1. Landmark Representation and Interactive Mediation Jim Levin Education Studies UC San Diego http://edsserver.ucsd.edu/~jlevin/landmark-mediation/bb.htm

2. The color continuum

3. Discrete color names

4. Framework to combine continuous with discrete

5. Landmark concepts with activity levels Click on the "X".

6. Three landmarks Click on the X in the color triangle.

7. Four landmarks in a different domain Click on the arrow.

8. Number line landmarks & the development of number concepts Click on the number line.

9. Bob Siegler's studies of children's knowledge of number Siegler & Opfer (2003): People have two different ways of representing numbers: logarithmic representations --> linear representations

10. Landmark interpretation novices start with a few landmarks, mostly logarithmic then acquire more and more landmarks that mark out an increasingly linear continuum.

11. Mediation A classic mediational triangle SubjectObject Mediator

12. Bud's mediational triangle

13. Engestr ö m's expanded triangle

14. Spatial mediators A line and its landmark subparts

15. Spatial mediators Click on a line, its landmark subparts, and its spatial mediators.

16. Spatial mediators in action

17. More complex spatial mediation Click on the "A".

18. Self-repair & self-organization Click on the cartoon below, then click on "Go" then "Scramble."

19. A more complex line Click on the more complex line.

20. Approximations to a curved line Click on the "P" and select "P".

21. Approximations to a curved line

22. Bi-stable mediation

23. An overly simple L Click on the L and select "overly simple L".

24. Resulting "L"s

25. Support from invisible lines Click on the "L" and select "L".

26. General properties Dynamic stability Self-repair Self-organization Multiple stable states and reorganization

27. Applications of the framework Educational discourse analysis with multiple topic threads as landmarks and participants as interactive mediators Classroom artifacts as landmarks and participants as interactive mediators Educational reform

28. Potential application to educational reform Analogies: Multiple simultaneous interactive mediation as co-construction Near as affiliation; Apart as disaffiliation Self-repair as "failed" educational reform; Reorganization as "successful" reform Same side as coalition; opposite sides as opposition

29. S vs. 3 long short

30. Opposite vs. same side Vertical axis as some issue Length of the invisible line as some mediator between two groups "Short" creates groups on the same side of an issue "Long" creates groups on the opposite side

31. Application to a reform setting Use of social network analysis to produce the structure of the reform setting Ethnographic study to determine the mediators and their nature Landmark representation of the structure and interactive mediation representation of the interaction Empirical test of the representation

32. Feedback How useful is this landmark representation and interactive mediation framework? What important educational issues might it help us understand?

33. Thanks! Jim Levin jalevin@ucsd.edujalevin@ucsd.edu Paper: http://edsserver.ucsd.edu/~jlevin/landmark-mediation/ http://edsserver.ucsd.edu/~jlevin/landmark-mediation/ During Winter quarter 2009, EDS 297 "Distributed Learning" will further investigate these issues on Thursdays, 5pm-7:50pm, in PCH 348. Everyone is welcome.

34. Upcoming EDS brownbags http://eds.ucsd.edu/brownbags.shtm http://eds.ucsd.edu/brownbags.shtm Nov. 25 Alan Daly Dec. 2 Jim Levin: "Web-based collaborative tools for teaching, research, & service" Dec 16 Rusty Bresser & Kathy Melanese Jan. 20 Cheryl Forbes & Luz Chung Feb. 17 Claire Ramsey Mar. 17 Practice AERA talks Apr. 28 Alison Wishard-Guerra May 19 Caren Holtzman June 16 Carolyn Hofstetter