Explicit referencing in chat supports collaborative learning
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
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In this paper, we present a qualitative case study of group creativity online in the domain of mathematics. We define creative work broadly, ranging from the micro-level co-construction of novel resources for problem solving to the innovative reuse of ideas and solution strategies across virtual teams. We analyze the collaborative interactions of virtual math teams with an emphasis on describing the relationship between "synchronic" aspects of creative work (i.e. single episode interactions) and their "diachronic" evolution across time and across collectivities. Our analysis indicates that the synergy between these two types of interactions and the resulting creative engagement of the teams relies on three fundamental processes: (1) referencing and the "configuration of indexicals", (2) collective remembering, and (3) bridging across discontinuities. In addition we also reflect on the aspects of the online environment used by these virtual teams which promote, support or hinder diachronic and synchronic interactions and creativity as aspects of group cognition.