8. CSCL 2009: Rhodes, Greece

• Murat Perit Çakir, Gerry Stahl:
  Interaction analysis of dual-interaction CSCL environments. 3-12
  
• Gyeong Mi Heo, Alain Breuleux:
  Roles of initiators and interaction patterns: exploring an informal online community at the interpersonal plane. 13-17
  
• Richard Medina, Daniel D. Suthers, Ravi K. Vatrapu:
  Inscriptions becoming representations. 18-27
  
• Peter Reimann, Anindito Aditomo, Kate Thompson:
  Students engaged in collaborative modeling. 28-32
  
• Gerry Stahl:
  Collaborative learning through practices of group cognition. 33-42
  
• Carla van de Sande:
  Grassroots open, online, calculus help forums. 43-47
  
• Alan Zemel, Murat Cakir, Gerry Stahl:
  Understanding and analyzing chat in CSCL as reading's work. 48-57
  
• Gregory Dyke, Kristine Lund, Jean-Jacques Girardot:
  Tatiana: an environment to support the CSCL analysis process. 58-67
  
• Iván M. Jorrín-Abellán, Robert E. Stake, Alejandra Martínez-Monés:
  The needlework in evaluating a CSCL system: the evaluand oriented responsive evaluation model. 68-72
  
• Patrice Moguel, Pierre Tchounikine, André Tricot:
  A model-based coding scheme to analyze students' organization. 73-77
  
• Marc-Antoine Nüssli, Patrick Jermann, Mirweis Sangin, Pierre Dillenbourg:
  Collaboration and abstract representations: towards predictive models based on raw speech and eye-tracking data. 78-82
  
• Paavola Sami, Hakkarainen Kai:
  From meaning making to joint construction of knowledge practices and artefacts: a trialogical approach to CSCL. 83-92
  
• Trena Paulus, Kathy Evans, Olivia Halic, Jessica Lester, Jonathan Taylor, Marsha Spence:
  Knowledge and learning claims in blog conversations: a discourse analysis in social psychology (DASP) perspective. 93-97
  
• Peter Reimann, Jimmy Frerejean, Kate Thompson:
  Using process mining to identify models of group decision making in chat data. 98-107
  
• Rupert Wegerif, Bruce M. McLaren, Marian Chamrada, Oliver Scheuer, Nasser Mansour, Jan Miksatko:
  Recognizing creative thinking in graphical e-discussions using artificial intelligence graph-matching techniques. 108-112
  
• Jennifer Yeo, Yew-Jin Lee, Aik-Ling Tan, Seng-Chee Tan, Shawn Lum:
  Analyzing CSCL-mediated science argumentation: how different methods matter. 113-117
  
• Alan Zemel, Murat Perit Çakir, Nan Zhou, Gerry Stahl:
  Learning as a practical achievement: an interactional perspective. 118-122
  
• Anjo Anjewierden, Hannie Gijlers, Bas Kollöffel, Nadira Saab, Robert de Hoog:
  Examining the relation between domain-related communication and collaborative inquiry learning. 123-131
  
• Christa S. C. Asterhan, Tammy Eisenmann:
  Online and face-to-face discussions in the classroom: a study on the experiences of 'active' and 'silent' students. 132-136
  
• Bernhard Ertl:
  Conceptual and procedural knowledge construction in computer supported collaborative learning. 137-141
  
• Huang-Yao Hong, Fei Ching Chen, Hsiu-Mei Chang, Calvin C. Y. Liao, Wen-Ching Chan:
  Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environment. 142-150
  
• Birgitta Kopp, Katharina Schnurer, Heinz Mandl:
  Collaborative learning in virtual seminars: analyzing learning processes and learning outcomes. 151-160
  
• Antonios Saravanos, Seungoh Paek, Jin Kuwata, Alexandra Saravanos:
  The effects of corrected-errors in asynchronous video based lessons on task efficiency. 161-164
  
• Ravi K. Vatrapu, Daniel D. Suthers, Richard Medina:
  Notational effects on use of collaboratively constructed representations during individual essay writing. 165-169
  
• Ning Ding:
  How gender composition influences individual knowledge elaboration in CSCL. 173-177
  
• Dejana Diziol, Nikol Rummel, Hans Spada:
  Procedural and conceptual knowledge acquisition in mathematics: where is collaboration helpful? 178-187
  
• Libby Gerard, Erika Tate, Jennifer L. Chiu, Stephanie Corliss, Marcia C. Linn:
  Collaboration and knowledge integration. 188-193
  
• Lei Liu, Cindy E. Hmelo-Silver:
  Collaborative scientific conceptual change: a framework for analyzing science learning. 194-198
  
• Suneeta Pathak, Beaumie Kim, Michael J. Jacobson, Baohui Zhang:
  Failures and successes in collaborative inquiry: learning the physics of electricity with agent-based models. 199-203
  
• Vanessa L. Peters, James D. Slotta:
  Co-designing curricula to promote collaborative knowledge construction in secondary school science. 204-213
  
• Nicole Clouet, Dominique Roué, Eric Bruillard:
  Forums for preservice teachers' development: lessons learned from five years of research. 214-218
  
