Stephen Boyd Davis's Time Pictures
Sally Mitchell and Carlos Sapochnik on Academic Argument
Chris Osborne, Lisa Crivello and others, 1994, on Academic Skills
Mark Torrance and Rachel Pilkington on Analysing Educational Dialogue Interaction: From Analysis to Models that Support Learning
From the Middlesex University's Electronic NoticeBoard:
Improving the quality of argument in design
A message for all academic, technical and administrative staff in the School of Art, Design and Performing Arts
This project, an action research project in the School of Art, Design and Performing Arts, is in its pilot year. It has centred on two multidisciplinary design programmes at postgraduate level and has had two main aims:
[Andrew Roberts has put links in Sally's text that go to parts of his Study Guide that he thinks are relevant]
We take argument to be a relational structure which involves the making of a case supported by evidence and justified according to socially agreed principles or rules.
We believe this structure underlies much of the important creative thinking that people - specifically, designers - do, but that they often do without reflection and uncritically.
It is our contention that if both students and tutors have a clear and explicit conception of what argument involves, then the quality of their arguments - and so the quality of their interactions and the critical evaluation of the design work - will improve.
We believe this to be the essence of the learning experience, a mark of graduateness and a key factor in the successful development and presentation of design solutions.
Click here for Study Guide on Argument.
Developing a clear conception of argument in a design programme
Although the pilot year is not yet complete we have received positive responses from students to the work on argument. They welcome the challenge it presents and recognize the role that it plays in the development and evaluation of their own and their peers' thinking. We have also learnt from the students what is difficult in our approach and what needs to be developed in the second year of the project.
Our aims for next year (1999/2000) are to further develop and apply in full the practices which we have devised through the pilot year of the project. We intend to involve a wider range of staff and to extend the work to other programmes.
We would like to invite interested colleagues to join us in this project so that we can work across ADPA and other institutions identifying needs, developing theoretical issues and practical applications, and evaluating their implementation.
We are running an ARGUMENT WORKSHOP on Tuesday 6 July from 2.00 - 5.00 pm at the Cat Hill Campus of Middlesex University. This will provide an opportunity to engage with the model of argument we use with design students and to discuss the work we are doing. Please let us know if you would like to attend. You are very welcome.
Sally Mitchell Leverhulme Research Fellow / LL&E phone 020 8 411 6533 fax 020 8 411 6349 e-mail email@example.com Carlos Sapochnik Principal Lecturer / ADPA phone 020 8 411 5064 fax 020 8 411 6954 e-mail firstname.lastname@example.org This research is part of the Leverhulme Trust funded project 'Improving the Quality of Argument in Higher Education' which is based in the School of Lifelong Learning and Education.
Report of the Task Group on Literacy, Numeracy and Academic Skills. Middlesex University paper. December 1994. The Report contains a Research Report of Staff Attitude Survey, by Lisa Crivello.
Membership: Ted Booth, Lisa Crivello, Tony Dix, Jeff Evans, Philip Frame, Jorge Kubrie, Jane Moran, Alan Muller, Osborne (chair), Pat Pearce, John Rees-Smith, Mike Riddle, Grenville Wall, Judith Harding.
Date sent: Fri, 03 Sep 1999 09:51:01 +0000
From: Mark Torrance
Subject: Call for Papers Special Issue IJAIED
Send reply to: Rachel Pilkington
Organization: University of Derby
Special Issue of International Journal Of Artificial Intelligence in Education
First Call for Papers on "Analysing Educational Dialogue Interaction: From Analysis to Models that Support Learning"
Papers are invited for a Special Issue of the International Journal of Artificial Intelligence in Education. This special issue will be based around the themes arising from the recent Workshop on Analysing Educational Dialogue Interaction held at AI-Ed '99 Le Mans, 18th - 19th July 1999 but is open to submissions from anyone in the research field.
Themes for Papers
Theme One: Valid and reliable approaches to identifying dialogue structures and features Theme Two: Investigating the role of dialogue in acquiring domain concepts and skills Theme Three: Computational Models of Dialogue for Intelligent Educational Systems Theme Four: Applications of Dialogue Analysis to enhance teaching in classrooms and CSCL
Papers addressing the use of dialogue analysis to inform models of dialogue or to formatively evaluate computer based systems are particularly welcome.
