6. CSCL 2005: Taipei, Taiwan

• Henrik Artman, Robert Ramberg, Hillevi Sundholm, Teresa Cerratto Pargman:
  Action context and target context representations: a case study on collaborative design learning. 1-7
  
• Pieter J. Beers, Paul A. Kirschner, Henny P. A. Boshuizen, Wim Gijselaers:
  Coercing knowledge construction in collaborative learning environments. 8-17
  
• Angela Carell, Thomas Herrmann, Andrea Kienle, Natalja Menold:
  Improving the coordination of collaborative learning with process models. 18-27
  
• Sung-Bin Chang, Hsien-Ming Huang, Kuan-Jung Tung, Tak-Wai Chan:
  AGQ: a model of student question generation supported by one-on-one educational computing. 28-32
  
• Fei Ching Chen, Yu-Wei Lee, Hui Chen Chu, Hung Ren Wang, Huo-Ming Jiang:
  Effective discussions, social talks and learning: a paradox on learning in discussion forums. 33-42
  
• Zhi-Hong Chen, Chih-Yueh Chou, Yi-Chan Deng, Tak-Wai Chan:
  Animal companions as motivators for teammates helping each other learn. 43-47
  
• Hercy N. H. Cheng, Yi-Chan Deng, Ben Chang, Tak-Wai Chan:
  MatrixDesks: interactive computing desks toward one-on-two educational computing environments. 48-52
  
• Ellina Chernobilsky, Anandi Nagarajan, Cindy E. Hmelo-Silver:
  Problem-based learning online: multiple perspectives on collaborative knowledge construction. 53-62
  
• Emily Ching, Chih-Ti Chen, Chih-Yueh Chou, Yi-Chan Deng, Tak-Wai Chan:
  A pilot study of computer supported learning by constructing instruction notes and peer expository instruction. 63-67
  
• Angela Chow, Nancy Law:
  Measuring motivation in collaborative inquiry-based learning contexts. 68-75
  
• Douglas B. Clark, Victor D. Sampson:
  Analyzing the quality of argumentation supported by personally-seeded discussions. 76-85
  
• Ulrike Cress:
  Why member portraits can undermine participation. 86-90
  
• Charles Crook:
  ICT can recover collaborative tutorial conversation and position it within undergraduate curricula. 91-95
  
• Vanessa Paz Dennen, Trena M. Paulus:
  Researching "collaborative knowledge building" in formal distance learning environments. 96-104
  
• Sharon J. Derry, Cindy E. Hmelo-Silver, Anandi Nagarajan, Ellina Chernobilsky, Joan Feltovich, Brad Halfpap:
  Making a mesh of it: a STELLAR approach to teacher professional development. 105-114
  
• Angelique Dimitracopoulou:
  Designing collaborative learning systems: current trends & future research agenda. 115-124
  
• Pinar Donmez, Carolyn Penstein Rosé, Karsten Stegmann, Armin Weinberger, Frank Fischer:
  Supporting CSCL with automatic corpus analysis technology. 125-134
  
• Nathan Dwyer, Daniel D. Suthers:
  A study of the foundations of artifact-mediated collaboration. 135-144
  
• Bernhard Ertl, Birgitta Kopp, Heinz Mandl:
  Effects of an individual's prior knowledge on collaborative knowledge construction and individual learning outcomes in videoconferencing. 145-154
  
• Danae Stanton Fraser, Hilary Smith, Ella Tallyn, Dave Kirk, Steve Benford, Duncan Rowland, Mark Paxton, Sara Price, Geraldine Fitzpatrick:
  The SENSE project: a context-inclusive approach to studying environmental science within and across schools. 155-159
  
• Marco Aurélio Gerosa, Mariano Gomes Pimentel, Hugo Fuks, Carlos José Pereira de Lucena:
  No need to read messages right now: helping mediators to steer educational forums using statistical and visual information. 160-169
  
• Amnon Glassner, Baruch B. Schwarz:
  The role of floor control and of ontology in argumentative activities with discussion-based tools. 170-179
  
