{"id":19,"date":"2020-05-21T17:39:43","date_gmt":"2020-05-21T22:39:43","guid":{"rendered":"https:\/\/apex.lmc.gatech.edu\/?page_id=19"},"modified":"2022-09-29T15:38:48","modified_gmt":"2022-09-29T20:38:48","slug":"social","status":"publish","type":"page","link":"https:\/\/apex.lmc.gatech.edu\/?page_id=19","title":{"rendered":"Social"},"content":{"rendered":"
\n

Overview<\/h3>\n

Social engagement <\/span><\/i>has to do with \u201cthe many ways in which visitors influence each other’s experiences at exhibits\u201d (Humphrey et al. 2005). We describe social engagement using three different binary scales: <\/span>independence vs. collaboration<\/span><\/i>, <\/span>harmony vs. discord<\/span><\/i>, and <\/span>active\/passive vs. equal partners<\/span><\/i>. One code from each of these binary scales is applied to each 10 second segment of a video.<\/span><\/p>\n

Notes\/Guiding Questions<\/h3>\n
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  • Two of the scales, independence vs. collaboration<\/em> and harmony vs. discord<\/em>, may be viewed as dominant and nondominant pairs\u2014that is, the nondominant code will only be applied in the absence of any indicators of the dominant code. Independence and harmony are nondominant; collaboration and discord are dominant<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n

    Codes<\/h3>\n

    Aspect 1: Active\/Passive vs. Equal Partners<\/h4>\n

    ACTIVE\/PASSIVE<\/strong><\/span><\/p>\n

    General: <\/b>There is an active\/passive<\/em> relationship between the group members when some members in the group take on an active role, and some members in the group take on a passive role. We define active<\/em> as teaching or directing\/suggesting the action (e.g. explaining\/narrating the experience, using facilitating language like \u201cWhat do you think you should do?\u201d; or using conducting language like \u201cput that there\u201d). We define passive<\/em> as members that are listening\/observing\/doing what they are told, or simply not taking part in an active role.<\/p>\n

    Some examples of active-passive group dynamics include:<\/p>\n

    Teacher-Apprentice<\/i> (teacher is explaining exhibit, apprentice is listening and\/or asking questions of teacher)<\/p>\n

    Facilitator-Followe<\/i>r (facilitator is asking guiding questions, follower is looking for answers)<\/p>\n

    Leader-Follower<\/i> (leader is setting a course for the group, follower is doing what is suggested)<\/p>\n

    Taskmaster-Worker<\/i> (taskmaster is giving specific instructions, worker is carrying them out)<\/p>\n

    Actor-Observer<\/i> (actor is interacting with exhibit, observer is watching interaction or exhibit)<\/p>\n

    Actor-Commentator <\/i>(actor is interacting with exhibit, commentator is remarking on exhibit but not interacting)<\/p>\n

    Keywords: <\/b>leader and follower dynamic, members contributing unequally<\/p>\n

    Specifics [f<\/em><\/b>ill in for your exhibit]<\/b><\/em>: <\/b><\/span><\/p>\n

    EQUAL PARTNERS<\/strong><\/span><\/p>\n

    General: <\/b>An equal partners dynamic is any dynamic that is not active\/passive. Either no one in the group has taken on an active role or everyone in the group has taken on an active role. This may involve turn-taking between all members within a segment. Some examples of equal partners group dynamics include:<\/p>\n

    Some examples of equal partners group dynamics include:<\/p>\n

    Actor-Actor <\/i>(all group members are interacting with exhibit)<\/p>\n

    Commentator-Commentator<\/i> (all group members are remarking on exhibit but not interacting with it)<\/p>\n

    Taskmaster-Taskmaster<\/i> (all group members are giving specific instructions)<\/p>\n

    Observer-Commentator<\/i> (observer is watching exhibit, commentator is remarking on exhibit)<\/p>\n

    Teacher-Facilitator<\/i> (teacher is explaining exhibit, facilitator is asking guiding questions or suggesting a course of action)<\/p>\n

    Leader-Taskmaster<\/i> (leader is setting a course for the group, taskmaster is giving specific instructions)<\/p>\n

    Keywords:<\/b> equal contribution, no dominant member, all guiding action equally<\/p>\n

