In the twenty-first century, being able to collaborate effectively is important at all ages, in everyday life, education and work, within and across diverse cultural settings. People are increasingly linked by networks that are not only means for working and learning together, but are also ways of maintaining social and emotional support. Collaborating with others requires not only elaborating new ideas together, but also being able to manage interpersonal relations. In order to design and facilitate effective collaborative situations, the challenge is therefore to understand the interrelations between social, affective and cognitive dimensions of interactions in groups.
Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of:
- the variety of social learning situations and experiences;
- social identities in group learning;
- emotion, motivation and knowledge elaboration;
- conflict, arguments and interpersonal tensions in group learning.
Bringing together a broad range of contributions from internationally recognised researchers who are seeking to broaden, deepen and integrate the field of research on collaborative learning, this book is essential reading for all serious students of contemporary educational research and practice.
Table of Contents
1. Introduction: visions of learning together; 2. Varieties of "togetherness" in learning – and their mediation; 3. Emotions: characteristics, emergence and circulation in interactional learning; 4. Feeling and Meaning in the Social Ecology of Learning: Lessons from Play and Games; 5. Knowledge co-construction – epistemic consensus or relational assent?; 6. Paper and computers: gender differences in children’s conversations in collaborative activities; 7. Motivation and Emotion Shaping Knowledge Co-Construction; 8. Regulating emotions together for motivated collaboration; 9. Identifying and overcoming tension in interdisciplinary teamwork in professional development; 10. Getting on and getting along: tension in the development of collaboration; 11. A sociocultural perspective on conflict in argumentative designs; 12. Epistemic and interpersonal dimensions of peer argumentation: Conceptualization and quantitative assessment; 13. "Look who’s talking": Identity and emotions as resources to historical peer reasoning
Michael Baker is a CNRS (Centre National de la Recherche Scientifique) Research Director, working in the Economic and Social Sciences Department of Télécom ParisTech Graduate Engineering School in Paris, France.
Jerry Andriessen is a former Associate Professor at Utrecht University, the Netherlands, and now works as an independent researcher (http://www.wisenmunro.org).
Sanna Järvelä is a Professor in the field of learning and educational technology in the Department of Educational Sciences, University of Oulu, Finland.