• Agoritsa Gogoulou, Evangelia Gouli, Maria Grigoriadou, Maria Samarakou:
  ACT: a web-based adaptive communication tool. 180-189
  
• Andreas Harrer, Sam Zeini, Niels Pinkwart:
  The effects of electronic communication support on presence learning scenarios. 190-194
  
• Cindy E. Hmelo-Silver, Sharon J. Derry, David K. Woods, Matt DelMarcelle, Ellina Chernobilsky:
  From parallel play to meshed interaction: the evolution of the eSTEP system. 195-204
  
• Christopher M. Hoadley:
  The shape of the elephant: scope and membership of the CSCL community. 205-210
  
• Ulrich Hoppe, Niels Pinkwart, Maria Oelinger, Sam Zeini, Felisa Verdejo, Beatriz Barros, José Ignacio Mayorga:
  Building bridges within learning communities through ontologies and "thematic objects". 211-220
  
• Diane Hui:
  A new role for computer-mediated communication in engaging teacher learning within informal professional communities. 221-226
  
• David Hung:
  Preserving authenticity in CoLs and CoPs: proposing an agenda for CSCL. 227-231
  
• Peter Huppertz, Ute Massler, Rolf Ploetzner:
  V-share - video-based analysis and reflection of teaching experiences in (virtual) groups. 232-236
  
• Chris Jones, Lone Dirckinck-Holmfeld, Berner Lindström:
  CSCL - the next ten years: a view from Europe. 237-246
  
• Yael Kali, Miky Ronen:
  Design principles for online peer-evaluation: fostering objectivity. 247-251
  
• Manu Kapur, John Voiklis, Charles K. Kinzer:
  Problem solving as a complex, evolutionary activity: a methodological framework for analyzing problem-solving processes in a computer-supported collaborative environment. 252-261
  
• Andrea Kienle, Martin Wessner:
  Our way to Taipei: an analysis of the first ten years of the CSCL community. 262-271
  
• Peter G. Kilner, Christopher M. Hoadley:
  Anonymity options and professional participation in an online community of practice. 272-280
  
• Beaumie Kim, Kenneth E. Hay:
  The evolution of the intellectual partnership with a cognitive tool in inquiry-based astronomy laboratory. 281-290
  
• Bosung Kim, Chia-chi Yang, I-Chun Tsai:
  Review of computer-mediated collaborative concept mapping: implication for future research. 291-295
  
• Kibum Kim, Deborah G. Tatar:
  Weak guidance with "Look" functionality in handheld-based classroom activities. 296-300
  
• David S. Kirk, Danae Stanton Fraser:
  The effects of remote gesturing on distance instruction. 301-310
  
• Eric Klopfer, Judy Perry, Kurt Squire, Ming-Fong Jan:
  Collaborative learning through augmented reality role playing. 311-315
  
• Eric Klopfer, Judy Perry, Kurt Squire, Ming-Fong Jan, Constance Steinkuehler:
  Mystery at the museum: a collaborative game for museum education. 316-320
  
• Progressive refinement of a CSCL-based lesson plan for improving student learning as knowledge building in the period for the integrated study. 321-330
  
• Ingo Kollar, Frank Fischer, James D. Slotta:
  Internal and external collaboration scripts in web-based science learning at schools. 331-340
  
• Siu Cheung Kong, Sau Yin Lam, Lam For Kwok:
  A cognitive tool in handheld devices for collaborative learning: comprehending procedural knowledge of the addition of common fractions. 341-345
  
• Deanna Kuhn, Wendy Goh:
  Arguing on the computer. 346-352
  
• Markus Kuhn, Marc Jansen, Andreas Harrer, Ulrich Hoppe:
  A lightweight approach for flexible group management in the classroom. 353-357
  
• Mary Lamon:
  Information and communications technology and literacy development. 358-367
  
• Deborah K. LaPointe, Kerrin A. Barrett:
  Language learning in a virtual classroom: synchronous methods, cultural exchanges. 368-372
  
