Recent learning sciences literature proposes to conceive learning as changes in the 12learner ’s identity trajectory. In this paper, we use the analysis of dialogical positioning as a 13method to track down and understand shifts in identity trajectories. The Bakhtinian concepts 14of “polyphony” and “chronotopes” are considered as dialogical indicators of the identity 15positions, and are the basis of our method. A qualitative/quantitative nature is featured in this 16method, which is composed of three steps: a) reading of the data; b) definition of a tailored 17list of dialogical indicators; c) quantitative analysis. A highly collaborative, blended univer18sity course, drawing on socio-constructivist principles, was used as the context to test the 19method. Indeed, we believe such a course would foster dialogical identity development. All 20the notes posted online during the course by two selected students were used as the corpus of 21data. The students were selected because of their diversity in terms of level of participation 22and initial technology propensity. The application of the method revealed the uniqueness of 23the trajectories, the correlations between indicators, and their sensitiveness to the activities of 24the course and to the students ’ personal circumstances.
Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course.
LIGORIO, Maria Beatrice
Writing – Original Draft Preparation
;
2013-01-01
Abstract
Recent learning sciences literature proposes to conceive learning as changes in the 12learner ’s identity trajectory. In this paper, we use the analysis of dialogical positioning as a 13method to track down and understand shifts in identity trajectories. The Bakhtinian concepts 14of “polyphony” and “chronotopes” are considered as dialogical indicators of the identity 15positions, and are the basis of our method. A qualitative/quantitative nature is featured in this 16method, which is composed of three steps: a) reading of the data; b) definition of a tailored 17list of dialogical indicators; c) quantitative analysis. A highly collaborative, blended univer18sity course, drawing on socio-constructivist principles, was used as the context to test the 19method. Indeed, we believe such a course would foster dialogical identity development. All 20the notes posted online during the course by two selected students were used as the corpus of 21data. The students were selected because of their diversity in terms of level of participation 22and initial technology propensity. The application of the method revealed the uniqueness of 23the trajectories, the correlations between indicators, and their sensitiveness to the activities of 24the course and to the students ’ personal circumstances.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
