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Productive Multivocality in the Analysis of Group Interactions pp 3–19Cite as

The Productive Multivocality Project: Origins and Objectives

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Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 15))

Abstract

This chapter introduces a volume on a 5-year collaboration among researchers exploring the basis for productive dialogue between multiple analytic traditions in the analysis of group interaction, focusing on educational settings. This chapter discusses the motivations for, our project and its history, describes the data corpora used as case studies, and summarizes strategies for supporting productive multivocal dialogue between traditions.

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Acknowledgements

The author gratefully acknowledges the collaboration and hard work of the editors and many other researchers who made this project possible and rewarding. The author was partially supported by NSF Award 0943147 during this project. The views expressed herein do not necessarily represent the views of NSF.

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Authors and Affiliations

  1. Department of Information and Computer Sciences, University of Hawai‘i at Manoa, 1680 East West Road, 309, Honolulu, HI, 96822, USA

    Daniel D. Suthers

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  1. Daniel D. Suthers
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Correspondence to Daniel D. Suthers .

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Editors and Affiliations

  1. Dept. of Information & Computer Sciences, University of Hawai'i at Manoa, Honolulu, Hawaii, USA

    Daniel D. Suthers

  2. ICAR Research Lab, CNRS — University of Lyon, LYON, France

    Kristine Lund

  3. Language Technologies Inst. & HCI Inst., Carnegie Mellon University, Pittsburgh, Pennsylvania, USA

    Carolyn Penstein Rosé

  4. Problemshift, Inc., Windsor, Ontario, Canada

    Chris Teplovs

  5. University of Hong Kong Centre for Info. Technology in Education, Hong Kong, Hong Kong SAR

    Nancy Law

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Suthers, D.D. (2013). The Productive Multivocality Project: Origins and Objectives. In: Suthers, D., Lund, K., Rosé, C., Teplovs, C., Law, N. (eds) Productive Multivocality in the Analysis of Group Interactions. Computer-Supported Collaborative Learning Series, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-8960-3_1

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