The document discusses computer-supported collaborative learning (CSCL) and virtual math teams (VMT) as contexts for studying group cognition and communication analysis. It describes how VMT research at Drexel University uses a collaboration platform and design-based research to capture group interactions for sequential analysis. The goal is to analyze how cognition is accomplished at the small group level through co-construction of knowledge in shared problem spaces, as seen in communication sequences. Group cognition is studied through multiple levels of communication structure.

1. Computer-Supported Collaborative Learning (CSCL), Virtual Math Teams (VMT), Group Cognition Gerry Stahl

2. CSCL: computer-supported collaborative learning

5. VMT: virtual math teams

8. Analyzing Group Cognition

10. Levels of communicative structure Group-cognitive actions by groups are achieved through the building of sequential relationships at many levels of granularity among contributions by multiple participants Reference: network of meaning, indexical ground Utterance: recipient design for reading’s work Pair: projection and uptake Move: getting the problem-solving work done Theme: coherent interactional sequence Session: temporal structuring and re-membering Event: forming groups and co-constructing knowledge artifacts

12. Individuals’ Resources & Experiences Team Outcomes Culture of Discourse Community Team Knowledge Artifacts Sequential Team Interaction Individual Voices Task Interaction Context Individual contributions to group cognition in the team interaction are inter-related at many levels under complex constraints in non-determinate rule-governed ways A Model of Group Cognition Gerry Stahl February 2010 A Model of Macrocognition January 2010

13. The Intensive Care Unit Team