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.

Autore Pugliese

• Ligorio Maria Beatrice

Tutti gli autori

• LIGORIO M.B.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2013

ISSN

1556-1607

ISBN

Non Disponibile

Numero di citazioni Wos

8

Ultimo Aggiornamento Citazioni

Non Disponibile

Numero di citazioni Scopus

6

Ultimo Aggiornamento Citazioni

Non Disponibile

Settori ERC

Non Disponibile

Codici ASJC

Non Disponibile