Rupert Wegerif
University of Cambridge, Faculty of Education, Faculty Member
- University of Exeter, Graduate School of Education, Faculty Memberadd
- Professor of Education at University of Cambridge working on dialogic education with technology and in relation to teaching for thinking and creativity.edit
Despite their potential value for learning purposes, e-discussions do not necessarily lead to desirable results, even when moderated. The study of the moderator's role, especially in synchronous, graphical e-discussions, and the... more
Despite their potential value for learning purposes, e-discussions do not necessarily lead to desirable results, even when moderated. The study of the moderator's role, especially in synchronous, graphical e-discussions, and the development of appropriate tools to assist moderators are the objectives of the ARGUNAUT project. This project aims at unifying awareness and feedback mechanisms in e-discussion environments, presently implemented on
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Employers often complain that students leave school unequipped with the real-world skills needed, including problem-solving, teamwork and effective communication. Conversely, school-based education often suffers from limited perceived... more
Employers often complain that students leave school unequipped with the real-world skills needed, including problem-solving, teamwork and effective communication. Conversely, school-based education often suffers from limited perceived authenticity leading to low student engagement. Work experience is one solution, but it is labour-intensive and inequitably available. To address these challenges we undertook design-based research to explore a new relationship between enterprise and education: potentially scalable, curricular-integrated, simulated role-play experiences of the world of work. We developed a programme aligned to the English Key Stage 3 Computing and Design and Technology curricula (students aged 11–14). Student groups designed, modelled or built local solutions to global challenges, presented via videos from engineers in two international telecommunications companies. 326 students participated, led by eight teachers in four schools in areas of England traditionally associated with low social mobility. Findings identify structures, resources and approaches that authentically link to the world of work, whilst supporting students’ effective communication and shared group outcomes. We demonstrate proof of concept for an innovative education model made possible by the digital age. Using simulated real-world role-play scenarios, education across subjects could be made more authentic and many more students could experience working with leading-edge companies.
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This paper examines and reflects on a selection of approaches to technology enhanced learning that focus on the promotion of contemporary interactions and thinking. These processes and practices are articulated in terms of dialectic and... more
This paper examines and reflects on a selection of approaches to technology enhanced learning that focus on the promotion of contemporary interactions and thinking. These processes and practices are articulated in terms of dialectic and dialogic dimensions of learning dialogue. We hold that these dialectic and dialogic processes (interpreted broadly) are a primary ‘engine ’ for stimulating and supporting the collaborative development of knowledge, meaning and understanding in ways that promote deep learning in most educational contexts. The argument presented in this article includes reviews of the authors’ previous work which encompasses philosophical foundations, sociocultural psychology, empirical studies and design-based research methods. After presenting related perspectives and examples that substantiate our ‘dialectical and dialogical stance’, we will summarise the implications for designing interactions that stimulate thinking, conceptual development and engaging learning. O...
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This symposium focuses on forms of classroom discourse that have the potential to lead to societal change. The deployment of these forms of discourse that we designate as deliberative discourse provides unique moments during which a... more
This symposium focuses on forms of classroom discourse that have the potential to lead to societal change. The deployment of these forms of discourse that we designate as deliberative discourse provides unique moments during which a communicative rationalization is realized. We present very different programs in civic education, science, philosophy or history that realize this communicative rationalization. The common denominator of these programs is that they all provide long-term learning experiences. Through iterative enactment of collaborative inquiry and/or argumentative moves, students acquire norms that prepare them for the constitution of a deliberative democracy.
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Although in computer programming creativity is required, teaching methods applying tasks that address creative aspects are scarcely reflected in computer science education. This paper describes a multidimensional dialogic framework in... more
Although in computer programming creativity is required, teaching methods applying tasks that address creative aspects are scarcely reflected in computer science education. This paper describes a multidimensional dialogic framework in support of creativity in programming and the results of a successful computer science experiment, where the teacher facilitates the development of programming skills by means of the students random involvement in collaborative and creative dimensions of the framework. The teacher is called to pay attention in a great repertoire of productive interactions that enables him/her to promote creative programming activities. The framework presented here involves underlying dialogic processes from seven collaborative and creative dimensions that allow students to develop both adaptive and innovative creativity in programming. Students can simultaneously activate two or more ideas, images, or thoughts and have them interact, prompt thought experiments, change c...
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The study explores the development of 11-year-old students’ informal inference about random bunny hops through student talk and use of computer simulation tools. Our aim in this paper is to draw on dialogic theory to explain how students... more
The study explores the development of 11-year-old students’ informal inference about random bunny hops through student talk and use of computer simulation tools. Our aim in this paper is to draw on dialogic theory to explain how students make shifts in perspective, from intuition-based reasoning to more powerful, formal ways of using probabilistic ideas. Findings from the study suggest that dialogic talk facilitated students’ reasoning as it was supported by the use of simulation tools available in the software. It appears that the interaction of using simulation tools, talk between students, and teacher prompts helps students develop their understanding of probabilistic ideas in the context of making inferences about the distribution of random bunny hops. First published November 2016 at Statistics Education Research Journal Archives
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ABSTRACT This paper reports on a study of collaborative group work in mathematics. Although collaborative group work is known as one of the important approaches in education, it is still uncertain how group thinking can be measured in... more
ABSTRACT This paper reports on a study of collaborative group work in mathematics. Although collaborative group work is known as one of the important approaches in education, it is still uncertain how group thinking can be measured in various learning contexts. We used the Group Thinking Measure (GTM) test developed by [Wegerif, R., T. Fujita, J. Doney, J. Perez Linares, A. Richards, and C. van Rhyn. 2017. “Developing and Trialing a Measure of Group Thinking.” Learning and Instruction 48: 40–50.] alongside mathematics tests to measure group thinking and group mathematical thinking. Our participants from Japan (134 pupils, 10–12 year old) and the UK (30 pupils, 11–12 year old) schools undertook the GTM individually and then in a group of three (triad), following which, the same group also solved sets of mathematics problems. From the quantitative results we found that examining whether a group is a Value Added Group or not in their GTM scores is a useful way to identify more mathematically effective groups. From a qualitative analysis of video data of pupils’ group work, we also found that successful problem solving might be due to the use of certain strategies. In conclusion, we consider that GTM can be used to indicate which groups are effective in subject areas such as mathematics.
