ABSTRACT

Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.

摘要

合作是开放教育的概念上模棱两可的方面。鉴于在开放教育文献中关于协作的讨论不一致，本文建议将协作定义和研究为一种独特的开放教育实践。来自计算机支持的协作学习学科的理论立场有助于将协作概念化为主体间意义形成的过程。然后，将社会注释作为一种学习技术来呈现，该技术可以有效地实现小组协作和共享意义的形成。在介绍了一个使用社交注释进行小组对话的开放式学习项目之后，访谈和注解数据的分析详细说明了社会注解如何使三个小组层次的认知表达成为协作，将协作描述为主体间意义的形成和开放教育实践。总结性讨论考虑了文档的社会生活如何鼓励协作，为什么重视认知表达是表达开放学习的有效手段，以及如何将协作研究扩展为开放教育实践。