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![Page 1: Landmark Representation and Interactive Mediation Jim Levin Education Studies UC San Diego jlevin/landmark-mediation/bb.htm.](https://reader035.fdocuments.net/reader035/viewer/2022062315/56649e9e5503460f94b9f0d1/html5/thumbnails/1.jpg)
Landmark Representation and Interactive Mediation
Jim Levin
Education StudiesUC San Diego
http://edsserver.ucsd.edu/~jlevin/landmark-mediation/bb.htm
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The color continuum
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Discrete color names
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Framework to combine continuous with
discrete
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Landmark concepts with activity levels
Click on the "X".
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Three landmarks
Click on the X in the color triangle.
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Four landmarks in a different domain
Click on the arrow.
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Number line landmarks & the development of
number conceptsClick on the number line.
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Bob Siegler's studies of
children's knowledge of number
Siegler & Opfer (2003):People have two different ways of representing numbers:
logarithmic representations --> linear representations
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Landmark interpretation
novices start with a few landmarks, mostly logarithmic
then acquire more and more landmarks that mark out an increasingly linear continuum.
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Mediation
A classic mediational triangle
Subject Object
Mediator
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Bud's mediational triangle
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Engeström's expanded triangle
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Spatial mediators
A line and its landmark subparts
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Spatial mediators
Click on a line, its landmark subparts, and its spatial mediators.
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More complex spatial mediation
Click on the "A".
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Self-repair & self-organization
Click on the cartoon below, then
click on "Go" then "Scramble."
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A more complex line
Click on the more complex line.
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Approximations to a curved line
Click on the "P" and select "P".
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Approximations to a curved line
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An overly simple L
Click on the L and select "overly simple L".
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Resulting "L"s
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Support from invisible lines
Click on the "L" and select "L".
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General properties
• Dynamic stability• Self-repair• Self-organization• Multiple stable states and reorganization
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Applications of the framework
• Educational discourse analysis with multiple topic threads as landmarks and participants as interactive mediators
• Classroom artifacts as landmarks and participants as interactive mediators
• Educational reform
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Potential applicationto educational reform
Analogies:• Multiple simultaneous interactive mediation as co-construction
• Near as affiliation; Apart as disaffiliation
• Self-repair as "failed" educational reform; Reorganization as "successful" reform
• Same side as coalition; opposite sides as opposition
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Opposite vs. same side
• Vertical axis as some issue• Length of the invisible line as some mediator between two groups
• "Short" creates groups on the same side of an issue
• "Long" creates groups on the opposite side
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Application to a reform setting
• Use of social network analysis to produce the structure of the reform setting
• Ethnographic study to determine the mediators and their nature
• Landmark representation of the structure and interactive mediation representation of the interaction
• Empirical test of the representation
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Feedback
• How useful is this landmark representation and interactive mediation framework?
• What important educational issues might it help us understand?
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Thanks!
Jim Levin [email protected]
Paper: http://edsserver.ucsd.edu/~jlevin/landmark-mediation/
During Winter quarter 2009, EDS 297 "Distributed Learning" will further investigate these issues on Thursdays, 5pm-7:50pm, in PCH 348. Everyone is welcome.
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Upcoming EDS brownbagshttp://eds.ucsd.edu/brown
bags.shtmNov. 25 Alan DalyDec. 2 Jim Levin: "Web-based collaborative tools for teaching, research, & service"
Dec 16 Rusty Bresser & Kathy MelaneseJan. 20 Cheryl Forbes & Luz ChungFeb. 17 Claire RamseyMar. 17 Practice AERA talksApr. 28 Alison Wishard-GuerraMay 19 Caren HoltzmanJune 16 Carolyn Hofstetter