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- W2038695890 abstract "Online interactions are becoming commonplace for a multitude of educationalpurposes. Each context presents a unique and dynamic mix of variables thatcombine to shape the practice and the identities of those involved. In this article,sociocultural theories of learning and sociocultural theories of technology areexplored as a way to view and to map the complex interactions that can occur.The case of synchronous online moderation meetings are used as an example ofthe combination of variables that can impact on the development of sharedunderstandings of a practice. Online moderation can involve teachers fromgeographically diverse areas discussing and negotiating their judgementdecisions. These discussions represent an intersection of a national curriculum,standards-referenced assessment, moderation protocols, site-specific practicesand understandings, and individual teachers’ knowledges and histories. It issuggested that the proposed theoretical combination addresses some of thelimitations of each of the theories when investigating such a dynamic context. Ashigher education moves into increasing use of online modes of communicationand a higher level of accountability the relevance of this discussion to highereducation is evident." @default.
- W2038695890 created "2016-06-24" @default.
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- W2038695890 date "2014-01-01" @default.
- W2038695890 modified "2023-09-23" @default.
- W2038695890 title "Towards a theoretical framework for online professional discussions" @default.
- W2038695890 hasPublicationYear "2014" @default.
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