• Fengfeng Ke, Kui Xie:
  Online discussion design on adult students' learning perceptions and patterns of online interactions. 219-226
  
• Heidy Maldonado, Scott R. Klemmer, Roy D. Pea:
  When is collaborating with friends a good idea? insights from design education. 227-231
  
• Hedieh Najafi, James D. Slotta:
  Sustaining collaborative knowledge construction in graduate-level education: examining design issues. 232-236
  
• Chris Jones, Ruslan Ramanau:
  Collaboration and the net generation: the changing characteristics of first year university students. 237-241
  
• Kui Xie, Fengfeng Ke:
  How does students' motivation relate to peer-moderated online interactions? 242-251
  
• Tammy Eisenmann, Baruch B. Schwarz, Reuma De Groot:
  Relay race of practice: integrating technological tools into teaching and learning scenarios. 252-256
  
• Huang-Yao Hong, Jianwei Zhang, Chewlee Teo, Marlene Scardamalia:
  Towards design-based knowledge-building practices in teaching. 257-261
  
• Bruno Poellhuber, Catherine Allen, Martine Chomienne:
  CSCL for teacher professional development. 262-266
  
• Simon Jean:
  Three years of teaching resource sharing by primary school teachers trainees on a CSCW platform. 267-271
  
• Susan A. Yoon, Lei Liu, Sao-Ee Goh:
  Exploring the process of convergent adaptation in technology-based science curriculum construction. 272-281
  
• Gerhard Fischer:
  Democratizing design: new challenges and opportunities for computer-supported collaborative learning. 282-286
  
• Isa Jahnke:
  The process of digital formalization in sociotechnical learning communities: needed or overloaded? 287-291
  
• Chris Jones:
  A context for collaboration: institutions and the infrastructure for learning. 292-296
  
• Lakkala Minna, Paavola Sami, Kosonen Kari, Muukkonen Hanni, Bauters Merja, Markkanen Hannu:
  Main functionalities of the knowledge practices environment (KPE) affording knowledge creation practices in education. 297-306
  
• Lisa Scherff, Josie Prado, Nancy Robb Singer:
  Testing and validating frames for online organizations. 307-311
  
• Wenli Chen, Chee-Kit Looi, Sini Tan:
  Integrating CMC and verbal discussions in students' collaborative learning in a F2F classroom. 315-319
  
• Chen-Chung Liu, Chen-Wei Chung, Shu-Yuan Tao:
  Making classrooms socio-technical environments for supporting collaborative learning: the role of personal devices and boundary objects. 320-324
  
• Taciana Pontual Falcão, Sara Price:
  What have you done! the role of 'interference' in tangible environments for supporting collaborative learning. 325-334
  
• Amanda Harris, Jochen Rick, Victoria Bonnett, Nicola Yuill, Rowanne Fleck, Paul Marshall, Yvonne Rogers:
  Around the table: are multiple-touch surfaces better than single-touch for children's collaborative interactions? 335-344
  
• Patrick Jermann, Guillaume Zufferey, Bertrand Schneider, Aurélien Lucchi, Simon Lépine, Pierre Dillenbourg:
  Physical space and division of labor around a tabletop tangible simulation. 345-349
  
• Chee-Kit Looi, Wenli Chen, Yun Wen:
  Exploring interactional moves in a CSCL environment for Chinese language learning. 350-359
  
• Andrea Moed, Owen Otto, Joyojeet Pal, Udai Singh Pawar, Matthew Kam, Kentaro Toyama:
  Reducing dominance in multiple-mouse learning activities. 360-364
  
• Ben Chang, Hsue-Yie Wang, Chin-Shueh Chen, Jen-Kai Liang:
  Distributed weather net: wireless sensor network supported inquiry-based learning. 365-369
  
• Hui-Chun Hung, Shelley Shwu-Ching Young, Chiu-Pin Lin:
  Constructing the face-to-face collaborative game-based interacted environment for portable devices in English vocabulary acquisition. 370-374
  
• Leilah Lyons:
  Designing opportunistic user interfaces to support a collaborative museum exhibit. 375-384
  
• Hanni Muukkonen, Mikko Inkinen, Kari Kosonen, Kai Hakkarainen, Petri Vesikivi, Hanna Lachmann, Klas Karlgren:
  Research on knowledge practices with the contextual activity sampling system. 385-394
  
• Jeremy Roschelle, Ken Rafanan, Gucci Estrella, Miguel Nussbaum, Susana Claro:
  From handheld collaborative tool to effective classroom module: embedding CSCL in a broader design framework. 395-403
  
• Ulrika Bennerstedt, Jonas Linderoth:
  The spellbound ones: illuminating everyday collaborative gaming practices in a MMORPG. 404-413
  
• Katerina Glezou, Maria Grigoriadou:
  Supporting student engagement in simulation development. 414-418
  
• Lai Har Judy Lee, Yam San Chee:
  Generative conversations in game-based learning. 419-428
  
• Calvin C. Y. Liao, Zhi-Hong Chen, Tak-Wai Chan:
  Designing the game-based environment to facilitate learners' interaction in performance-based learning by virtual pets. 429-433
  