• Nancy Law:
  Assessing learning outcomes in CSCL settings. 373-377
  
• Eddy Y. C. Lee, Carol K. K. Chan, Jan van Aalst:
  Students assessing their own knowledge advances in a knowledge building environment. 378-387
  
• Oskar Lindwall, Gustav Lymer:
  Vulgar competence, ethnomethodological indifference and curricular design. 388-397
  
• Lei Liu, Cindy E. Hmelo-Silver, Surabhi Marathe:
  How representation matters: comparing collaborative learning with alternative versions of hypermedia. 398-402
  
• Jacques Lonchamp:
  A structured chat framework for distributed educational settings. 403-407
  
• Heidy Maldonado, Jong-Eun Roselyn Lee, Scott Brave, Clifford Nass, Hiroshi Nakajima, Ryota Yamada, Kimihiko Iwamura, Yasunori Morishima:
  We learn better together: enhancing eLearning with emotional characters. 408-417
  
• Bruce M. McLaren, Lars Bollen, Erin Walker, Andreas Harrer, Jonathan Sewall:
  Cognitive tutoring of collaboration: developmental and empirical steps towards realization. 418-422
  
• Yongwu Miao, Kay Hoeksema, Heinz Ulrich Hoppe, Andreas Harrer:
  CSCL scripts: modelling features and potential use. 423-432
  
• Kazuhisa Miwa, Yoshie Baba, Hitoshi Terai:
  An experimental study on collaborative scientific activities with an actual/imaginary partner. 433-439
  
• Toshio Mochizuki, Hiroshi Kato, Kazaru Yaegashi, Tomoko Nagata, Toshihisa Nishimori, Shinichi Hisamatsu, Satoru Fujitani, Jun Nakahara, Mariko Suzuki:
  Promotion of self-assessment for learners in online discussion using the visualization software. 440-449
  
• Yishay Mor, Jakob Tholander, Jesper Holmberg:
  Designing for constructionist web-based knowledge building. 450-459
  
• Martin Mühlpfordt, Martin Wessner:
  Explicit referencing in chat supports collaborative learning. 460-469
  
• Jun Nakahara, Shinichi Hisamatsu, Kazaru Yaegashi, Yuhei Yamauchi:
  iTree: does the mobile phone encourage learners to be more involved in collaborative learning? 470-478
  
• Naoko Osada, Naomi Miyake:
  From CSCL classroom to real-world settings through project-based learning. 479-483
  
• Kai Pata, Tago Sarapuu, Raymond Archee:
  Collaborative scaffolding in synchronous environment: congruity and antagonism of tutor/student facilitation acts. 484-493
  
• Mariano Gomes Pimentel, Marco Aurélio Gerosa, Hugo Fuks, Carlos José Pereira de Lucena:
  Assessment of collaboration in online courses. 494-498
  
• Mariano Gomes Pimentel, Hugo Fuks, Carlos José Pereira de Lucena:
  Mediated chat development process: avoiding chat confusion on educational debates. 499-503
  
• Raija Hämäläinen, Päivi Häkkinen, Sanna Järvelä, Tony Manninen:
  Computer-supported collaboration in a scripted 3-D game environment. 504-508
  
• Pablo Reyes, Pierre Tchounikine:
  Mining learning groups' activities in forum-type tools. 509-513
  
• Markus Rohde, Ralf Klamma, Volker Wulf:
  Establishing communities of practice among students and start-up companies. 514-519
  
• Jeremy Roschelle, Ricardo Rosas, Miguel Nussbaum:
  Towards a design framework for mobile computer-supported collaborative learning. 520-524
  
• Donna L. Russell, Art Schneiderheinze:
  Implementing online collaborative professional development for innovative educators. 525-533
  
• Kurt Rysjedal, Barbara Wasson:
  Local and distributed interaction in a collaborative knowledge building scenario. 534-540
  
• Nadira Saab, Wouter R. van Joolingen:
  Supporting collaborative discovery learning by presenting a tool. 541-546
  
