References of "Arend, Béatrice 50000458"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailInvestigating Siri as a virtual assistant in a learning context
Arend, Béatrice UL

in Proceedings of 12th annual International Technology, Education and Development Conference 2018 (2018, March)

Detailed reference viewed: 105 (5 UL)
Peer Reviewed
See detail"Wie Zeki zu Göhtisch kommt": Lehrerkonstruktion im Dialog
Arend, Béatrice UL; Sunnen, Patrick UL

Scientific Conference (2017, April 07)

Detailed reference viewed: 76 (5 UL)
Full Text
Peer Reviewed
See detailInvestigating Breakdowns in Human Robot Interaction: A Conversation Analysis Guided Single Case Study of a Human-NAO Communication in a Museum Environment
Arend, Béatrice UL; Sunnen, Patrick UL; Caire, Patrice UL

in International Journal of Mechanical, Aerospace, Industrial, Mechatronic and Manufacturing Engineering (2017), 11(5), 839-845

In a single case study, we show how a conversation analysis (CA) approach can shed light onto the sequential unfolding of human-robot interaction. Relying on video data, we are able to show that CA allows ... [more ▼]

In a single case study, we show how a conversation analysis (CA) approach can shed light onto the sequential unfolding of human-robot interaction. Relying on video data, we are able to show that CA allows us to investigate the respective turn-taking systems of humans and a NAO robot in their dialogical dynamics, thus pointing out relevant differences. Our fine grained video analysis points out occurring breakdowns and their overcoming when humans and a NAO-robot engage in a multimodally uttered multi-party communication during a sports guessing game. Our findings suggest that interdisciplinary work opens up the opportunity to gain new insights into the challenging issues of human robot communication in order to provide resources for developing mechanisms that enable complex HRI. [less ▲]

Detailed reference viewed: 253 (13 UL)
Full Text
Peer Reviewed
See detailCoping with turn-taking:Investigating breakdowns in human-robot interaction from a Conversation Analysis (CA) perspective
Arend, Béatrice UL; Sunnen, Patrick UL

in Proceedings of the 8th International Conference on Society and Information Technologies (2017, March)

Detailed reference viewed: 112 (2 UL)
Full Text
Peer Reviewed
See detail"Okay, yes it's true" - Doing discovering work in a tangible-user-interface-mediated joint problem solving physics activity
Sunnen, Patrick UL; Arend, Béatrice UL; Maquil, Valérie

in Gómez Chova, Luis; López Martínez, Agustín; Candel Torres, Ignacio (Eds.) EDULEARN17 - Conference Proceedings (2017)

This paper is a single case analysis of an occurrence of discovery work accomplished by two university students who are jointly engaged in a tangible-user-interface-mediated physics problem solving ... [more ▼]

This paper is a single case analysis of an occurrence of discovery work accomplished by two university students who are jointly engaged in a tangible-user-interface-mediated physics problem solving activity. The latter is a computer simulation of a biker’s applied force and work done to the bike in a changeable landscape. Participants are asked to solve several tasks to eventually find out which factors influence the dependent variables “Force on Pedal” and “Work”. By relying on an ethnomethodological conversation analytic framework to conduct a moment-by-moment video based analysis, we highlight how two students accomplish the interactional work of discovering that a specific factor influences one of the target variables. Also, our analysis points to the need of adapting the described activity to support the triggering of episodes in which participants engage in joint reflections and discoveries. [less ▲]

Detailed reference viewed: 199 (11 UL)
See detailA multimodal conversation analytic approach to investigate a joint problem solving task.
Arend, Béatrice UL

Presentation (2016, November 15)

In our paper, we will demonstrate how a multimodal conversation analytic approach can shed light on the complex phenomenon of joint problem solving in a Mathematics classroom. Through a fine-grained video ... [more ▼]

In our paper, we will demonstrate how a multimodal conversation analytic approach can shed light on the complex phenomenon of joint problem solving in a Mathematics classroom. Through a fine-grained video based single case analysis (Mondada, 2013; Arend et al., 2014), we will show how three children collaboratively solve mathematical problems by mobilizing various resources. They address each other by talking, gazing, gesturing, changing body position as well as by manipulating artefacts. Multimodal conversation analysis allows us to investigate the ongoing organisation of the children’s problem solving activity in its temporal and sequential unfolding as well as to study the multimodally embodied multiparty utterances in their mutual responsiveness (Streeck et al, 2011). Favouring an interactional approach interested in the coordinated achievement of activity (Arend & Sunnen, 2016), we consider that the progress and the outcome of the problem solving activity emerge in situ from the children’s interactions. By relying on multimodal CA, we may point out how the children achieve mutual understanding while accomplishing a task in a Mathematics lesson. Our paper seeks to make a contribution to investigate group-based classroom activities (Mercer et al, 2004) as well as to sensitise teachers to the high complexity of mutually accomplished classroom tasks. Arend, B., Sunnen, P. (2016). Dialogic Classroom Talk - Rethinking ‘Messy’ Classroom Interaction. Proceedings of the 10th EAPRIL (European Association for Practitioner Research on Improving Learning in Education and Professional Practice) conference, 424-434. Arend, B., Sunnen, P., Fixmer, P., Sujbert, M. (2014). Perspectives do matter – Expanding Multimodal Interaction Analysis with Joint Screen. Classroom Discourse, Special Issue Multimodality, 5(1), 38-50. Mondada, L. (2013). The conversation Analytic Approach to Data Collection. In J. Sidnell, & T. Stivers (eds.), The Handbook of Conversation Analysis (32-56). Oxford: Wiley Blackwell. Mercer, N., Dawes, R., Wegerif, R., Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. British Educational Research Journal, 30, (3), 367-385. Streeck, J., Goodwin, C. & LeBaron, C. (eds.) (2011). Embodied Interaction, Language and Body in the Material World. Cambridge: Cambridge University Press. [less ▲]

