7. CSCL 2007: Rutgers University, New Brunswick, NJ, USA

• Cindy E. Hmelo-Silver, Angela M. O'Donnell:
  Preface.
  
• Gerhard Fischer:
  Designing socio-technical environments in support of meta-design and social creativity. 2-11
  
• Douglas Clark, Victor Sampson, Armin Weinberger, Gijsbert Erkens:
  Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structure. 13-22
  
• Janice Gobert, James D. Slotta, Jody Clarke, Chris Dede, Hannie Gijlers, Nadira Saab, Wouter R. van Joolingen, Ton de Jong, Ken Koedinger:
  Fostering peer collaboration with technology. 23-27
  
• Naomi Miyake, Roy D. Pea, Brigid Barron, Daniel L. Schwartz, Lee Martin, Rogers Hall, Ken Wright, Karen Wieckert:
  Redefining learning goals of very long-term learning across many different fields of activity. 28-37
  
• Armin Weinberger, Douglas Clark, Pierre Dillenbourg, Dejana Diziol, Victor Sampson, Karsten Stegmann, Nikol Rummel, Fabrice Hong, Hans Spada, Bruce M. McLaren, Taiga Brahm, Frank Fischer:
  Orchestrating learning activities on the social and the cognitive level to foster CSCL. 38-47
  
• Dor Abrahamson, Paulo Blikstein, Uri Wilensky:
  Classroom model, model classroom: computer-supported methodology for investigating collaborative-learning pedagogy. 49-58
  
• Anindito Aditomo, Peter Reimann:
  Learning from virtual interaction: a review of research on online synchronous groups. 59-68
  
• Heidrun Allert, Christoph Richter:
  Drawing on practices for modeling socio-technical systems. 69-71
  
• Richard Alterman, Johann Ari Larusson:
  Technology in a context: enabling students to collaboratively participate at the interface of computation and social science. 72-74
  
• Christopher Amelung, James M. Laffey, Paul Turner:
  Supporting collaborative learning in online higher education through activity awareness. 75-77
  
• Marina Umaschi Bers, Clement Chau, Keiko Satoh, Laura Beals:
  Virtual communities of care: online peer networks with post-organ transplant youth. 78-80
  
• Alan Bitterman, Natalie Hatrak, Cindy E. Hmelo-Silver:
  Learning about transfer in an online problem-based course. 81-83
  
• Paulo Blikstein, William Rand, Uri Wilensky:
  Just a cog in the machine: participatory robotics as a tool for understanding collaborative learning and decision-making. 84-86
  
• Erica C. Boling:
  Why technology isn't making a difference: coming to terms with ubiquitous learning in high school classrooms. 87-89
  
• Tharrenos Bratitsis, Angelique Dimitracopoulou:
  Interaction analysis in asynchronous discussions: lessons learned on the learners' perspective, using the DIAS system. 90-92
  
• Jürgen Buder, Daniel Bodemer:
  Supporting controversial CSCL discussions with augmented group awareness tools. 93-101
  
• Leah Buechley, Mike Eisenberg:
  Boda blocks: a collaborative tool for exploring tangible three-dimensional cellular automata. 102-104
  
• Murat Perit Çakir, Alan Zemel, Gerry Stahl:
  The organization of collaborative math problem solving activities across dual interaction spaces. 105-107
  
• Carol K. K. Chan, Eddy Y. C. Lee:
  Fostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving students. 108-117
  
• Elizabeth S. Charles, Wesley Shumar:
  Creativity, collaboration and competence: agency in online synchronous chat environment. 118-126
  
• Der-Thanq Victor Chen, David Wei Loong Hung:
  Towards a community incubator: the ICAP design framework for social constructivist educational designers. 127-130
  
• Fei Ching Chen, Ho-Ming Jiang:
  Using social network analysis to explore the dynamics of telementor' meta-support in practice. 131-134
  
• Gaowei Chen, Ming Ming Chiu:
  Effects of previous messages' evaluations, knowledge content, social cues and personal information on the current message during online discussion. 135-137
  