• Nicolai Scheele, Anja Wessels, Wolfgang Effelsberg, Manfred Hofer, Stefan Fries:
  Experiences with interactive lectures: considerations from the perspective of educational psychology and computer science. 547-556
  
• Tammy Schellens, Hilde van Keer, Martin Valcke, Bram de Wever:
  The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups. 557-566
  
• Till Schümmer, Jan-Willem Strijbos, Thomas Berkel:
  A new direction for log file analysis in CSCL: experiences with a spatio-temporal metric. 567-576
  
• Till Schümmer, Stephan Lukosch, Jörg M. Haake:
  Teaching distributed software development with the project method. 577-586
  
• Li Sha, Jan van Aalst:
  Non-linear dynamical development of CSCL communities. 587-591
  
• David Williamson Shaffer, Katherine A. Clinton:
  Why all CSL is CL: distributed mind and the future of computer supported collaborative learning. 592-601
  
• Lifang Shih, Karen Swan:
  Fostering social presence in asynchronous online class discussions. 602-606
  
• Hyo-Jeong So, Bosung Kim:
  Instructional methods for CSCL: review of case studies. 607-616
  
• Understanding computer mediated social experience: implications for CSCL. 617-621
  
• Hans Spada, Anne Meier, Nikol Rummel, Sabine Hauser:
  A new method to assess the quality of collaborative process in CSCL. 622-631
  
• Gerry Stahl:
  Group cognition: the collaborative locus of agency in CSCL. 632-640
  
• Elmar Stahl, Carmen Zahn, Matthias Finke:
  How can we use hypervideo design projects to construct knowledge in university courses? 641-646
  
• Jan-Willem Strijbos, Maarten De Laat, Rob L. Martens, Wim M. G. Jochems:
  Functional versus spontaneous roles during CSCL. 647-656
  
• Heejeon Suh, Myunghee Kang, Kyungae Moon, Howook Jang:
  Identifying peer interaction patterns and related variables in community-based learning. 657-661
  
• Daniel D. Suthers:
  Technology affordances for intersubjective learning: a thematic agenda for CSCL. 662-671
  
• Ella Tallyn, David Frohlich, Nadja Linketscher, Beat Signer, Guy Adams:
  Using paper to support collaboration in educational activities. 672-676
  
• Bill Tomlinson:
  A heterogeneous animated platform for educational participatory simulations. 677-681
  
• Michael Tscholl, John D. McCarthy, Jeremiah Scholl:
  The effect of video-augmented chat on collaborative learning with cases. 682-686
  
• Michael B. Twidale, Christine Wang, D. Michelle Hinn:
  CSC: computer supported collaborative work, learning, and play. 687-696
  
• Jan van Aalst, John Kamimura, Carol K. K. Chan:
  Exploring collaborative aspects of knowledge building through collaborative summary notes. 697-706
  
• Rupert Wegerif:
  Towards a dialogic understanding of the relationship between CSCL and teaching thinking skills. 707-716
  
• Armin Weinberger, Frank Fischer, Karsten Stegmann:
  Computer-supported collaborative learning in higher education: scripts for argumentative knowledge construction in distributed groups. 717-726
  
• Yau-Yuen Yeung:
  Macroscopic study of the social networks formed in web-based discussion forums. 727-731
  
• Joyce Yukawa:
  Story-lines: a case study of online learning using narrative analysis. 732-736
  
• Carmen Zahn, Friedrich W. Hesse, Matthias Finke, Roy Pea, Michael Mills, Joseph Rosen:
  Advanced digital video technologies to support collaborative learning in school education and beyond. 737-742
  
• Alan Zemel, Timothy Koschmann, Curtis LeBaron, Paul J. Feltovich:
  Usability as an interactional resource: deictic management of scene formulation. 743-752
  
• Alan Zemel:
  Texts-in-interaction: collaborative problem-solving in quasi-synchronous computer-mediated communication. 753-757
  
• Jörg Zumbach, Jochen Schönemann, Peter Reimann:
  Analyzing and supporting collaboration in cooperative computer-mediated communication. 758-767
  

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