Rainbow : A framework for analyzing computer - mediated 5 pedagogical debates 6

12 Abstract In this paper we present a framework for analyzing when and how students 13 engage in a specific form of interactive knowledge elaboration in CSCL environments: 14 broadening and deepening understanding of a space of debate. The framework is termed 15 “Rainbow,” as it comprises seven principal analytical categories, to each of which a color is 16 assigned, thus enabling informal visualization by the analyst of the extent to which students 17 are engaging in interaction relating to potential achievement of its pedagogical goal. The 18 categories distinguish between activities that are part of the prescribed assignment and 19 activities that are not, and between task-focused and non-task-focused activities. Activities 20 focused on managing the interaction itself are distinguished from argumentative interaction. 21 Notably, an operational definition of what it means to broaden and deepen understanding in Computer-Supported Collaborative Learning DOI 10.1007/s11412-007-9022-4