• Weiqin Chen, Marius Nordbø:
  Understanding pair-programming from a socio-cultural perspective. 138-140
  
• Kwangsu Cho, Christian D. Schunn, Kyungbin Kwon:
  Learning writing by reviewing in science. 141-143
  
• Jody Clarke, Chris Dede:
  MUVEs as a powerful means to study situated learning. 144-147
  
• Anthony Cocciolo, Hui Soo Chae, Gary Natriello:
  Using social network analysis to highlight an emerging online community of practice. 148-152
  
• Stephanie B. Corliss, Michele W. Spitulnik, Tara E. Higgins, Doug Kirkpatrick:
  Mentored professional development to support successful integration of technology-enhanced science curriculum. 153-155
  
• Ulrike Cress, Joachim Kimmerle:
  A theoretical framework of collaborative knowledge building with wikis: a systemic and cognitive perspective. 156-164
  
• Sarah M. Davis:
  Impact of anonymity of input in next-generation classroom networks. 165-167
  
• Reuma De Groot, Raul Drachman, Rakheli Hever, Baruch B. Schwarz, Ulrich Hoppe, Andreas Harrer, Maarten De Laat, Rupert Wegerif, Bruce M. McLaren, Benoit Baurens:
  Computer supported moderation of e-discussions: the ARGUNAUT approach. 168-170
  
• Jessica Dehler, Daniel Bodemer, Jürgen Buder:
  Fostering audience design of computer-mediated knowledge communication by knowledge mirroring. 171-173
  
• Sharon J. Derry, Matt DelMarcelle:
  A reflective analysis of facilitation in an online problem-based learning activity. 174-183
  
• Yannis A. Dimitriadis, Juan I. Asensio-Pérez, Davinia Hernández Leo, Jeremy Roschelle, John Brecht, Deborah G. Tatar, S. Raj Chaudhury, Chris DiGiano, Charles Patton:
  From socially-mediated to technology-mediated coordination: a study of design tensions using group scribbles. 184-186
  
• Ning Ding:
  Physhint: a qualitative study of student's knowledge elaboration in CSCL. 187-189
  
• Tanja Engelmann, Sigmar-Olaf Tergan:
  An innovative approach for fostering computer-supported collaboration. 190-192
  
• Christine Ferraris, Christian Martel, Laurence Vignollet:
  Helping teachers in designing CSCL scenarios: a methodology based on the LDL language. 193-195
  
• Deborah A. Fields, Yasmin B. Kafai:
  Illegitimate practices as legitimate participation: game cheat sites in a teen virtual world. 196-198
  
• Deborah A. Fields, Yasmin B. Kafai:
  Tracing insider knowledge across time and spaces: a connective ethnography in a teen online game world. 199-208
  
• Yongcheng Gan, Marlene Scardamalia, Huang-Yao Hong, Jianwei Zhang:
  Making thinking visible: growth in graphical literacy, grades 3 to 4. 209-211
  
• Christina M. Gardner, Janet L. Kolodner:
  Turning on minds with computers in the kitchen: supporting group reflection in the midst of engaging in hands-on activities. 212-221
  
• Julia Gil, Baruch B. Schwarz, Christa S. C. Asterhan:
  Intuitive moderation styles and beliefs of teachers in CSCL-based argumentation. 222-231
  
• Christine Greenhow, Kimberly Schultz:
  Using online social networks to support underrepresented students' engagement in postsecondary education. 232-233
  
• Gahgene Gweon, Carolyn Penstein Rosé, Emil Albright, Yue Cui:
  Evaluating the effect of feedback from a CSCL problem solving environment on learning, interaction, and perceived interdependence. 234-243
  
• Erica Halverson:
  Reality television, fan behavior, and online communities of practice. 244-246
  
• Eric R. Hamilton:
  Principles and grand challenges for the future: a prospectus for the computer-supported collaborative learning (CSCL) community. 247-256
  