Advances in Computer Mediated Communication and the need for future developments in this area to be theory-led have increased interest in Dialogue Analysis. Those working in the field are increasingly recognising the need to capitalise on different types of analysis to explore the relationship between dialogue features (e.g. roles, strategies, form and content), and learning. For example, using Exchange Structure and Speech-Act analyses, it is possible to determine which participants are active in dialogue and in what ways. This can give useful insights into the nature of collaboration, including whether and when the dialogue of peer or tutor is effective in prompting a successful outcome. By focusing on the patterns of interaction emerging as particularly important and by refining them (to give them a formal and computational definition), dialogue analysis can assist in bridging the gap between empirical evaluation and the design Intelligent Educational Systems. Having developed such systems, dialogue analysis of users' interactions with or through such systems can further serve to validate them as models or evaluate their success in supporting learning. For example, a system aimed at prompting directed lines of reasoning needs to be validated by checking that it does indeed produce the types of speech acts and argument structures it is intended to model. Further, dialogue analysis can help to show whether or not a user interacting with the system has a productive interaction in terms of the learning-task outcome. This requires further triangulation with measures outside the dialogue but in general, will involve at least some comparison of structure, form and strategy with content, focus and relevance of contribution. Based on the thorough evaluation of such systems we can, as a research community, be better placed to shift policy and curriculum to favour the types of activities, tasks and tools we believe develop critical thinking and argumentation skills (learning to reason) and domain expertise (reasoning to learn). The workshop aimed to bring together researchers to discuss these themes.
Preparation of Manuscripts
Acceptance of contributions will be based on the usual IJAIED independent peer review process and authors are referred to IJAIED 'guidelines to authors' for the preparation of manuscripts. These are available at:
Submission of Manuscripts
Completed submissions should be marked "Special Issue on Analysing Educational Dialogue Interaction" and four copies should be sent to:
The Editor, IJAIED
Computer Based Learning Unit,
University of Leeds
Leeds, LS2 9JT, UK
First call for papers 1st September 1999
Submissions due 1st November 1999
Camera Ready Copy 31st March 1999
Rachel Pilkington (Guest Editor)
Mark Torrance Tel 01332 622222 x2090
Institute of Behavioural Sciences Fax 01332 514323
University of Derby
Derby DE3 5GX email@example.com
From Stephen Boyd Davis
Date: Fri, 28 May 1999 19:16:27 +0000 (GMT)
Subject: Pictures of Time
A request for assistance with a research project
I am engaged in research into the visual representation of time. In your subject your probably use such a representation, and I am interested to collect examples.
Such time representations might be used for...
I am particularly interested in examples where time appears explicitly (for example as the horizontal axis in a historical timeline) but please don't feel constrained by that.
Also, please don't think that the particular representations you use are unimportant or that I will already have examples. If in doubt, tell me about it, rather than keeping it to yourself! Hand-drawn representations used during teaching might turn out to be as important as those which are formal and printed.
What commitment will this involve for you? -- Very little if that is what you prefer. You could simply give me a reference to the texts where I can see such representations used. Or you could send me photocopies of examples. If you have digital examples you could send them on disc (of course I will return these), or as email attachments.
If (and only if) you would like to help more substantially, you might like to explain how the representations help (or hinder) work in your discipline. And of course I would be happy to tell you more about my research.
From Andrew Roberts to Stephen Boyd Davis 28.5.1999
Subject: A simple "picture?" of time
Thank you for your interesting circular.
I use chronologies in my Social Science History and on [this] web site.
I do not know if these are "visual representations", but I have called them "time lines". You can see the web one at this link:
Social Science History Time Line
[Also, developed since:
Mental Health History Time Line
In my book [Social Science History] the chronology is just an appendix that helps people understand the text.
On the web I intend to use it as the main link to other material. [at the time I wrote I was still converting the chronology from its book format].
I am rather intrigued by what you are doing. If you are circulating anything more about it, please let me hear!
From Stephen Boyd Davis to Andrew Roberts 7.7.1999
Belatedly, I must thank you very much for responding (and promptly too) to my plea for help. Your web work is interesting and certainly not trivial! I will certainly keep you up to date on my research as it proceeds.
Do you have any feedback from the users of your timeline pages, or any reflections of your own on their strengths and weaknesses?
