1. Interactivity is Insufficient:
Why We Need Intersubjectivity
In Course Room Discourse
Barbara M. Hall
Instructional
Consulting
Group,
Inc.

2. Outcomes
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3. Outcomes
• To inspire you to be as passionate as I am about
the quality of course room discourse
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4. Outcomes
• To distinguish between the concepts of interaction
and intersubjectivity
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5. Outcomes
• To envisage intersubjectivity as the next tier in the
increasing quality of course-based, online learning
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6. Outcomes
• To inspire you to be as passionate as I am about
the quality of course room discourse
• To distinguish between the concepts of interaction
and intersubjectivity
• To envisage intersubjectivity as the next tier in the
increasing quality of course-based, online learning
• Is there something else you would like to be sure
we cover in our discussion today?
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7. Me in Three
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8. Me in Three
Logos are registered trademarks of the universities and are used without permission.
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9. Me in Three
Logos are registered trademarks of the universities and are used without permission.
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10. A Context
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11. A Context
Quality Continuum for Course Room Discourse
Irrelevant Substantive
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12. A Context
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13. A Context
Irrelevant Substantive
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14. A Context
Interaction
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15. A Context
Interaction
Intersubjectivity
Photo by Francesco Marino
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16. Your Thoughts?
Contribute to the conversation
by posting your
comments, questions, or musings
into the chat board.
Graphic by Petr Kratochvil
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17. A Context
Interaction
Intersubjectivity
Photo by Francesco Marino
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18. Interaction
Graphic by jscreationzs
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19. Interaction
Graphic by jscreationzs
“the process through which
the negotiation of meaning
and co-creation of knowledge occurs”
(Gunawardena, Lowe, & Anderson , 1997, p.407)
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20. Interaction
Graphic by jscreationzs
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21. Your Thoughts?
When might interaction be sufficient,
or when might the course outcomes
be less conducive to collaborative
knowledge construction?
Graphic by Petr Kratochvil
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22. Bloom’s Taxonomy
Evaluate
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom, B. S., and Krathwohl, D. R. (1956). Taxonomy of educational objectives The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain.
New York, NY: Longmans.
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23. Extreme Makeover:
Bloom’s Edition
Evaluate Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Bloom, B. S., and Krathwohl, D. R. (1956). Taxonomy of educational objectives The classification Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and
of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York,
domain. New York, NY: Longmans. NY: Longman.
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24. Lower-Order Skills
-
-
-
Applying
Understanding
Remembering
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman.
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25. Higher-Order
Skills
Creating
Evaluating
Analyzing
-
-
-
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman.
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26. Course Room
Distinct
presentations
Discussions Are...
(Henri, 1995)
Serial
monologues
(Pawan et al., 2003)
Consecutive
online notes
(Hewitt, 2005)
Superficial
postings
(Ke, 2010)
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27. Course Room
Distinct
presentations
Discussions Are...
(Henri, 1995)
65% of students
“insufficient value”
Serial (Chang, 2003)
monologues
(Pawan et al., 2003)
Consecutive
online notes
(Hewitt, 2005)
Superficial
postings
(Ke, 2010)
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28. Intersubjectivity
Graphic by Francesco Marino
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29. Intersubjectivity
“the product of knowledge construction
resulting from the negotiation of
multiple perspectives within course
room discourse”
Photo by Francesco Marino
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30. Graphic by jscreationzs A Contrast
Photo by Francesco Marino
Interaction = Process
Intersubjectivity =
Product
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31. A Metaphor
Photo from free-pictures-photos.com
Graphic by Bitten Nails Design & Illustration
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32. A Metaphor
Photo from free-pictures-photos.com
Photo by nuttakit
Graphic by Bitten Nails Design & Illustration
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33. An Example
Lucas: I think some people make the service delivery process too
complicated. I don’t know if it’s the administrators or the practitioners
themselves, but action is often slow and opportunities are missed.
Takiyah: The decision-making process for a human services practitioner
is very difficult. There are so many different players and contexts. It’s
hard to know what to do and in what order to do it. I am not sure there
is enough guidance on who to help first.
Lucas: The human services practitioner must put the child’s needs
above everyone else’s needs. The adults in the situation can take care of
themselves, or are at least more responsible for their actions than a
child can be.
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34. An Example
Takiyah: While the child’s needs are certainly very important, I am not
sure that their needs are always the most important or the first priority.
Consider Bronfenbrenner’s ecological systems theory. If we look at the
situation from this theory, then everybody’s needs affect everybody
else. If the parents’ needs aren’t met, then that affects their ability to
provide the child’s needs.
Lucas: That’s a good point, Takiyah. I can see how there are needs of the
individuals and of the family as a whole. If we look at the case study
through this theory, then delivery process should look not at just one
individual at first, but the whole family. We should look at the whole
community, really, since there are many systems which affect this
particular family.
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35. Your Thoughts?
Contribute to the conversation
by posting your
comments, questions, or musings
into the chat board.
Graphic by Petr Kratochvil
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36. A Review
Graphic by jscreationzs
“the process through which
the negotiation of meaning
and co-creation of knowledge occurs”
(Gunawardena, Lowe, & Anderson , 1997, p.407)
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37. Graphic by jscreationzs
A Review
Photo by Francesco Marino
“the process through which
the negotiation of meaning
and co-creation of knowledge
occurs”
(Gunawardena, Lowe, & Anderson , 1997, p.407)
“the product of knowledge construction
resulting from the negotiation of
multiple perspectives within
course room discourse”
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38. Lower-Order Skills
-
-
-
Applying
Understanding
Remembering
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman.
17 October 2010 Instructional Consulting Group, Inc. 38

39. Higher-Order
Skills
Creating
Evaluating
Analyzing
-
-
-
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman.
17 October 2010 Instructional Consulting Group, Inc. 39

40. Outcomes
• To inspire you to be as passionate as I am about
the quality of course room discourse
• To distinguish between the concepts of interaction
and intersubjectivity
• To envisage intersubjectivity as the next tier in the
increasing quality of course-based, online learning
• Your contributions within this scope
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41. Take Aways

42. Take Aways?
• Which part, if any, of our discussion has
offered a new or unique perspective for
you?
Graphic by Petr Kratochvil
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43. Take Aways?
• Which part, if any, of our discussion has
offered a new or unique perspective for
you?
• With what, if anything, might you
disagree or be confused?
Graphic by Petr Kratochvil
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44. Take Aways?
• Which part, if any, of our discussion has
offered a new or unique perspective for
you?
• With what, if anything, might you
disagree or be confused?
• What action might you take based on
the information we have discussed?
Graphic by Petr Kratochvil
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45. Let’s Connect!
Website: www.barbhall.org
Twitter: BarbMHall
LinkedIn: Barbara Hall
barb.m.hall@gmail.com
bhall@instructionalconsultinggroup.com
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