Transforming Teacher Practice Through Online Exchange- How Cultural Discourse Analysis Can Illuminate Meaning at the Intersection of Learning and Technology

• In Event: Employing Local Strategies Research to Understand the User Experience (UX)

Abstract

In this presentation, I share ways that analytic modes of inquiry associated with cultural discourse analysis helped the researcher understand how users of an online assessment system, Streamline (pseudonym), engaged in discourse via the feedback and discussion features in the system.
The users in this implementation were teacher education students charged with integrating what they learned in their coursework and their student teaching experiences. Opportunities to reflect on, question and critique one’s own practice are critical components of most experiential learning approaches in teacher education (Korthagen, 2001). However, due to the time intensive nature of providing feedback to individuals, teacher education programs traditionally struggle to find enough time to provide this type of individual feedback and support (Wilson et al, 2002).
The reason for using an online assessment system was two-fold. One was to allow students to engage in asynchronous communication out of class- on their own time and place. The other was to streamline and simplify an otherwise unwieldy workflow. Data was collected at multiple points during one semester in which students used Streamline to capture student’s reflections as well as provide opportunities for asynchronous online exchanges. Data included reflective writing, peer feedback and interviews conducted with students and the instructor at three different points in the semester.
This presentation will describe findings for how the software both constrained and enabled the more complex, rigorous and intellectual exchanges that were sought after by users. I will conclude with reflections about how specific modes of inquiry associated with cultural discourse analysis were utilized and the value of those methods for the modification of the Streamline software for engaging in similar activities.

Author

• Maaike Bouwmeester, New York U