ORCID Profile
0000-0002-6920-1332
Current Organisation
University of South Australia
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Publisher: Wiley
Date: 03-12-2014
DOI: 10.1002/9781405198431.WBEAL1456
Abstract: This entry provides a brief overview of research which has been conducted using a conversation analysis (CA) approach to understand computer‐mediated interactions (henceforth CMIs). An increasing number of researchers use CA to investigate CMIs, because this methodology engages in systematic analysis of talk in everyday naturally occurring situations of social and institutional interaction. CA's central concern with interaction between human beings has provided researchers with a robust methodological foundation, based on previous work on phone and face‐to‐face conversation, to investigate new and unique forms of interaction in online settings, where participants are using either their first, additional or a foreign language (L1 or L2).
Publisher: Informa UK Limited
Date: 02-10-2014
Publisher: Wiley
Date: 06-11-2007
Publisher: OpenEdition
Date: 15-12-2003
DOI: 10.4000/ALSIC.2238
Publisher: Elsevier BV
Date: 09-2016
Publisher: Springer Science and Business Media LLC
Date: 22-04-2023
DOI: 10.1007/S10798-022-09754-1
Abstract: The “Maker” movement is a cultural as well as educational phenomenon that has the potential to offer significant opportunities to students in conditions of social, economic and cultural disadvantage. The research reported in this paper, however, suggests that the simple provision of “Maker Spaces” for such activity is simplistic and not sufficient to realise this potential. The research involved a mixed methods study of a cohort of year 7 students (n = 26) in an Australian school located in a socio-economically disadvantaged outer-metropolitan region. The cohort undertook a range of Maker activities at a new “creativity centre” built at the school. Results indicate that the activities had positive impact on student attitudes towards science, technology, engineering and mathematics (STEM) overall, but that the impact was highly specific across attitudinal constructs. A strong ranging effect was also evident, suggesting that the impact of the experience was highly dependent on students’ initial attitudes. Reflecting on these results, the paper also offers a reference framework that may help keep equity in mind when designing different kinds of Maker experience.
Publisher: OpenEdition
Date: 15-12-2003
DOI: 10.4000/ALSIC.2231
Publisher: Elsevier BV
Date: 11-2016
Publisher: Informa UK Limited
Date: 03-04-2022
Publisher: Informa UK Limited
Date: 06-02-2015
Publisher: Elsevier BV
Date: 05-2013
No related grants have been discovered for Vincenza Tudini.