Across the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial Systems

By Jay Lemke. 2000

961 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Sociology and Political Science, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/294ee264ef022155fe8d623a634fad137b9731b2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Sociology and Political Science

In Human-Computer Interaction

Citations in the corpus

Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”
The Interdependence of Social Identification and Learning (2004, background): “Such accounts describe how successful cognition depends on multicomponent systems that include tools and artifacts, the physical layout of settings, the distribution of knowledge among people, and other components (Goodwin, 1995; Hutchins, 1995; Lave, 1988; Lemke, 2000; Wortham, 2001a).”
Locating Latanya: The Situated Production of Identity Artifacts in Classroom Interaction (2002, background): “White bodies and Black bodies are made to signify in an ongoing construction of an interpretive world; bodies and groupings of bodies are enacted (Gee, 2000) or figured as more or less meaningful; bodies are used as material-semiotic artifacts (Lemke, 2000) with shifting interpretations across time ”
Toward Information Infrastructure Studies: Ways of Knowing in a Networked Environment (2009, background): “Lemke presents the important principle of heterochrony, variations in the parameters of temporal change associated with different parts of a system (Lemke, 2000).”
Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value (2020, background): “…by eliciting learners’ learning histories and examining events that occurred in the course of coherent windows of time (i.e., middle school, secondary school, college, and graduate school) and were an indicative example of congruent trends on adjacent times periods (de Bot, 2015; Lemke, 2000).”
Learning over time: uses of intercontextuality, collective memories, and classroom chronotopes in the construction of learning opportunities in a ninth-grade language arts classroom (2009, background): “Recently there has been a renewed focus on time in classrooms and other educational settings especially with regard to how time is conceptualized (for example, see Lemke 2000; Nespor, 2004).”
Leveraging mobile technology for sustainable seamless learning: a research agenda (2010, background): “Indeed, mobile learning researchers face methodological challenges in terms of the scales of space and time (Lemke, 2000): how to record learning across different physical spaces and different technological media, and how to examine learning in the longer timescale including informal learning outsid”
Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010, neutral): “Like objects, they have underlying structures reflecting multiple parts and timescales (Lemke, 2000).”