From Andrew Roberts to Stephen Boyd Davis 26.7.1999
My web site started in April 1999, so students have not used the electronic time line yet.
I have included a history of the chronologies and time lines on my History of SHE page
The use of the chronologies from September 1990 must have solved some problems for students, because we no longer had students complaining that they did not know enough history to understand SHE.
I use images from the frontispiece of Hobbes Leviathan to explain both issues in social theory and historical events. I do this mainly with respect to the relationship of writers like Hobbes, Filmer and Locke to the Civil war. You will find one of the images if you click here.
Students appreciate the way that issues are linked by images and words, and the way that the same images and words are used to take you from one area to another.
A big difference between
Systematic feedback on SHE is gathered by an evaluation form (regular) and (this year) a written report. If we do a report next year it might be possible to ask students for feedback on the time line, if that would be useful to you. You can see the SHE2 Report questions we asked this year, and some of the issues raised by students.
Could you explain more about why you are researching pictures of time?
Date sent: Mon, 21 Feb 2000 14:33:29 +0000
From: steve woolgar
Subject: Virtual Society? Get Real! - conference announcement
firstname.lastname@example.org, email@example.com, firstname.lastname@example.org,
Copies to: email@example.com
Send reply to: steve woolgar
Apologies for cross-postings
Conference announcement and CfP
Virtual Society ? Get Real !
4-5th May 2000, Ashridge House, Hertfordshire, north west of London
The last few years have seen a burgeoning awareness of the potential impact of new electronic technologies. We recognise the crucial need to understand the social circumstances which can realise technological benefits, to temper cyberbole with social scientific research. Frameworks have been developed to help us ask: to what extent are significant changes in the ways we interact, relate to each other and organise ourselves associated with the new technologies. So what now are the prospects for a "virtual society"? Are we now at the point where we can remove the question mark Should we replace it with an exclamation mark! Or should we now redouble our analytic scepticism??
This major international conference is being held to reflect on the current state of the art. It marks the culmination of 2 « years research under the UK's ESRC Programme: Virtual Society? the social science of electronic technologies. The conference brings together researchers working both in and beyond the VS? Programme. The aim is to take stock, to reflect on the wider perspective and to identify the best ways forward.
Possible sub themes include: e-commerce: has the bubble burst?; resisting the virtual life; education; self, responsibility and ethics; space, place and locality; social exclusion; what to do with counter-intuitive findings?; privacy and surveillance; ICTs, audit and accountability.
Keynote speakers include Leigh Star (UC San Diego), Marilyn Strathern (Cambridge), Jonathan Ree (Middlesex), Mel Pollner (UC Los Angeles) and Deborah Heath (Lewis and Clark). Other speakers include: Steve Brown (Loughborough), Roger Burrows (York), Eleanor Burt (Glasgow Caledonian), Steve Carver (Leeds), Charles Crook (Loughborough), Penny Harvey (Manchester), John Hughes (Lancaster), Tracey Ibbotson (Glasgow), David Knights (Keele), Scott Lash (Goldsmiths), Martin Lea (Manchester), Sonia Liff (Warwick), Paul Light (Bournemouth), Brian Loader (Teesside), David Mason (Plymouth), Brian McGrail (Open University), David Morrison (Leeds), Charles Raab (Edinburgh), Kevin Robins (Goldsmiths), Neville Stanton (Brunel), Peter Swann (Manchester), Frank Webster (Birmingham) and Sally Wyatt (UEL)
The conference will cover participants' accommodation and travel costs (with a contribution towards travel costs for overseas participants), although places are limited. Deadline for paper abstracts (500 words) is 22nd March 2000; registration deadline is 29th March 2000. See website (below) for details and online registration. For further information contact Caroline Ingram at: firstname.lastname@example.org
Professor Steve Woolgar, Director
ESRC Virtual Society? Programme
Middlesex UB8 3PH
+44 (0)1895 203210
+44 (0)1895 203071 (fax)
Recent additions to the web site!
- Are teenagers stopping using the Internet?
- Realities of E-commerce: symposium report
- PROFILE '99 - get your copy of the Interim Programme report.
- many new conferences and workshops announced, including:
- - Virtuality in Europe 23-26 March 2000
- - Performing Virtualities, postgraduate workshop, 2-3 May 2000
- - Virtual Society? Get Real! 4-5 May 2000
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