Problem-based learning (PBL) designs are addressing the demands and potentials of an information-saturated era where accessing inquiry resources and new information is reconfiguring tutor-facilitated dialogues. Unclear is how incorporation of CSCL tools and the rich digital multimodal resources they collaboratively access and generate are re-shaping the traditional problem-based cycle of inquiry and intersubjective sense-making. This study in higher education adopts Interactional Ethnography (IE) as a logic-of-inquiry to examine how a group of medical undergraduate students and their facilitator (n = 12) collaborated to access, review, appropriate and devise multimodal digital and visual texts within and across one problem cycle (three face-to-face tutorials and self-directed learning). Drawing on concepts of ‘multimodality’ and ‘intervisuality’ from literacy theory, we extend theoretical understandings of how multimodal texts become actors within a developing PBL event, not just objects of study or cultural tools. Through this multi-focal approach, we make visible how what occurs at one point in time with these texts in the developing dialogic space is consequential for what students can and do undertake in subsequent engagements with such texts in and across one bounded cycle of learning activities. Arising from this analysis, we propose the concept of dialogic intervisualizing to characterize the dynamic interplay between and among information problem-solving processes, textual negotiations and purposeful, facilitated dialogue for deep knowledge co-construction within and across collaborative, computer supported learning activity in an inquiry cycle.

中文翻译：

---

多模式查询中的对话式可视化

基于问题的学习（PBL）设计正在解决信息饱和时代的需求和潜力，在该时代，访问查询资源和新信息正在重新配置由导师主持的对话。尚不清楚如何将CSCL工具和它们协作访问和生成的丰富的数字多模式资源结合在一起，正在重塑传统的基于问题的查询和主体间感性认识周期。这项在高等教育中的研究采用互动人种志（IE）作为研究逻辑，研究了一组医学本科生及其协助者（n = 12）如何协作访问，审查，适当和设计内部的多模式数字和视觉文本跨一个问题周期（三个面对面的教程和自主学习）。利用识字理论中的“多模式性”和“互可视性”的概念，我们扩展了对多模式文本如何成为发展中的PBL事件中的参与者的理论理解，而不仅仅是研究对象或文化工具。通过这种多焦点的方法，我们可以看到在发展中的对话空间中这些文本在某个时间点发生的情况对于学生在随后的一个有限的学习活动周期中以及随后在与此类文本进行的互动中所能做和将要做的事情具有重要意义。 。通过这种分析，我们提出了对话式可视化的概念，以描述解决信息问题的过程，文本协商和有目的，便利的对话之间的动态相互作用，以实现协作内部和跨协作的深度知识共建，