Ahmad’s comments show how he used the Digalo map to convey suggestions to the discussants to improve the quality of the discussion by referring to previous contributions. When Ahmad affirms I linked this to 31 to say that it was written and no one referred to it so it has no sense, he makes clear that the growing map is a central artifact for constructing a shared meaning. The way Ahmad reacts to Rim’s disagreement totally fits his positive approach to criticism and his demarcation from blind agreement clearly stated in his interview. In the rest of the discussion too, Ahmad acted in diverse ways in order to lead discussants to refer to what their peers write. He did that by requesting them to refer to specific contributions, by presenting an idea that opposed what the discussants wrote to one discussant or to all of them. To sum up, Ahmad’s comments on his own actions and on the actions of others convey a coherent picture of an educator who is dedicated to help in learning as an interactive endeavor in which diversity of ideas and disagreements are opportunities to co-construct knowledge.
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