    Specifics [fill in for your exhibit<\/em><\/b>]<\/b><\/em>: <\/b><\/p>\n

     <\/p>\n

    Aspect 2: Discord vs. Harmony<\/h4>\n

    DISCORD<\/strong><\/span><\/p>\n

    General:<\/b> A social conflict<\/i> such as a disagreement, an interruption, or a disturbance to others\u2019 play – a break in the harmony. Although it does not necessarily have to be associated with a negative emotional response, it should in some way disrupt the flow of the play experience.<\/p>\n

    Some examples of discord include:<\/p>\n

    Conflicting Goals: <\/i>group members hold differing creative goals and conflict arises from deciding how to proceed<\/p>\n

    Opposing Hypotheses: <\/i>group members hold differing ideas of how the exhibit works and conflict arises from figuring out which one is correct<\/p>\n

    Taking Control: <\/i>one or more group members attempt to take control of the actions happening on the table and\/or take over the work of others<\/p>\n

    Limited Space\/Materials: <\/i>group members fight over scarce resources (such as sample blocks or space at the table)<\/p>\n

    Disruptive Distraction: <\/i>discord unrelated to the exhibit; often small children drawing attention away from the play experience<\/p>\n

    Keywords: <\/b>conflict, disruption, controversy<\/p>\n

    Specifics [<\/em><\/b>fill in for your exhibit]<\/b><\/em>:<\/b><\/p>\n

    HARMONY<\/strong><\/span><\/p>\n

    General: <\/b>Working together in the absence of social conflict (not necessarily working together joyfully).<\/p>\n

    Keywords:<\/b> <\/b>no indicators of discord are present<\/p>\n

     <\/p>\n

    Aspect 3: Collaborative vs. Independent<\/h4>\n

    COLLABORATIVE<\/strong><\/span><\/p>\n

    General: <\/b>At least two members of the group (visitors and any facilitators present) are collaborating (i.e. actively<\/b> working towards a constructive, shared goal<\/b>). Collaboration can be physical (e.g. working together on the same task) or verbal (e.g. directing or planning together).<\/p>\n

    Keywords:<\/b> working together, sharing space or tools, shared planning<\/p>\n

    Specifics [<\/em><\/b>fill in for your exhibit]<\/b><\/em>:<\/b><\/p>\n

      \n
    • Physical indicators of collaboration:\u00a0<\/i><\/li>\n
    • Verbal indicators of collaboration:<\/i><\/li>\n<\/ul>\n

      Some examples from our exhibits include handing another group member a sample\/modifier block or giving instructions for the modification of a chain of blocks (“Try connecting it like this\u201d).<\/p>\n

      INDEPENDENT<\/strong><\/span><\/p>\n

      General: <\/b>No one in the group is working collaboratively (as defined in S3_Collaborative) .<\/p>\n

      Keywords:<\/b> working alone, parallel play, individual play<\/p>\n

      NO CODE<\/strong><\/span><\/p>\n

      General: <\/b>Only one person is present at the table.<\/p>\n

      Keywords:<\/b> one person, no social interaction<\/p>\n\n\n<\/div>\n","protected":false},"excerpt":{"rendered":"

      \n

      Overview Social engagement has to do with \u201cthe many ways in which visitors influence each other’s experiences at exhibits\u201d (Humphrey et al. 2005). We describe social engagement using three different binary scales: independence vs. collaboration, harmony vs. discord, and active\/passive vs. equal partners. One code from each of these binary scales is applied to each …<\/p>\n\n<\/div>\n","protected":false},"author":357,"featured_media":0,"parent":6,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-19","page","type-page","status-publish","hentry","entry-lead"],"_links":{"self":[{"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=\/wp\/v2\/pages\/19","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=\/wp\/v2\/users\/357"}],"replies":[{"embeddable":true,"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=19"}],"version-history":[{"count":8,"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=\/wp\/v2\/pages\/19\/revisions"}],"predecessor-version":[{"id":311,"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=\/wp\/v2\/pages\/19\/revisions\/311"}],"up":[{"embeddable":true,"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=\/wp\/v2\/pages\/6"}],"wp:attachment":[{"href":"https:\/\/apex.lmc.gatech.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=19"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}