Dr. Teo Chew Lee, Senior Research Scientist with OER/NIE, will be conducting an online symposium during the ICLS2020. One of the knowledge building teachers, Andy, will also be presenting work on social and epistemic emotion in KB at the symposium. Registration is not required for this symposium, so feel free to join us.
Symposium topic
ICLS symposium - Emotional and Cognitive Affordances of Collaborative Learning Environments
Date and time
June 22, 8:30am Toronto time, 8:30pm Singapore time, and 7:30am Evanston time.
(Duration: 90mins)
Zoom session details
Meeting ID: 507 546 1328
Abstract
Collaborative learning involves intricate interactions in which students participate in cognitive activities within social-emotional environments. Cognitive interactions mediate knowledge sharing, construction and creation while social-emotional interactions shape student perception of community climate and influence their emotional expressions, which in turn, have significant impact on their cognitive interactions. Although research has consistently found that social presence and student-student interaction has a positive influence on students’ learning through emotional engagement, subject-based teaching remained largely more of a cognitive activity. Teachers tend to treat lessons that heightened social-emotional aspects such as Character & Citizen Education separate from subject-based lessons. This symposium brings together an international group of scholars to present recent studies on emotion and cognition in real collaborative learning environments. Methods, such as self-report, video observation, affective state detection in FACET and machine learning models were adopted to investigate students’ emotions. The results collectively suggest that these methods indeed served to uncover students’ emotions; emotions such as joy/enjoyment/happiness, confidence, and surprise were associated with students’ knowledge building progress; and that students’ online interactions had a high impact on the emotional and linguistic tone of learners. The symposium aims to discuss the pedagogical implications of these methods and findings on current practice in both subject-based and non-subject-based lessons in schools.