Abstracts - Earli

The dynamics of social roles within a knowledge management communityIsa Jahnke, University of Bochum, GermanyAs research in Computer-Supported Collaborative Learning (CSCL) expands its understanding ofdiverse types of joint learning activities and the participation frameworks they enact, newperspectives on how social reality is constructed become necessary for analysis and designpurposes. Our research concentrates on the temporal development of online learning groups intoteams and communities and the interactional emergence of positioning or situated roles —dynamicorientations toward participation in small-group interaction. We investigate the ways that smallvirtual teams engaged in sustained work over time cross over the boundaries of time, episodes,collectivities, and perspectives to constitute and advance learning and knowledge-building as acontinuous activity. We refer to this interactional activity as "bridging" work. While engaged inbridging work, team members position themselves, their co-participants and other collectivitiesdynamically in ways that suggest the need to consider the "situatedness" aspect of the concept ofrole in CSCL research. Bridging activity, and the positioning work it entails, contributes to theconstruction and maintenance of a joint problem space over time, to manage ongoing participation,and to the constitution of the temporal imagination of the collectivities involved.K 1531 August 2007 08:30 - 10:30Room: 0.81 OrtvaySymposiumFurther understanding of the processes involved in the self-regulationof writing.Chair: Eduardo Cascallar, Assessment Group International; Leiden University, BelgiumOrganiser: Monique Boekaerts, Leiden University, NetherlandsDiscussant: Pietro Boscolo, University of Padova, ItalyDiscussant: Susan Nolen, University of Washington, USAIt is the aim of this symposium to demonstrate that self-regulation in relation to writing is acomplex process that involves many different, interacting strategies. Any writing activity thatstudents engage in is always situated. It involves a dialogue between the writer and a real orimagined reader. In order to understand the students’ attempts at self-regulation during the writingprocess it is essential to open a window on the conditional knowledge they have access to and theaccessibility and use of (meta-) cognitive, motivational, and volitional strategies. In thesymposium, we will focus on the interplay between cognitive and affective/motivational strategiesduring self-regulated writing. We will also explore the relations between students’ strategy use andtheir perception of classroom interactions. In the classroom, self-regulated writing is situated in asocial and instructional context. Learners perceive the writing task, the instructions, the toolsprovided, and the social agents that are present in terms of affordances and constraints that arecreated. In recent years, increasing emphasis has been given to teacher-student interactions andpeer interactions as important determinants of self-regulated writing.– 618 –