Record W272138261 · doi:10.5935/reeduc.v8i17.172

Argumentação e design: Cognição, afetividade e moralidade em comunidades universitárias de aprendizagem

2011· article· pt· W272138261 on OpenAlexaff

Milton Campos, Cristina Grabovschi

Bibliographic record

VenueDOAJ (DOAJ: Directory of Open Access Journals) · 2011

Typearticle

Languagept

FieldSocial Sciences

TopicEducation and Digital Technologies

Canadian institutionsUniversité de Montréal

Fundersnot available

KeywordsHumanitiesPhilosophy

DOI10.5935/reeduc.v8i17.172

Abstract

fetched live from OpenAlex

Esse estudo tem dois objetivos principais: ilustrar práticas pedagógicas de utilização de fóruns de discussão no ensino universitário e um método de análise da argumentação em rede. Estudamos, paralelamente, elementos cognitivos (as razões que fundamentam os argumentos), afetivos (o “clima” no qual se desenrolaram as conversas em rede) e morais (as evidências de respeito). Essas dimensões foram costuradas juntas à luz do processo de co-construção de conhecimentos. Categorizamos então, metodologicamente, as diversas comunidades universitárias de aprendizagem estudadas de modo a determinar os níveis prevalentes das trocas. Essa perspectiva está fundamentada na hipótese segundo a qual a co-construção de conhecimentos que se estabelece nas trocas argumentativas em rede não pode ser compreendida sem que consideremos a afetividade dos participantes, como as emoções, assim como sentimentos morais. Nesse sentido, estudamos transcrições de conversações em rede de seis comunidades universitárias de aprendizagem, provindo de disciplinas diferentes. Muito embora nossa metodologia seja fundamentada na análise argumentativa, integramos instrumentos quantitativos e qualitativos com o objetivo de ampliá-la. Os resultados relacionados à dimensão argumentativa (procedimentos lógicos), confirmaram estudos prévios sobre a co-construção de conhecimentos em rede. No entanto, os resultados provindos das dimensões afetivas e morais exploradas se mostraram menos claros. O que é certo, no entanto, é que os processos argumentativos dos cursos estudados nos permitem dizer que conversações em rede significativas não emergem por si mesmas. O contexto da aprendizagem, o planejamento e as ações do professor são fundamentais para o sucesso da estratégia pedagógica. Palavras-chave: Argumentação em rede. Comunidades de aprendizagem. Fóruns de discussão. Educação universitária. Co-construção dos conhecimentos. Argumentation and design: cognition, affectivity and morality in learning community in higher education Abstract This study has two main goals: to highlight pedagogical practices in the use of electronic forums in higher education, and a method to analyze networked argumentation. On the one hand, we studied the cognitive (the reasons that found arguments), affective (the “climate” in which networked conversations were developed) and moral dimensions (evidences of the occurrence of respect). They were weaved in knowledge co-construction processes. On the other, we categorized methodologically a number of higher education learning communities so as to determine what was prevalent in networked exchanges. This approach is based on the hypothesis that knowledge co-construction that happens in networked argumentation exchanges cannot be understood without taking into account the affectivity of participants, such as their emotions and moral feelings. For that, we studied transcripts of networked conversations coming from six higher education learning communities that emerged in courses in which different disciplines were taught. Although our method is based on argumentation analysis, we integrated qualitative and quantitative tools with the goal to enhance it. Results related to the argumentative dimension (logical procedures), confirmed previous studies on networked knowledge co-construction. However, results related to the affective and moral dimensions were far less clear. It can be stated, though, that the argumentation processes identified in the studied courses show that meaningful networked conversations do not emerge by themselves. The learning context, the design and the instructors’ actions are equally fundamental for successful pedagogical strategies. Key words: Networked argumentation. Learning communities. Electronic forums. Higher education. Knowledge co-construction.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.003

metaresearch head score (Gemma)0.001

Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated

Candidate categoriesMeta-epidemiology (narrow), Scholarly communication, Open science, Insufficient payload (model declined to judge)

Consensus categoriesnone

DomainCandidate signal: none · Consensus signal: none

Study designCandidate signal: Observational · Consensus signal: Observational

GenreCandidate signal: Empirical · Consensus signal: Empirical

Teacher disagreement score0.294

Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

Category	Codex	Gemma
Metaresearch	0.003	0.001
Meta-epidemiology (narrow)	0.001	0.001
Meta-epidemiology (broad)	0.001	0.000
Bibliometrics	0.001	0.003
Science and technology studies	0.001	0.001
Scholarly communication	0.004	0.006
Open science	0.007	0.002
Research integrity	0.001	0.001
Insufficient payload (model declined to judge)	0.028	0.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.599

GPT teacher head0.583

Teacher spread0.017 · how far apart the two teachers sit on this one work

Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Meta-epidemiology (narrow)Scholarly communication Open science Insufficient payload (model declined to judge)

Study designObservational

Domainnot available

GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0

Published2011

Admission routes1

Has abstractyes

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