Dialogic intervisualizing in multimodal inquiry
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Dialogic intervisualizing in multimodal inquiry Susan M. Bridges 1 Asmalina Saleh 2
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& Cindy E. Hmelo-Silver & Lap Ki Chan & Judith L. Green &
Received: 11 December 2019 / Accepted: 19 August 2020 / Published online: 29 August 2020 # International Society of the Learning Sciences, Inc. 2020
Abstract
Problem-based learning (PBL) designs are addressing the demands and potentials of an information-saturated era where accessing inquiry resources and new information is reconfiguring tutor-facilitated dialogues. Unclear is how incorporation of CSCL tools and the rich digital multimodal resources they collaboratively access and generate are reshaping the traditional problem-based cycle of inquiry and intersubjective sense-making. This study in higher education adopts Interactional Ethnography (IE) as a logic-of-inquiry to examine how a group of medical undergraduate students and their facilitator (n = 12) collaborated to access, review, appropriate and devise multimodal digital and visual texts within and across one problem cycle (three face-to-face tutorials and self-directed learning). Drawing on concepts of ‘multimodality’ and ‘intervisuality’ from literacy theory, we extend theoretical understandings of how multimodal texts become actors within a developing PBL event, not just objects of study or cultural tools. Through this multifocal approach, we make visible how what occurs at one point in time with these texts in the developing dialogic space is consequential for what students can and do undertake in subsequent engagements with such texts in and across one bounded cycle of learning activities. Arising from this analysis, we propose the concept of dialogic intervisualizing to characterize the dynamic interplay between and among information problem-solving processes, textual negotiations and purposeful, facilitated dialogue for deep knowledge co-construction within and across collaborative, computer supported learning activity in an inquiry cycle. Keywords Learning . collaboration . computer support . inquiry . information problem-solving
* Susan M. Bridges [email protected]
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The University of Hong Kong, Pok Fu Lam, Hong Kong
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Indiana University, Bloomington, IN 47405, USA
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Macau University of Science and Technology, Av. Wai Long, Macao
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University of California, Santa Barbara, USA
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Bridges S.M. et al.
Introduction Computer-supported collaborative learning (CSCL) as a field seeks to understand how shared meaning making unfolds in complex collaborative learning environments that are mediated by technology (Dillenbourg et al. 2009; Suthers 2006). Situating problem-based learning (PBL) in the context of CSCL requires that we understand how available tools and discourse mediate collaborative participation (Hmelo-Silver et al. 2018). A key challenge in understanding the integration of PBL with CSCL environments is to understand the ways that facilitators and students co-construct understanding of the problem space and navigate the complexities of multimodal texts (Bridges et al. 2012; Hendry e
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