritional acceptability of omnivorous and vegetarian diets. The epistemic dimension is analyzed in terms of the aims pursued by the participants and the epistemic outcomes achieved. The socio-relational dimension is analyzed in terms of fluctuations of interpersonal tensions and their relaxations. The results show a convergence of participants' epistemic aims and the epist...
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In this chapter we present the process of designing and developing a novel online platform for supporting cultural literacy learning, involving the elaboration and understanding of European values in collaborative dialogue between... more
In this chapter we present the process of designing and developing a novel online platform for supporting cultural literacy learning, involving the elaboration and understanding of European values in collaborative dialogue between students, with teacher-led reflection on wordless texts. Wordless texts are books or videos that comprise sequences of pictures which stimulate student readers to reconstruct the attendant narratives (see Chapters 10.1007/978-3-030-71778-0_5 and 10.1007/978-3-030-71778-0_6, this volume). The narratives in question, available publicly, are designed to stimulate discussions relating to European values, notably tolerance, empathy and inclusion (Lähdesmäki et al. in Intercultural dialogue in European education policies: A conceptual approach. Palgrave Macmillan, New York, 2020). The main questions for platform design were therefore how to facilitate productive discussions involving European values, on or around such wordless texts, and to structure such discus...
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This thesis describes a general approach to tutorial interaction in Intelligent Tutoring Systems, called "Negotiated Tutoring". Some aspects of the approach have been implemented as a computer program in the 'KANT'... more
This thesis describes a general approach to tutorial interaction in Intelligent Tutoring Systems, called "Negotiated Tutoring". Some aspects of the approach have been implemented as a computer program in the 'KANT' (Kritical Argument Negotiated Tutoring) system. Negotiated Tutoring synthesises some recent trends in Intelligent Tutoring Systems research, including interaction symmetry, use of explicit negotiation in dialogue, multiple interaction styles, and an emphasis on cognitive and metacognitive skill acquisition in domains characterised by justified belief. This combination of features has not been previously incorporated into models for intelligent tutoring dialogues.<br><br> Our approach depends on modelling the high-level decision-making processes and memory representations used by a participant in dialogue. Dialogue generation is controlled by reasoning mechanisms which operate on a 'dialogue state', consisting of conversants' belie...
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In this paper we present innovative solutions to the problem of transparency in Public Administrations (PAs) by opening up public data and services so that citizens participation is facilitated and encouraged with a Social Platform and a... more
In this paper we present innovative solutions to the problem of transparency in Public Administrations (PAs) by opening up public data and services so that citizens participation is facilitated and encouraged with a Social Platform and a personalized user-friendly Transparency-Enhancing Toolset.
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Baker and Detiénne argue that the results reported in Stone and Wang and Alea et al. should be contextualized within a broader historical and societal perspective that takes into account the co‐evolution of social interaction practices... more
Baker and Detiénne argue that the results reported in Stone and Wang and Alea et al. should be contextualized within a broader historical and societal perspective that takes into account the co‐evolution of social interaction practices and technology‐mediated collaborative activities.
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HAL is a multi-disciplinary open access archive for the deposit and dissemination of sci-entific research documents, whether they are pub-lished or not. The documents may come from teaching and research institutions in France or abroad,... more
HAL is a multi-disciplinary open access archive for the deposit and dissemination of sci-entific research documents, whether they are pub-lished or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et a ̀ la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. The role of argumentation in online epistemic communities: the anatomy of a conflict in Wikipedia
This research aims to experiment the conditions for spontaneous production of argumentative dialogues between learners, in problem-solving situations. Since relatively little research has been carried out in this field of research, this... more
This research aims to experiment the conditions for spontaneous production of argumentative dialogues between learners, in problem-solving situations. Since relatively little research has been carried out in this field of research, this paper proposes a restricted set of hypotheses, from both theoretical and practical points of view, on the conditions under which such discussions can be produced. A computer-based environment, involving synchronous typewritten communication, has been implemented in order to test these hypotheses, and to collect a corpus of argumentative interactions that is adapted for the validation of a cognitive model of this type of interaction. Preliminary analyses of the corpus gave quite encouraging results.
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Based on previous studies on the quality of collaboration and its assessment, the objective of our research is to understand “cultures of collaboration”, on national, and institutional levels. We present an experiment in which Japanese... more
Based on previous studies on the quality of collaboration and its assessment, the objective of our research is to understand “cultures of collaboration”, on national, and institutional levels. We present an experiment in which Japanese and French engineering students were asked to judge the quality of collaboration in engineering design, using a specific multidimensional method (“QC”, for “Quality of Collaboration”). Based on the degree of agreements between judges on their social representation of ‘ideal’ collaboration, our results suggest a common institutional culture of engineering design as well as specificities at the national level.