Detailed reference viewed: 102 (5 UL)
See detailHumans and Robots in Dialogue?!
Arend, Béatrice UL; Caire, Patrice UL

Conference given outside the academic context (2016)

As a follow-up to the CoRobots project presented within the framework of the exhibition Eppur si muove (July 2015-Jan 2016), two research teams in social sciences and in robotics share joint reflections ... [more ▼]

As a follow-up to the CoRobots project presented within the framework of the exhibition Eppur si muove (July 2015-Jan 2016), two research teams in social sciences and in robotics share joint reflections on human-robot interaction. In our presentation, we analyze a case of situated communication between a robot and a visitor of the exhibition and raise the question whether robots and humans can engage in dialogue. Furthermore, we show how the analysis can support the work of roboticians designing social robots. We address these questions by relying on multi-screen video captures of a visitor playing games with a humanoid robot. The current interdisciplinary work is used as a base for further research and development on the interactions between robots and visitors within the context of the Ville de Luxembourg museums. [less ▲]

Detailed reference viewed: 131 (10 UL)
Full Text
See detailDialogic Classroom Talk - Rethinking 'Messy' Classroom Interaction
Arend, Béatrice UL; Sunnen, Patrick UL

in EAPRIL Conference Proceedings (2016, March), (2), 423-434

Over the past decades, dialogic classroom talk has increasingly been acknowledged to be of prime importance for teaching and learning. Many researchers refer to the writings of Mikhail Bakhtin when ... [more ▼]

Over the past decades, dialogic classroom talk has increasingly been acknowledged to be of prime importance for teaching and learning. Many researchers refer to the writings of Mikhail Bakhtin when conceptualising ‘dialogic’ or ‘dialogism’, either as an epistemology or an ontology. In our study we rely on an ontological view of ‘dialogue’ and on the distinction drawn by Bakhtin between ‘authoritative’ and ‘internally persuasive word’ to conduct a sequential analysis (informed by CA) of an extract taken from the film ‘The Class’. Although, the teacher-student interactions at times appear to be ‘messy’ at first sight, our analysis will show that students’ utterances can be considered as an expansion of the subject matter which is accomplished dialogically with their teacher. [less ▲]

Detailed reference viewed: 450 (14 UL)
Full Text
Peer Reviewed
See detailDialogic Teaching. Investigating Teacher-Student Talk from a CA Perspective.
Arend, Béatrice UL; Sunnen, Patrick UL

in International Journal for Cross-Disciplinary Subjects in Education (2016), 7(4), 2906-2912

In this article we demonstrate how a CA based study can shed light on the complex phenomenon of classroom talk. Through a fine-grained single case analysis, it turns out that apparently ‘disordered’ ... [more ▼]

In this article we demonstrate how a CA based study can shed light on the complex phenomenon of classroom talk. Through a fine-grained single case analysis, it turns out that apparently ‘disordered’ moments in a French high school grammar lesson can be considered as an instance of dialogic teaching. We identify occurring overlaps and students’ self-selections as accounts of dialogue promoting joint thinking and learning. [less ▲]

Detailed reference viewed: 167 (5 UL)
Full Text
Peer Reviewed
See detailDialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson
Arend, Béatrice UL; Sunnen, Patrick UL

in Shoniregun, Charles A. (Ed.) Ireland International Conference on Education, Dublin 25-28 April 2016 (2016)

In our paper, we will investigate classroom talk in terms of “dialogic teaching” in order to rethink classroom interactions that appear to be “messy” at first sight. To do so, we will analyse a video ... [more ▼]

In our paper, we will investigate classroom talk in terms of “dialogic teaching” in order to rethink classroom interactions that appear to be “messy” at first sight. To do so, we will analyse a video excerpt taken from the film “Entre les murs” that shows classroom interactions in a French secondary school. A fine-grained analysis of teacher- student interactions is conducted according to a conversation analytic approach. With reference to the concept of “dialogic teaching”, analysing sequence organisation of the classroom talk occurring in the selected French grammar lesson opens up a new perspective on the event, i.e. it becomes possible to consider students’ utterances not as digressions but as enriching contributions to an expansion of the learning/teaching object. [less ▲]

