Scoping Deliberations: Scaffolding Engagement in Planning Collective Action
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| Title: | Scoping Deliberations: Scaffolding Engagement in Planning Collective Action |
|---|---|
| Language: | English |
| Authors: | Lu, Kristine (ORCID |
| Source: | Instructional Science: An International Journal of the Learning Sciences. 2023 51(6):1005-1041. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Information and Intelligent Systems (IIS) |
| Contract Number: | 2008450 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Models, Change, Student Leadership, Undergraduate Students, Learner Engagement, Planning |
| DOI: | 10.1007/s11251-023-09621-z |
| ISSN: | 0020-4277 1573-1952 |
| Abstract: | Most social challenges fall outside of the authority of any single individual and therefore require collective action-coordinated efforts by many stakeholders to implement solutions. Despite growing interest in teaching students to lead collective action, we lack models for how to teach these skills. Collective action ostensibly involves design: the act of planning to change existing situations into preferred ones. In other domains, instructors commonly scaffold design using an instructional model known as "studio critique" in which students strengthen their plans by exchanging arguments with peers and instructors. This study explores whether studio critique can serve as the basis for an effective instructional model in collective action. Using design-based research methods, we designed and implemented "scoping deliberations," a new instructional model that augments studio critique with domain-specific templates for planning collective action and repeats weekly to enable iterations. We used process tracing to analyze data from field notes, video, and artifacts to evaluate causal explanations for events observed in this case study. By implementing scoping deliberations in a 10-week undergraduate course, we found that this model appeared effective at scaffolding "engagement" in planning collective action: students articulated and refined their plans by engaging in argumentation and iteration, as expected. However, students struggled to contact the community stakeholders with whom they planned to work. As a result, their plans rested on implausible, untested assertions. These findings advance instructional science by showing that collective action may require new instructional models that help students to test their assertions against feedback from community stakeholders. Practically, scoping deliberations appear most useful for scaffolding thoughtful planning in conditions when students are already collaborating with stakeholders. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1400096 |
| Database: | ERIC |
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