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Rafael Vetromille-Castro Education Technology , PhD Applied Linguistics, MA

Social Interactive Entropy in Online Classrooms Symposium " Social groups in CALL contexts: complex adaptive systems (CAS) ". Rafael Vetromille-Castro Education Technology , PhD Applied Linguistics, MA Federal University of Pelotas (UFPEL)

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Rafael Vetromille-Castro Education Technology , PhD Applied Linguistics, MA

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  1. Social Interactive Entropy in Online ClassroomsSymposium"Social groups in CALL contexts: complexadaptive systems (CAS)" Rafael Vetromille-Castro EducationTechnology, PhD Applied Linguistics, MA Federal Universityof Pelotas (UFPEL) Multimedia Laboratoryof Research on Language StudiesandLiterature (LAMPELL) Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

  2. Starting point • Online [language learning/language teachereducation] classrooms: whatkeptstudentsinteracting in VLE? • Groupsofindividuals in VLE: ComplexAdaptive Systems (CAS) • Entropy: social interactiveentropy – implications for CALL practice

  3. Theoretical background • Sociocultural andComplex perspective: Central role ofinteraction (The ‘Five Graces Group’, 2009:2; Vetromille-Castro, 2012) • Groups in [online] learningcontexts: CAS (Davis & Simmt, 2003; Bowsfield, 2004; Vetromille-Castro, 2008) • Social interactiveentropy (Vetromille-Castro, 2008)

  4. Theoretical background • Sociocultural andComplex perspective: Central role ofinteraction (Ellis, 1994: 143-89; The ‘Five Graces Group’, 2009:2) Language: • consists of multiple agents (the speakers in the speech community) interacting with one another; • is adaptive and, being so, generates future behavior based on agents’ past and current interactions; and • has its structure emerged “from interrelated patterns of experience, social interaction, and cognitive processes

  5. Theoretical background • Neural network: minimalbrainunit (Nicolelis, 2011) • Neurosocial network: locusofknowledgeconstruction (Vetromille-Castro, 2012)

  6. Theoretical background • Groups in [online] learningcontexts: CAS (Davis & Simmt, 2003; Bowsfield, 2004; Vetromille-Castro, 2008) • Davis & Simmt, 2003; • Bowsfield, 2004 • Vetromille-Castro, 2008 • (Larsen-Freeman, 1997; Bertalanffy, 1973) • InternalDiversity • Redundancy • Decentralizedcontrol • Enablingconstraints • Neighborinteractions • Dynamic • Nonlinear • Chaotic • Unpredictable • Sensitive to initialconditions • Sensitive to feedback • Open • Self-organizing • Adaptive

  7. Theoretical background • Entropy (Clausius, 1865) • Concept linked to the Second Law of Thermodynamics • The amount of energy that is lost in certain phenomena • Entropy: different areas, similar phenomenon • Social interactiveentropy (Vetromille-Castro, 2008) • Energy in social CAS: interaction

  8. The research: context • Language teachereducation online courseon CALL material development • 3 editions • 37 in-serviceteachers [13/13/12 stds.] • Courseperiod: 10 weeks • Interactivetools: weekly fora + unpredictableandself-organized use ofportfolios

  9. The research: methodology • Analysisonexchangedmessages • Quantity • Content • Qualitative Social Values (Piaget, 1973) • Objective: • What kept people interacting in VLE: identification of both highly interactive periods and values permeating interactions

  10. Discussion • Threedifferentsystemicbehaviors • maximumentropic force [week 1-2] • systemicresistance [week 3-7] • systemicsurrender [week 8-10]

  11. Social interactiveentropy: behavior

  12. Social interactiveentropy: behavior

  13. Conclusion

  14. References Bowsfield, S. (2004). Complexity in the English language arts classroom: prompting the collective. In: COMPLEXITY SCIENCE AND EDUCATIONAL RESEARCH CONFERENCE, 2004, Chaffey’s Locks, Canada (pp. 147-154). Proceedings…Chaffey’s Locks, Canada. Davis, B. and Simmt, E. (2003). Understanding learning systems: mathematics education and complexity science. In: Journal for Research in Mathematics Education (pp.137-177), v.34, n.2. The Five Graces Group (2009). Language is a complex, adaptive system: position paper. In: N.C. Ellis; D. Larsen-Freeman. (Ed.) Language as a complex adaptive system. – Language Learning 60th anniversary special issue (pp. 1-26). Wiley-Blackwell, v.59, n.1. Gleick, J. (1989). Caos: a criação de uma nova ciência. 16ª ed. Rio de Janeiro: Campus. Paiva, V.L.M.O. (2011). Caos, complexidade e aquisição de segunda língua. In: V.L.M.O Paiva; M. Nascimento. (Ed.). Sistemas adaptativos complexos: lingua(gem) e aprendizagem (p.p.187-203). 2ª ed. Campinas: Pontes, 2011. Piaget, J. (1973). Estudos Sociológicos. Rio de Janeiro: Forense. Vetromille-Castro, R. (2007). A interação social e o benefício recíproco como elementos constituintes de um sistema complexo em ambientes virtuais de aprendizagem para professores de línguas. 2007. 226 f. Tese (Doutorado em Informática na Educação) – Programa de Pós-Graduação em Informática na Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre. _____. (2008). Considerações sobre grupos em ambientes virtuais de aprendizagem como sistemas complexos. Revista Brasileira de Linguística Aplicada (Impresso) (pp. 211-234), v.8, n.1.

  15. Muito obrigado!Thankyou!vetromillecastro@gmail.com

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