• Hoda Baytiyeh, Jay Pfaffman:
  Why be a Wikipedian. 434-443
  
• Ulrike Cress, Joachim Kimmerle:
  Knowledge exchange as a motivational problem: results of an empirical research program. 444-453
  
• Christine Greenhow:
  Social networking and education: emerging research within CSCL. 454-458
  
• Joachim Kimmerle, Johannes Moskaliuk, Ulrike Cress:
  Learning and knowledge building with social software. 459-468
  
• Jari Laru, Piia Näykki, Sanna Järvelä:
  Does social software fit for all? examining students' profiles and activities in collaborative learning mediated by social software. 469-473
  
• Anastasios Karakostas, Stavros N. Demetriadis:
  Adaptation patterns in systems for scripted collaboration. 477-481
  
• Beat Döbeli Honegger, Michele Notari:
  Over-computing CSCL macro scripts? gaining flexibility by using WikiPlus instead of specialized tools for authoring macro scripts. 482-486
  
• Pantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis Stamelos:
  Analyzing the role of students' self-organization in a case of scripted collaboration. 487-496
  
• Baruch B. Schwarz, Christa S. C. Asterhan, Julia Gil:
  Human guidance of synchronous E-discussions: the effects of different moderation scripts on peer argumentation. 497-506
  
• Eloy D. Villasclaras-Fernández, Davinia Hernández Leo, Juan I. Asensio-Pérez, Yannis A. Dimitriadis, Alejandra Martínez-Monés:
  Towards embedding assessment in CSCL scripts through selection and assembly of learning and assessment patterns. 507-511
  
• Christof Wecker, Karsten Stegmann, Florian Bernstein, Michael J. Huber, Georg Kalus, Sabine Rathmayer, Ingo Kollar, Frank Fischer:
  Sustainable script and scaffold development for collaboration on varying web content: the S-COL technological approach. 512-516
  
• Martina Bientzle, Katrin Wodzicki, Andreas Lingnau, Ulrike Cress:
  Enhancing pair learning of pupils with cognitive disabilities: structural support with help of floor control. 517-521
  
• Jeppe Bundsgaard:
  A practice scaffolding interactive platform. 522-526
  
• Andreas Lingnau, Martina Bientzle:
  A technical framework to support implicit structured collaboration. 527-531
  
• Bert Slof, Gijsbert Erkens, Paul A. Kirschner:
  Representational scripting effects on group performance. 532-541
  
• Ravi K. Vatrapu, Daniel D. Suthers:
  Is representational guidance culturally relative? 542-551
  
• Erin Walker, Nikol Rummel, Kenneth R. Koedinger:
  Beyond explicit feedback: new directions in adaptive collaborative learning support. 552-556
  
• Angela Carell, Thomas Herrmann:
  Negotiation-tools in CSCL-scenarios: do they have a valid use? 557-566
  
• John Dowell, Michael Tscholl, Thomas Gladisch, M. Asgari-Targhi:
  Argumentation scheme and shared online diagramming in case-based collaborative learning. 567-575
  
• Kalypso Iordanou, Deanna Kuhn:
  Arguing on the computer in scientific and non-scientific domains. 576-585
  
• Robert L. Jorczak:
  The effects of task characteristics on online discussion. 586-595
  
• Carmen Zahn, Karsten Krauskopf, Friedrich W. Hesse, Roy Pea:
  Participation in knowledge building "revisited": reflective discussion and information design with advanced digital video technology. 596-600
  
• Tharrenos Bratitsis, Angelique Dimitracopoulou:
  Studying the effect of interaction analysis indicators on students' selfregulation during asynchronous discussion learning activities. 601-605
  
• Jürgen Buder, Daniel Bodemer, Jessica Dehler, Tanja Engelmann:
  SCAN tools for collaborative learning. 606-615
  
• Emmanuel Giguet, Nadine Lucas:
  Creating discussion threads graphs with Anagora. 616-620
  
• Agoritsa Gogoulou, Evangelia Gouli, Christos Tsakostas, Maria Grigoriadou:
  Self-regulation in ACT: a case study in peer-assessment activities. 621-625
  
• Chris Phielix, Frans J. Prins, Paul A. Kirschner:
  The design of peer feedback and reflection tools in a CSCL environment. 626-635
  
• Manoli Pifarré, Ruth Cobos:
  Working collaboratively in small groups supported by KnowCat system: incidence on self-regulated learning processes. 636-640
  
• Margarida Romero, André Tricot, Claudette Mariné:
  Effects of a context awareness tool on students' cognition of their team-mates learning time in a distance learning project activity. 641-645
  
• Astrid Wichmann, Adam Giemza, Ulrich Hoppe, Matthias Krauß:
  Effects of awareness support on moderating multiple parallel E-discussions. 646-650
  
• Lung-Hsiang Wong, Chee-Kuen Chin, Wenli Chen, Ping Gao:
  V.S.P.O.W.: an innovative collaborative writing approach to improve Chinese as L2 pupils' linguistic skills. 651-661
  

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