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12 Abstract In this paper we present a framework for analyzing when and how students 13 engage in a specific form of interactive knowledge elaboration in CSCL environments: 14 broadening and deepening understanding of a space of debate.... more
12 Abstract In this paper we present a framework for analyzing when and how students 13 engage in a specific form of interactive knowledge elaboration in CSCL environments: 14 broadening and deepening understanding of a space of debate. The framework is termed 15 “Rainbow,” as it comprises seven principal analytical categories, to each of which a color is 16 assigned, thus enabling informal visualization by the analyst of the extent to which students 17 are engaging in interaction relating to potential achievement of its pedagogical goal. The 18 categories distinguish between activities that are part of the prescribed assignment and 19 activities that are not, and between task-focused and non-task-focused activities. Activities 20 focused on managing the interaction itself are distinguished from argumentative interaction. 21 Notably, an operational definition of what it means to broaden and deepen understanding in Computer-Supported Collaborative Learning DOI 10.1007/s11412-007-9022-4
In this chapter we propose a methodological approach: we intend to explore the relations between children’s representations of moral issues as elaborated in dialogue (dialogue on ethics, DoE) and the ethical dimension of the children’s... more
In this chapter we propose a methodological approach: we intend to explore the relations between children’s representations of moral issues as elaborated in dialogue (dialogue on ethics, DoE) and the ethical dimension of the children’s moral conduct towards each other (ethics of dialogue, EoD), where we expect to find interesting relations to explore. For example, if a child expresses tolerance towards a character in a video, to what extent does that child express tolerance towards the ideas and utterances of other children present in the interactive situation? The values we intend to focus on are the three main values at the heart of DIALLS: tolerance, empathy, and inclusion. We will examine the possible reciprocity between talking and doing, form and content, meta-dialogue and dialogue.
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Small group work offers the opportunity for students to engage in many-sided discussions. Students can learn how to argue standpoints and develop argumentative competence (i.e. learning to argue) but may also, by using argumentative... more
Small group work offers the opportunity for students to engage in many-sided discussions. Students can learn how to argue standpoints and develop argumentative competence (i.e. learning to argue) but may also, by using argumentative structures, learn about and tease apart relevant facets of the topic at hand (i.e. arguing to learn). Although these processes can be beneficial for both arguing to learn as well as learning to argue, their success is predicated on the characteristics of the group enacting them. Discussions happen in a social, interpersonal context. Especially in small group collaborative learning, the social relationships between students should have a stronger and more direct impact on the form and content of their contributions than in more direct, teacher-led instruction. In this chapter, we will seek to specify the relations between cognitive and social aspects of collaborative argumentation and illustrate them with an example from the DIALLS lesson recordings.
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This thesis describes a general approach to tutorial interaction in Intelligent Tutoring Systems, called "Negotiated Tutoring". Some aspects of the approach have been implemented as a computer program in the 'KANT'... more
This thesis describes a general approach to tutorial interaction in Intelligent Tutoring Systems, called "Negotiated Tutoring". Some aspects of the approach have been implemented as a computer program in the 'KANT' (Kritical Argument Negotiated Tutoring) system. Negotiated Tutoring synthesises some recent trends in Intelligent Tutoring Systems research, including interaction symmetry, use of explicit negotiation in dialogue, multiple interaction styles, and an emphasis on cognitive and metacognitive skill acquisition in domains characterised by justified belief. This combination of features has not been previously incorporated into models for intelligent tutoring dialogues. Our approach depends on modelling the high-level decision-making processes and memory representations used by a participant in dialogue. Dialogue generation is controlled by reasoning mechanisms which operate on a 'dialogue state', consisting of conversants' beliefs, a set of possibl...
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When students attempt to solve problems collaboratively in learning environments they may miss opportunities to use available resources for achieving learning goals. We present an approach to qualitative analysis of such "missed... more
When students attempt to solve problems collaboratively in learning environments they may miss opportunities to use available resources for achieving learning goals. We present an approach to qualitative analysis of such "missed opportunities" ("MOs") in collaborative problem-solving interactions, and discuss how the analysis can contribute to the design of the "CHENE" Computer Supported Collaborative Learning ("CSCL") system, that is used to support physics modelling tasks. Since benefits of collaboration require involvement of both partners, we concentrate on MOs to use one's partner as a resource in achieving goals of co- constructing domain concepts. After presenting analyses of different cases of MOs of this type, we discuss why MOs occur and how they may be identified. In conclusion, we propose a "minimal graded intervention" approach to guidance in CSCL environments that is intended to address the problem of MOs for learning.
