Achieving Productive Multivocality in the Analysis of Group Interactions
This chapter reports on the productive multivocality project, a 5-year collaboration among researchers exploring the basis for productive dialogue between multiple analytic traditions in the analysis of group interaction, focusing on educational settings.
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Achieving Productive Multivocality in the Analysis of Group Interactions Daniel D. Suthers, Kristine Lund, Carolyn Penstein Rosé, and Chris Teplovs
This chapter summarizes the outcomes of a long-term research collaboration in the analysis of group interaction, reported in detail in the other chapters of the volume within which this chapter is contained (Suthers, Lund, Rosé, Teplovs, & Law, this volume). We call this collaboration the “productive multivocality project,” as it involved an effort to bring the various “voices” of multiple theoretical and methodological traditions into productive dialogue with each other. This project had multilayered goals. In addition to individual participants’ goals, our collective goals were to bring these various traditions to bear on the problem of understanding interaction in educational settings, while deliberately reflecting on and modifying our collaborative research practices to learn how multiple traditions might “speak to” each other in a manner that transcends yet leverages their differences. That is, our efforts at multivocal analysis of interaction not only produced research results concerning the interactions of students being studied, but also served as the setting for a research program concerning our own interactions as researchers, intended to inform other attempts at collaboration in multidisciplinary areas of study. Therefore, this chapter (and the volume within which it is contained) can be read for different purposes. It is primarily a report on what we learned from the productive multivocality project: how to bring different traditions into dialogue with each other in a manner that is beneficial to the participating researchers and to progress in the field. It also D.D. Suthers (*) Department of Information and Computer Sciences, University of Hawai‘i at Manoa, 1680 East West Road, Post 309, Honolulu, HI 96822, USA e-mail: [email protected] K. Lund ICAR Research Lab, CNRS—University of Lyon, 15 parvis René Descartes, 69007 Lyon, France C.P. Rosé Carnegie Mellon University, Pittsburgh, PA 96822, USA C. Teplovs Problemshift Inc., Windsor, ON, Canada 577 D.D. Suthers et al. (eds.), Productive Multivocality in the Analysis of Group Interactions, Computer-Supported Collaborative Learning Series 16, DOI 10.1007/978-1-4614-8960-3_31, © Springer Science+Business Media New York 2013
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contains a condensed report of a number of studies of interaction in educational settings (32 distinct analysts conducting 17 analyses across five data corpora), so can be read to survey their research results. The full volume (which contains detailed descriptions of data and analytic methods) may also be of value to students and researchers who want to learn about the range of analytic approaches available for their own data, perhaps to expand beyond the disciplinary boundaries of their own training. We begin our report in this chapter by establishing the context: who we are, what we were trying to accomplish, how we went about it, and to whom else this work m
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