• Miriam Hansen, Hans Spada:
  Instructional support for individual and collaborative demands in two net-based communication settings. 257-266
  
• Sneha Veeragoudar Harrell, Dor Abrahamson:
  Computational literacy and mathematics learning in a virtual world: identity, embodiment, and empowered media engagement. 267-269
  
• Andreas Harrer, Nils Malzahn, Sam Zeini, Heinz Ulrich Hoppe:
  Combining social network analysis with semantic relations to support the evolution of a scientific community. 270-279
  
• Andreas Harrer, Lars Kobbe, Nils Malzahn:
  Conceptual and computational issues in the formalization of collaboration scripts. 280-282
  
• Andreas Harrer, Sam Zeini, Georgios Kahrimanis, Nikolaos M. Avouris, José Antonio Marcos, Alejandra Martínez-Monés, Anne Meier, Nikol Rummel, Hans Spada:
  Towards a flexible model for computer-based analysis and visualization of collaborative learning activities. 283-285
  
• Jan Henning, Ute Massler, Rolf Ploetzner, Peter Huppertz:
  Collaborative lesson analysis in virtual groups: the impact of video on student teachers analysis and reflection processes. 286-288
  
• Rakheli Hever, Reuma De Groot, Maarten De Laat, Andreas Harrer, Ulrich Hoppe, Bruce M. McLaren, Oliver Scheuer:
  Combining structural, process-oriented and textual elements to generate awareness indicators for graphical e-discussions. 289-291
  
• Jim Hewitt, Vanessa L. Peters:
  The relationship between student interaction and message readability in asynchronous online discussions. 292-294
  
• Tamar Inbal-Shamir, Yael Kali:
  The relation between schoolteachers' perceptions about collaborative learning and their employment of online instruction. 295-303
  
• Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar:
  Influence of group member familiarity on online collaborative learning. 304-313
  
• Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar:
  Online visualization of agreement and discussion during computer-supported collaborative learning. 314-316
  
• Aditya Johri:
  The socio-technical process of newcomer participation: lessons from a field study. 317-319
  
• Sam Joseph, Viil Lid, Dan Suthers:
  Transcendent communities. 320-322
  
• Yael Kali, Tamar Ronen-Fuhrmann:
  How can the design of educational technologies affect graduate students' epistemologies about learning? 323-325
  
• Manu Kapur, David Hung, Michael J. Jacobson, John Voiklis, Charles K. Kinzer, Der-Thanq Victor Chen:
  Emergence of learning in computer-supported, large-scale collective dynamics: a research agenda. 326-335
  
• Manu Kapur, John Voiklis, Charles K. Kinzer:
  Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups. 336-346
  
• Göran Karlsson, Jonas Ivarsson:
  Animated science education: possible pitfalls of computer supported collaborative learning. 347-350
  
• Elvira K. Katic:
  From the individual to the group: tracing preservice teachers' conceptions of transformational technologies. 351-353
  
• Judy Kay, Kalina Yacef, Peter Reimann:
  Visualisations for team learning: small teams working on long-term projects. 354-356
  
• Fengfeng Ke:
  Using computer-based math games as an anchor for cooperative learning. 357-359
  
• Toni M. Kempler, Lisa Linnenbrink-Garcia:
  Exploring self-regulation in group contexts. 360-363
  
• Robert Kildare, R. N. Williams, Jacky Hartnett, Peter Reimann:
  Interaction rules: their place in collaboration software. 364-366
  
• Kibum Kim, Deborah G. Tatar, Steve Harrison:
  Sharing visual context to facilitate late overhearer's understanding of the handheld-based learning activity. 367-369
  
• Joachim Kimmerle, Ulrike Cress:
  Group awareness and self-presentation in the information-exchange dilemma: an interactional approach. 370-378
  
• Kristin Knipfer, Carmen Zahn, Friedrich W. Hesse:
  Demonstration of a discussion terminal for knowledge acquisition and opinion formation in science museums. 379-381
  