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Abstract The aim of this paper is to explore the role of joint remembering in collaborative design. Joint remembering sequences are identified on the basis of questions that act as triggers to specific interactive sequences. The sequences... more
Abstract The aim of this paper is to explore the role of joint remembering in collaborative design. Joint remembering sequences are identified on the basis of questions that act as triggers to specific interactive sequences. The sequences are situated in the ongoing collaborative design process, and empirical evidence is provided that illustrates how the interweaving of verbal, bodily, social and material resources supports joint remembering. Three examples of joint remembering sequences in co-design are analysed from a corpus of interactions (45+ hours of audio and video recording), collected during an observational study of a team of four 3D designers working on a TV commercial. This study suggests that questions acting as reminders foster the formation of multimodal remembering sequences (MRSs) that connect multiple timescales over the duration of co-design projects. In the corpus under study, MRSs enable designers to plan future actions and make decisions on the fly.
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The aim of this paper is to provide empirical evidence that illustrates how the interweaving of verbal, bodily, social and material resources supports joint remembering of relevant aspects of co-design projects during group interactions.... more
The aim of this paper is to provide empirical evidence that illustrates how the interweaving of verbal, bodily, social and material resources supports joint remembering of relevant aspects of co-design projects during group interactions. Our data comes from an ethnographic study we conducted in a video design studio in Barcelona. The analysis focuses on the role of questions triggering the formation of multimodal remembering sequences (MRSs). This study suggests that questions acting as reminders foster the formation of MRSs. MRSs are supported by an on-the-fly integration and coordination of multiple contextually relevant resources. Our preliminary findings are relevant for the development of new design-rationale systems in HCI that consider such complex dynamics.
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A prototype cognitive model for the processing of musical grouping structures from discrete pitches is described, focusing on the level of the phrase for tonal melodies. The AGA system (“Automated Grouping Analysis”) based on this model,... more
A prototype cognitive model for the processing of musical grouping structures from discrete pitches is described, focusing on the level of the phrase for tonal melodies. The AGA system (“Automated Grouping Analysis”) based on this model, has been implemented as a rapid prototype in Common Lisp on an Apollo Domain AI workstation. AGA exploits two ways in which the grouping and time-span reduction components of Lerdahl &amp; Jackendoff&#x27;s (1983) theory interrelate, in terms of the normal forms of time-span reduction and the parallelism exhibited at deep reductional levels. Normal forms are implemented as the highest level rules of a grammar of chord function, to identify phrase level bound-aries, which are evaluated in terms of parallelism displayed by reductions based on well formed parse-trees according to the grammar. We conclude that processing of grouping at this level is an activity which requires a great deal of knowledge of the specific genre concerned in the form of processing heuristics, and that the listener&#x27;s prior expectations could be understood within the framework of schema theory.
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An approach for analysing and modelling learning as the result of the interweaving of reasoning minds in verbal interaction ("dialogic learning") is described. It is argued that giving primacy to modelling dialogue in learning... more
An approach for analysing and modelling learning as the result of the interweaving of reasoning minds in verbal interaction ("dialogic learning") is described. It is argued that giving primacy to modelling dialogue in learning situations can establish requirements for Intelligent Tutoring Systems architectures and provide a means for understanding collaborative learning processes in humans and machines. Two specific and related types of dialogue are considered that are fundamental mediating mechanisms in learning : negotiation and argumentation. Modelling these mechanisms in learning dialogues show that a richer set of epistemic attitudes is required in order to understand cognitive change in students, and highlights metacognitive processes as means for coordination and control.
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Introduction and research background Collaborative learning is not only an inter-cognitive process; it must also be seen as a specific personal, interpersonal and emotional experience (Crook, 1994). Learning from collaboration involves a... more
Introduction and research background Collaborative learning is not only an inter-cognitive process; it must also be seen as a specific personal, interpersonal and emotional experience (Crook, 1994). Learning from collaboration involves a subtle interplay between cognitive-...
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ABSTRACT Motivation -- This research aims to study the collective activity involved in co-elaborating knowledge objects in online communities, in this case, Wikipedia. Research approach -- We propose the design of a graph visualisation... more
ABSTRACT Motivation -- This research aims to study the collective activity involved in co-elaborating knowledge objects in online communities, in this case, Wikipedia. Research approach -- We propose the design of a graph visualisation for studying communicating around shared task foci in collaborative editing of Wikipedia. Findings/Design -- Task foci of edits and interpersonal relations between participants shape a unified task structure that can be used to study subtasks that give rise to collaborative discussion, within the global collective process. Research limitations/Implications -- Our analysis is restricted to the editing process of a single article. Originality/Value -- We propose visualisation techniques of collective online activity using combinations of relations between task and discussion spaces. Take away message -- Online collective epistemic activity comprises alternation between decoupled action and zones of close collaboration between specific specialised participants, in relation to specific subtasks bearing on fundamental issues. This can be visualised across task and discussion spaces using specific techniques.