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No one ever steps in the same discussion twice: the relationship between identities and meaning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

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Standard

No one ever steps in the same discussion twice : the relationship between identities and meaning. / Oztok, Murat; Arvaja, Maarit.

Proceedings of the 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners. ed. / Chee-Kit Looi; Joseph Polman; Ulrike Cress; Peter Reimann. 1. ed. Singapore : International Society of the Learning Sciences, 2016. p. 234-241.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

Harvard

Oztok, M & Arvaja, M 2016, No one ever steps in the same discussion twice: the relationship between identities and meaning. in C-K Looi, J Polman, U Cress & P Reimann (eds), Proceedings of the 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners. 1 edn, International Society of the Learning Sciences, Singapore, pp. 234-241.

APA

Oztok, M., & Arvaja, M. (2016). No one ever steps in the same discussion twice: the relationship between identities and meaning. In C-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of the 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners (1 ed., pp. 234-241). International Society of the Learning Sciences.

Vancouver

Oztok M, Arvaja M. No one ever steps in the same discussion twice: the relationship between identities and meaning. In Looi C-K, Polman J, Cress U, Reimann P, editors, Proceedings of the 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners. 1 ed. Singapore: International Society of the Learning Sciences. 2016. p. 234-241

Author

Oztok, Murat ; Arvaja, Maarit. / No one ever steps in the same discussion twice : the relationship between identities and meaning. Proceedings of the 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners. editor / Chee-Kit Looi ; Joseph Polman ; Ulrike Cress ; Peter Reimann. 1. ed. Singapore : International Society of the Learning Sciences, 2016. pp. 234-241

Bibtex

@inproceedings{0d5abd7a2cd846df8dccbb58bf0369b5,
title = "No one ever steps in the same discussion twice: the relationship between identities and meaning",
abstract = "The concept of identification is a relational construct; that is, identities are not static but rather negotiated based on available material and symbolic resources. However, we know relatively little about how identities play a dual role when students collaborate. The aim of this paper is to explore this process through multiple case studies: we aim to explore how identities are enacted and used in making personal sense and understand the content knowledge, while at the same time we are interested in how this process can take a form of renewing process in the sense that the identities enacted are themselves changed, transformed or re-negotiated. Our results show that due to its dual role, identities mediate collaborative learning not only because knowledge is constructed in relation to identities but because online selves are articulated and constructed in relation to knowledge construction. ",
author = "Murat Oztok and Maarit Arvaja",
year = "2016",
month = jun
day = "20",
language = "English",
isbn = "9780990355090",
pages = "234--241",
editor = "Chee-Kit Looi and Polman, {Joseph } and Ulrike Cress and Peter Reimann",
booktitle = "Proceedings of the 12th International Conference of the Learning Sciences",
publisher = "International Society of the Learning Sciences",
edition = "1",

}

RIS

TY - GEN

T1 - No one ever steps in the same discussion twice

T2 - the relationship between identities and meaning

AU - Oztok, Murat

AU - Arvaja, Maarit

PY - 2016/6/20

Y1 - 2016/6/20

N2 - The concept of identification is a relational construct; that is, identities are not static but rather negotiated based on available material and symbolic resources. However, we know relatively little about how identities play a dual role when students collaborate. The aim of this paper is to explore this process through multiple case studies: we aim to explore how identities are enacted and used in making personal sense and understand the content knowledge, while at the same time we are interested in how this process can take a form of renewing process in the sense that the identities enacted are themselves changed, transformed or re-negotiated. Our results show that due to its dual role, identities mediate collaborative learning not only because knowledge is constructed in relation to identities but because online selves are articulated and constructed in relation to knowledge construction.

AB - The concept of identification is a relational construct; that is, identities are not static but rather negotiated based on available material and symbolic resources. However, we know relatively little about how identities play a dual role when students collaborate. The aim of this paper is to explore this process through multiple case studies: we aim to explore how identities are enacted and used in making personal sense and understand the content knowledge, while at the same time we are interested in how this process can take a form of renewing process in the sense that the identities enacted are themselves changed, transformed or re-negotiated. Our results show that due to its dual role, identities mediate collaborative learning not only because knowledge is constructed in relation to identities but because online selves are articulated and constructed in relation to knowledge construction.

M3 - Conference contribution/Paper

SN - 9780990355090

SP - 234

EP - 241

BT - Proceedings of the 12th International Conference of the Learning Sciences

A2 - Looi, Chee-Kit

A2 - Polman, Joseph

A2 - Cress, Ulrike

A2 - Reimann, Peter

PB - International Society of the Learning Sciences

CY - Singapore

ER -