Detailed reference viewed: 147 (11 UL)
Peer Reviewed
See detailDialogic Teaching: Rethinking "messy" classroom interactions
Arend, Béatrice UL; Sunnen, Patrick UL

Scientific Conference (2015, November)

The study relies on the concept of "dialogic teaching" (Alexander 2004, Mercer & Littleton 2007, Reznitskaya, 2012) in order to rethink classroom interactions that appear to be “messy” at first sight. To ... [more ▼]

The study relies on the concept of "dialogic teaching" (Alexander 2004, Mercer & Littleton 2007, Reznitskaya, 2012) in order to rethink classroom interactions that appear to be “messy” at first sight. To do so a video sequence is taken from the film “Entre les murs” (Cantet, 2008) that is based on François Bégaudeau’s semi-autobiographical novel of the same name. A fine-grained analysis of teacher-student interactions is conducted according to an ethnomethodologically and conversation analytic inspired approach (see e.g. Psathas, 1995). The results of this analysis and the reference to “dialogic teaching” open up a new perspective on the event, i.e. it becomes possible to consider students’ utterances not as digression but ass enriching contributions to an expansion of the learning/teaching object. Teachers can rely on the conducted analysis and the findings to develop their analytical stance and to reflect on their own classroom practice. Furthermore, the study can inspire docents to rely on video sequences in a similar way during their seminars. References: • Alexander, R. (2004) Towards Dialogic Teaching: Rethinking Classroom Talk, Cambridge: Dialogos. • Bégaudeau, F. (2006). Entre les murs. Paris: Éditions Verticales. • Cantet, L. (2008). Entre les murs [Motion picture]. Haut et Court. • Mercer, N. & Littleton, K. (2007). Dialogue and the Development of Children’s Thinking. A sociocultural approach. Oxon, New York: Routledge. • Psathas, G. (1995). Conversation Analysis. Thousand Oaks, London & New Delhi: Sage • Reznitskaya, A. (2012). Dialogic Teaching. Rethinking Language Use During Literature Discussions. The Reading Teacher, 65(7). 446-456. • Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, Massachusetts; London, England: Harvard University Press. [less ▲]

Detailed reference viewed: 342 (11 UL)
Full Text
Peer Reviewed
See detailDoing co-constructing the learnable: how do cross-aged children co-construct the learnable in a joint activity
Sunnen, Patrick UL; Arend, Béatrice UL

Scientific Conference (2015, August 07)

From an ethnomethodologically/CA inspired view learning can be conceived as “a jointly produced and publicly inspectable activity of the participants, both in everyday environments and in educational ... [more ▼]

From an ethnomethodologically/CA inspired view learning can be conceived as “a jointly produced and publicly inspectable activity of the participants, both in everyday environments and in educational settings” (Wagner/Pekarek Doehler 2011). Participants display that they are doing learning, i.e. they make learning intersubjectively recognizable and accountable to each other (see Wagner 2011). In this paper we shall focus on the multimodally organised negotiation of what the participants take to be the learnable (see Zemel/Koschmann 2014, Koschmann et al. 2014). By tackling two video- recorded empirical cases , we show how two pairs of cross-aged children situatedly co-construct a learnable while being engaged in an open-ended cooking/baking activity. Our previously designed methodological tool (Arend et al. 2014) allows us to grasp and to visualise the co-construction of joint comitment and mutual understanding within joint activity. Our analyses will show how the children take on different epistemic roles establishing one of them as more knowledgeable with regard to the matter in question (e.g. the ongoing elaboration of dough), and how they jointly produce the learnables as instantiated in the material world in a way that could not be specified a priori. Thus this paper attempts to make a contribution to recent discussions about an emic approach on learning and provides an opportunity to present and to discuss the multimodally embodied co- construction of a learnable in its deepened around view visualisation. References - Arend, B., Sunnen, P., Fixmer, P., Sujbert, M. (2014). Perspectives do matter: ‘Joint Screen’ a promising methodology for multimodal interaction analysis. Classroom Discourse 5 (1), 38-50. - Koschmann, T., Zemel, A., & Neumeister, M. (2014). “Case n’ Point”: Discovering Learning in the Nonce. In Joseph L. Polman et al. (eds.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (pp. 551-557), Vol. 1, 551-557. - Wagner, J./Pekarek Doehler S. (2011). Unpacking learning in interaction [Panel Abstract]. Program Book of Abstracts of the 10th IEMCA Conference, p. 96. - Wagner, J. (2011). Proceeding from process to product: “Doing learning” and having learned” while exploring material objects [Abstract]. Program Book of Abstracts of the 10th IEMCA Conference, p. 98. - Zemel, A., & Koschmann, T. (2014). ‘Put your fingers right in here’: Learnability and instructed experience. Discourse Studies, Vol 16(2), 163-183. [less ▲]

Detailed reference viewed: 179 (13 UL)