• Ingo Kollar, Christof Wecker, Frank Fischer, Carmen Kohnle, James D. Slotta:
  Are core objectives of web-based collaborative inquiry learning already core learning prerequisites?: the case of argumentation competences and computer literacy. 382-384
  
• Birgitta Kopp, Heinz Mandl:
  Fostering argumentation with script and content scheme in videoconferencing. 385-394
  
• Barbara G. Ladewski, Annemarie S. Palincsar, Joseph Krajcik:
  From theory of mind to a theory of distributed shared sense-making. 395-397
  
• Ming Lai:
  The role of problematizing moves in online knowledge building activities. 398-407
  
• Yu-Ju Lan, Yao-Ting Sung, Kuo-En Chang:
  Let's read together: an evaluation of a computer assisted reciprocal early english reading system. 408-410
  
• Nancy Law, Johnny Yuen, Ronghuai Huang, Yanyan Li, Nicol Pan:
  A learnable content & participation analysis toolkit for assessing CSCL learning outcomes and processes. 411-420
  
• Rachel Levin-Peled, Yael Kali, Yehudit Judy Dori:
  Promoting collaborative learning in higher education: design principles for hybrid courses. 421-430
  
• Yanyan Li, Jian Liao, Jing Wang, Ronghuai Huang:
  CSCL interaction analysis for assessing knowledge building outcomes: method and tool. 431-440
  
• Chiu-Pin Lin, Shelley Shwu-Ching Young, Hui-Chun Hung, Yi-Chen Lin:
  Implementation of the scrabble game on the mobile devices to increase english vocabulary acquisition. 441-443
  
• Guan-Yu Lin, James M. Laffey, Kristin A. Buss:
  Studying the effects of scripts and technology on cooperative learning. 444-446
  
• Robb Lindgren, Roy Pea, Sarah Lewis, Joe Rosen:
  Learning from digital video: an exploration of how interactions affect outcomes. 447-449
  
• Andreas Lingnau, Peter Zentel, Ulrike Cress:
  Fostering collaborative problem solving for pupils with cognitive disabilities. 450-452
  
• Lei Liu, Cindy E. Hmelo-Silver:
  Computer-supported collaborative learning and conceptual change. 454-463
  
• Pei-Ju Liu, James M. Laffey, Karen R. Cox:
  Enabling organizational learning through event reporting: a case study in a health care context. 464-466
  
• Jacques Lonchamp:
  About the complexity of CSCL systems. 467-469
  
• Kristine Lund, Céline Rossetti, Stéphanie Metz:
  Do internal factors of cooperation influence computer-mediated distance activity? 470-479
  
• Gustav Lymer, Johan Lundin, Barry Brown, Mattias Rost, Lars Erik Holmquist:
  Web based platforms in co-located practice: the use of a wiki as support for learning and instruction. 480-489
  
• Heidy Maldonado, Brian Lee, Scott R. Klemmer, Roy D. Pea:
  Patterns of collaboration in design courses: team dynamics affect technology appropriation, artifact creation, and course performance. 490-499
  
• Lee Martin, Daniel L. Schwartz:
  Catalysts to creating representational tools and the benefits for learning. 500-502
  
• Yevgeniy Eugene Medynskiy, Amy Bruckman:
  The effects of conversations with regulars and administrators on the participation of new users in a virtual learning community. 503-505
  
• Yongwu Miao, Rob Koper:
  An efficient and flexible technical approach to develop and deliver online peer assessment. 506-515
  
• Toshio Mochizuki, Hiroshi Kato, Kazaru Yaegashi, Toshihisa Nishimori, Yusuke Nagamori, Shinobu Fujita:
  ProBoPortable: does the cellular phone software promote emergent division of labor in project-based learning? 516-518
  
• Gaëlle Molinari, Patrick Jermann, Pierre Dillenbourg:
  Source memorization in chat interactions. 519-521
  
• Martin Mühlpfordt, Gerry Stahl:
  The integration of synchronous communication across dual interaction spaces. 522-531
  