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Primary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, the authors outline a strat-egy for... more
Primary teachers need to incorporate the use of computers in their daily lesson plans, but how can this be done most effectively to promote learning skills in the classroom? In this fascinating book, the authors outline a strat-egy for enhancing the effectiveness of computers for ...
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Abstract This paper offers a critical review of the issue of assessing the quality of group thinking, describes the development of a Group Thinking Measure that fills a gap revealed by the literature and illustrates the use of this... more
Abstract This paper offers a critical review of the issue of assessing the quality of group thinking, describes the development of a Group Thinking Measure that fills a gap revealed by the literature and illustrates the use of this measure, in combination with interpretative discourse analysis, as a way of distinguishing those behaviors that add value to group thinking from those behaviors that detract value. The Group Thinking Measure combines two tests of equal difficulty, one for individual use and one for use by triads. This enables a measure not only of how well groups are thinking together but also a correlation between individual thinking and group thinking. This innovation gives an indication of whether or not working in a group adds value and so the extent to which a classroom culture supports collaborative thinking.
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Research Interests: Instructional Design, Research Methodology, Research Design, Educational Research, New Literacies, and 15 moreTechnological Innovation, Mixed Methods Research, Educational Design Research, MSc and Phd Researcher, Research Through Design, New Technologies, Models, Feasibility Studies, Educational research methodology, Design Based Research, Methodology of Educational Research, New Literacies Studies, PhD Student, Online Submission, and Preservice Language Teacher Education
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This chapter is based on recent and continuing research by the authors in British primary schools. We describe how computer-based activities have been used in the context of an intervention study designed to improve the quality of... more
This chapter is based on recent and continuing research by the authors in British primary schools. We describe how computer-based activities have been used in the context of an intervention study designed to improve the quality of children's collaborative work and develop their skills in using spoken and written language. Because our research is based on a sociocultural perspective on language, communication, and education, we will first offer a brief account of how this perspective informs our conception of language, literacy, and the use of computer technologies in schools. In the second section we provide a more detailed background to our research through a consideration of the nature and functions of talk and collaborative activity in classrooms as revealed by observational research. In the third section we discuss the ways computers can provide a focus for children's joint activity, and so lead mto a presentation of the methods and outcomes of our Thinking Together rese...
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This fascinating dialogue raised many questions. In this commentary I will focus on just three questions that particularly stimulated me to further reflection: ‘why classification?’; ‘what is ontology?’ and ‘where does agency come from?’
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Research studies conducted over a number of years have indicated that encouraging the use of the ground rules of Exploratory Talk in classrooms can be an effective way of improving reasoning and learning (see accounts in Mercer, 2000;... more
Research studies conducted over a number of years have indicated that encouraging the use of the ground rules of Exploratory Talk in classrooms can be an effective way of improving reasoning and learning (see accounts in Mercer, 2000; Wegerif & Dawes, 2004). In these research ...
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Computers and Pedagogy: New Ways of Using Computers in Language Teaching.: Tim Boswood (Ed.). Alexandria, VA: TESOL, 1997. Pp. xii + 309. Computers and Pedagogy: CALL: Media, Design and Applications.: Keith Cameron (Ed.). Lisse,... more
Computers and Pedagogy: New Ways of Using Computers in Language Teaching.: Tim Boswood (Ed.). Alexandria, VA: TESOL, 1997. Pp. xii + 309. Computers and Pedagogy: CALL: Media, Design and Applications.: Keith Cameron (Ed.). Lisse, Netherlands: Swets & Zeitlinger, 1999. Pp. 321. Computers and Pedagogy: WorldCALL: Global Perspectives on Computer-Assisted Language Learning.: Robert Debski and Mike Levy (Eds.). Lisse, Netherlands: Swets & Zeitlinger, 1999. Pp. 363. Computers and Pedagogy: CALL Environments: Research, Practice, and Critical Issues.: Joy Egbert and Elizabeth Hanson-Smith (Eds.). Alexandria, VA: TESOL, 1999. Pp. xi + 523. Computers and Pedagogy: Computer-Assisted Language Learning: Context and Conceptualization.: Mike Levy. Oxford: Oxford University Press, 1997. Pp. xv + 298. Computers and Pedagogy: Network-Based Language Teaching: Concepts and Practice.: Mark Warschauer and Richard Kern (Eds.). Cambridge: Cambridge University Press, 2000. Pp. 256. Computers and Pedagogy: Computers and Talk in the Primary Classroom.: Rupert Wegerif and Peter Scrimshaw (Eds.). Clevedon, England: Multilingual Matters, 1997. Pp. xi + 252.