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See detailLe Dialogue 'dans tous ses états' : Regards croisés sur les discours dans 'Mona Lisa Smile'
Arend, Béatrice UL; Sunnen, Patrick UL; Weber, Jean-Marie UL

Presentation (2019, October 17)

En nous reportant sur des extraits de Le Sourire de Mona Lisa, nous interrogeons des discours en contexte d’enseignement-apprentissage. Dans une perspective croisée de deux approches différentes et ... [more ▼]

En nous reportant sur des extraits de Le Sourire de Mona Lisa, nous interrogeons des discours en contexte d’enseignement-apprentissage. Dans une perspective croisée de deux approches différentes et complémentaires à la fois, nous portons un regard analytique sur les dialogues d’une enseignante et de ses étudiantes. L’analyse conversationnelle et la psychanalyse offrent des vues creusées et élargies sur la parole professionnelle et les interactions en classe. La présentation montre aussi le recours pertinent à des films de cinéma pour éclairer notre réflexion sur l’agir professionnel de l’enseignant. [less ▲]

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See detailDesigning collaborative scenarios on tangible tabletop interfaces - insights from the implementation of paper prototypes in the context of a multidisciplinary design workshop
Sunnen, Patrick UL; Arend, Béatrice UL; Heuser, Svenja UL et al

in Proceedings of the 17th European Conference on Computer-Supported Cooperative Work: The International Venue on Practice-centred Computing and the Design of Cooperation Technologies - Exploratory Papers, Reports of the European Society for Socially Embedded Technologies (2019, June)

Within the context of the research project ORBIT (Overcoming Breakdowns in Teams with Interactive Tabletops), we design and study a joint problem-solving activity at an interactive tabletop, that gives ... [more ▼]

Within the context of the research project ORBIT (Overcoming Breakdowns in Teams with Interactive Tabletops), we design and study a joint problem-solving activity at an interactive tabletop, that gives participants the opportunity to develop their collaboration methods. To gain design insights for the development of a scenario soliciting participants to collaborate, we set up a multidisciplinary design workshop. During the latter, we explored and discussed three different collaborative scenarios, implemented as paper prototypes. In this paper, we report on first results gained from an exploratory analysis of the video data that was recorded in the context of this workshop. [less ▲]

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See detailInteractional Competence enacted in Multilingual Turn-Taking
Arend, Béatrice UL; Sunnen, Patrick UL

Presentation (2019, May 31)

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See detailSequence Organisation: What is the interactional work done? Insights from Conversation Analysis!
Arend, Béatrice UL; Sunnen, Patrick UL

Presentation (2019, March 07)

Conversation Analysis is concerned with how people achieve current actions mainly through talk. CA investigates how and why we understand (or misunderstand) each other. Talk-in-interaction is sequentially ... [more ▼]

Conversation Analysis is concerned with how people achieve current actions mainly through talk. CA investigates how and why we understand (or misunderstand) each other. Talk-in-interaction is sequentially organised action! “There is order at all points” (Harvey Sacks). Thus, one primary issue of applied conversation analysis is to visualise this order as well as the ‘work done’ by the interlocutors during conversation. Turn-construction, pauses, overlaps are not anodyne but relevant accounts of meaning making and understanding. [less ▲]

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See detail“There Was No Green Tick”: Discovering the Functions of a Widget in a Joint Problem-Solving Activity and the Consequences for the Participants’ Discovering Process
Sunnen, Patrick UL; Arend, Béatrice UL; Maquil, Valérie

in Multimodal Technologies and Interaction (2018), 2(4), 1-23

In recent years, tangible user interfaces (TUI) have gained in popularity in educational contexts, among others to implement problem-solving and discovery learning science activities. In the context of an ... [more ▼]

In recent years, tangible user interfaces (TUI) have gained in popularity in educational contexts, among others to implement problem-solving and discovery learning science activities. In the context of an interdisciplinary and cross-institutional collaboration, we conducted a multimodal EMCA-based video user study involving a TUI-mediated bicycle mechanics simulation. This article focusses on the discovering work of a group of three students with regard to a particular tangible object (a red button), designed to support participants engagement with the underlying physics aspects and its consequences with regard to their engagement with the targeted mechanics aspects. [less ▲]

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See detailORBIT - Overcoming Breakdowns in Teams with Interactive Tabletops
Sunnen, Patrick UL; Arend, Béatrice UL; Maquil, Valérie

in Kay, Judy; Luckin, Rose (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (2018, June)

ORBIT implements and studies a joint problem-solving activity at an interactive tabletop providing participants with the opportunity to develop their collaboration methods by jointly overcoming breakdowns ... [more ▼]

ORBIT implements and studies a joint problem-solving activity at an interactive tabletop providing participants with the opportunity to develop their collaboration methods by jointly overcoming breakdowns. The design and the research process relies on user-centered design methods and on an ethnomethodological conversation analytic framework. The project will generate scientific knowledge on participants’ collaboration methods and create a powerful collaborative learning tool. [less ▲]

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See detail"Wie Zeki zu Göhtisch kommt": Lehrerkonstruktion im Dialog
Arend, Béatrice UL; Sunnen, Patrick UL

Scientific Conference (2017, April 07)

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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 ▲]

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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: The 8th International Conference on Society and Information Technologies (2017, March)

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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 ▲]

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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 ▲]

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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 ▲]

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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 ▲]

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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 ▲]

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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 ▲]

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See detailEliciting artefacts: How participants co-construct artefacts as relevant in the social and semiotic organisation of activity
Fixmer, Pierre; Arend, Béatrice UL; Sunnen, Patrick UL

Scientific Conference (2014, October 07)

In this paper we focus on artefacts as they are actually mobilised and co-constructed by participants in interaction. By tackling a video-recorded empirical case1 we show how young children make artefacts ... [more ▼]

In this paper we focus on artefacts as they are actually mobilised and co-constructed by participants in interaction. By tackling a video-recorded empirical case1 we show how young children make artefacts relevant in the social and semiotic organisation of a baking activity. Our previously designed methodological tool Joint Screen2 allows us to grasp and to visualise the emergent and/or continuous co-constructed relevance of the artefacts in its phenomenological depth in time and space. In the observed processes the children mobilise various artefacts to realise a task. In our analyses we focus on an illustrated recipe and on the continuously transforming dough as eliciting artefacts. We could observe how the children’s "prior knowledge" about doing using artefacts is situatedly displayed through the mobilisation and transformation of the artefacts. Analysing the children’s negotiated responsive comprehension of the literacy artefact in its materialization allows us to point out how the artefacts and the children’s multimodal embodied orientations to ‘what is next to do’ are intertwined. Thus this paper provides an opportunity to present and to discuss the complex mutually co-constructed interrelationship between artefacts and participants in its deepened around view visualisation by Joint Screen. [less ▲]

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