• Lisette Munneke, Jerry Andriessen, Paul A. Kirschner, Gellof Kanselaar:
  Effects of synchronous and asynchronous CMC on interactive argumentation. 532-541
  
• Tom Murray:
  Toward collaborative technologies supporting cognitive skills for mutual regard. 542-544
  
• Hanni Muukkonen, Kai Hakkarainen, Kari Kosonen, Satu Jalonen, Annamari Heikkilä, Kirsti Lonka, Katariina Salmela-Aro, Juha Linnanen, Kari Salo:
  Process-and context-sensitive research on academic knowledge practices: developing CASS-tools and methods. 545-547
  
• Brian C. Nelson, Diane Jass Ketelhut:
  Exploring embedded guidance and self-efficacy in educational multiuser virtual environments. 548-550
  
• Nils Malzahn, Andreas Harrer, Sam Zeini:
  The fourth man: supporting self-organizing group formation in learning communities. 551-554
  
• E. Michael Nussbaum, Denise L. Winsor, Yvette M. Aqui, Anne M. Poliquin:
  Argumentation Vee diagrams (AVDs) enrich online discussions. 555-557
  
• Angela M. O'Donnell, Nicole Di Donato:
  A tale of two formats. 558-560
  
• Nicholas Omale, Wei-Chen Hung, Lara Luetkehans, Jessamine Cooke-Plagwitz:
  The impact of 3-D based group interactions in an on-line problem-based learning environment. 561-563
  
• Diler Öner:
  Examining the dual function of computational technology on the conception of mathematical proof. 564-566
  
• Jun Oshima, Ritsuko Oshima:
  Complex network theory approach to the assessment on collective knowledge advancement through scientific discourse in CSCL. 567-569
  
• Maarten Overdijk, Wouter van Diggelen:
  Appropriation of a graphical shared workspace: the learner-tool connection. 570-572
  
• Sharon L. Oviatt, Alexander M. Arthur, Yaro Brock, Julia Cohen:
  Expressive pen-based interfaces for math education. 573-582
  
• John Ow, Katerine Bielaczyc:
  Epistemological perturbations: using material artifacts to cultivate a knowledge building culture in classrooms. 583-585
  
• Trena M. Paulus:
  Online but off-topic: establishing common ground in small learning groups. 586-589
  
• Kylie A. Peppler, Yasmin B. Kafai:
  Collaboration, computation, and creativity: media arts practices in urban youth culture. 590-592
  
• Vanessa L. Peters, Jim Hewitt:
  Student competition in computer-mediated conferencing courses. 593-595
  
• Ingvill Rasmussen, Andreas Lund, Ole Smørdal:
  Wiki design for teacher interventions in collaborative production. 596-598
  
• Lillian S. Ray, K. Ann Renninger:
  Scaffolding preservice teachers online: the roles of interest and mathematical beliefs. 599-601
  
• Peter Reimann:
  Time is precious: why process analysis is essential for CSCL (and can also help to bridge between experimental and descriptive methods). 602-611
  
• Eric Rosenbaum, Eric Klopfer, Britton Boughner, Louisa Rosenheck:
  Engaging students in science controversy through an augmented reality role-playing game. 612-614
  
• Nikol Rummel, Sabine Hauser, Hans Spada:
  How does net-based interdisciplinary collaboration change with growing domain expertise? 615-624
  
• Mirweis Sangin, Nicolas Nova, Gaëlle Molinari, Pierre Dillenbourg:
  Partner modeling is mutual. 625-632
  
• Tom Satwicz, Reed Stevens:
  Tools of play: coordinating games, characters, and actions while learning to play video games. 633-642
  
• Amit Saxena, Reed Stevens:
  Video traces: creating common space between university and public schools for preparing new teachers. 643-645
  
• Hyo-Jeong So:
  Improving young learners' scientific understanding in CSCL environments. 646-648
  
• Hans Spada, Anne Meier:
  Constructing new knowledge in collaboration: instructional support for improving information pooling and processing in groups. 649-651
  
• Gerry Stahl:
  Meaning making in CSCL: conditions and preconditions for cognitive processes by groups. 652-661
  
• Karsten Stegmann, Christof Wecker, Armin Weinberger, Frank Fischer:
  Collaborative argumentation and cognitive processing: an empirical study in a computer-supported collaborative learning environment. 662-671
  
• Daniel J. Steinbock, Roy Pea, Byron Reeves:
  Wearable tag clouds: visualizations to facilitate new collaborations. 672-674
  
• Constance Steinkuehler:
  Massively multiplayer online games & education: an outline of research. 675-685
  
• Agni Stylianou-Georgiou, Elena C. Papanastasiou, Sadhana Puntambekar:
  Analyzing collaborative processes and learning from hypertext through hierarchical linear modeling. 686-694
  
• Daniel D. Suthers, Nathan Dwyer, Richard Medina, Ravi K. Vatrapu:
  A framework for eclectic analysis of collaborative interaction. 695-704
  
• Daniel D. Suthers, Ravi K. Vatrapu, Richard Medina, Samuel R. H. Joseph, Nathan Dwyer:
  Conceptual representations enhance knowledge construction in asynchronous collaboration. 705-714
  
• Daniel D. Suthers, Richard Medina, Ravi K. Vatrapu, Nathan Dwyer:
  Information sharing is incongruous with collaborative convergence: the case for interaction. 715-717
  
• Stephanie D. Teasley, Steven Lonn:
  Using learning management systems to support students' collaborative learning in higher education. 718-720
  
• Chris Teplovs, Zoe Donoahue, Marlene Scardamalia, Donald Philip:
  Tools for concurrent, embedded, and transformative assessment of knowledge building processes and progress. 721-723
  
• Marije van Amelsvoort, Seger Breugelmans:
  Boundary conditions for applying argumentative diagrams. 724-726
  
• Wouter van Diggelen, Maarten Overdijk:
  Small-group face-to-face discussions in the classroom: a new direction of CSCL research. 727-736
  
• Hilde van Keer, Tammy Schellens, Bram de Wever, Martin Valcke:
  The use of "knowledge types" as scripting tool to enhance critical thinking in online discussions. 737-740
  
• Swaroop Vattam, Christopher W. Kramer, Hyungsin Kim, Janet L. Kolodner:
  Effects of technology-based support for explanation construction on learners' discourse during design-based learning in science. 741-750
  
• Erin Walker, Nikol Rummel, Bruce M. McLaren, Kenneth R. Koedinger:
  The student becomes the master: integrating peer tutoring with cognitive tutoring. 751-753
  
• Hao-Chuan Wang, Carolyn Penstein Rosé, Yue Cui, Chun-Yen Chang, Chun-Chieh Huang, Tsai-Yen Li:
  Thinking hard together: the long and short of collaborative idea generation in scientific inquiry. 754-763
  
• Christof Wecker, Frank Fischer:
  Fading scripts in computer-supported collaborative learning: the role of distributed monitoring. 764-772
  
• Miriam Weinel, Peter Reimann:
  Coordination dynamics in CSCL based chat logs. 773-775
  
• Martin Wessner, Andrea Kienle:
  Interdisciplinarity in the CSCL community: an empirical study. 776-784
  
• Tobin White, Kevin Lai, Garrett Kenehan:
  Designing collaborative mathematics activities for classroom device networks. 785-787
  
• Greg Wientjes, Jawed Karim:
  Online video repository and supportive community for beginning teachers. 788-790
  
• Ken Wright:
  Professional visions in the liminal worlds of graphs. 791-794
  
• Etsuji Yamaguchi, Shigenori Inagaki, Masanori Sugimoto, Fusako Kusunoki, Akiko Deguchi, Yuichiro Takeuchi, Takao Seki, Sanae Tachibana, Tomokazu Yamamoto:
  Fostering students' participation in face-to-face interactions and deepening their understanding by integrating personal and shared spaces. 795-797
  
• Sarita Yardi, Dan Perkel:
  Understanding classroom culture through a theory of dialogism: what happens when cheating and collaboration collide? 798-807
  
• Susan A. Yoon:
  Exploring the potential of a handheld participatory simulation and social network application for revealing decision-making processes for information seeking amongst middle school students. 808-810
  
• Alan Zemel, Wes Shumar, Murat Perit Çakir:
  The disembodied act: copresence and indexical symmetry in computer-mediated communication. 811-813
  
• Nan Zhou, Alan Zemel, Gerry Stahl:
  Information as a social achievement: collaborative information behavior in CSCL. 814-816
  
• Turadg Aleahmad, James D. Slotta, Wouter R. van Joolingen:
  New authoring frameworks for integrating collaborative learning technologies. 818-819
  
• Jerry Andriessen, Baruch Schwarz:
  The third metaphor of learning. 820-821
  
• Yiannis Dimitriadis, Symeon Retalis, Chris DiGiano:
  The use of CSCL design patterns as a vehicle for effective & efficient learning designs: linking patterns to authentic educational case studies. 822-823
  
• Christopher Jones:
  Networked learning and CSCL. 824-825
  
• Andreas Lund, Palmyre Pierroux, Ingvill Rasmussen, Ole Smørdal, Eli Blevis:
  Wiki research: knowledge advancement and design. 826
  
• Naomi Miyake:
  Introduction to computer supported collaborative learning. 827
  
• Roy Pea, Shelley V. Goldman, Robb Lindgren, Joe Rosen:
  An interactive session using a tool to support distributed conversations around digital video. 828-829
  
• Gerry Stahl:
  Chat analysis in virtual math teams. 830
  
• Karsten Stegmann, Ingo Kollar, Jan Zottmann, Hannie Gijlers, Ton de Jong, Pierre Dillenbourg, James D. Slotta, Frank Fischer:
  Towards the convergence of CSCL and inquiry learning: scripting collaborative inquiry learning. 831-832
  
• Armin Weinberger, Miky Ronen, Pierre Tchounikine, Andreas Harrer, Pierre Dillenbourg, Jörg M. Haake, Yael Kali, Frank Fischer, Dan Kohen-Vacs:
  Languages and platforms for CSCL scripts. 833-834
  
• Eric Baumer:
  Computational metaphor extraction to encourage critical reflection and support epistemological pluralism. 836-838
  
• Murat Perit Çakir:
  How online small groups create and use mathematical objects to do collaborative problem solving. 839-841
  
• Jessica Dehler:
  Knowledge mirroring: fostering computer-mediated collaboration and learning. 842-844
  
• Dejana Diziol:
  The impact of collaboration on procedural and conceptual knowledge acquisition in algebra learning. 845-847
  
• Kristin Knipfer:
  Knowledge acquisition and opinion formation at science museums: the potential of a discussion terminal for collaborative elaboration on controversial issues. 848-850
  
• Sukjin Kwon:
  The effects of knowledge awareness on peer interaction and shared mental model in CSCL. 851-855
  
• Lei Liu:
  Trajectories of collaborative scientific conceptual change: a classroom study in a CSCL environment. 856-858
  
• Eva Mayr:
  Goal-awareness and goal-adaptive information presentation to support collaborative learning in informal settings. 859-861
  
• Rebecca L. Payne:
  Mapping the edublogosphere: implications for literacy and teacher professional development. 862-864
  
• Johann W. Sarmiento:
  Bridging: sustaining online, collaborative knowledge building over time and across collectivities. 865-867
  
• Elisabeth Sylvan:
  Network models of online communities of creators. 868-870
  
• Lori M. Takeuchi:
  Toward authentic scientific practice: comparing the use of GIS in the classroom and laboratory. 871-873
  
• Lu Xiao:
  The effects of awareness of group members' rationale on collaborative learning activities. 874-876
  

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