8. CSCL 2009: Rhodes, Greece

• Charles Goodwin:
  Calibrating bodies and cognition through interactive practice in a meaningful environment. 5
  
• Pierre Dillenbourg:
  Exploring neglected planes: social signals and class orchestration. 6-7
  
• Rosemary Luckin:
  Participatory learning in context. 8
  
• Claire O'Malley:
  From Maratea to Rhodes: twenty years of CSCL. 11
  
• James D. Slotta, Turadg Aleahmad:
  Toward a technology community in the learning sciences. 12-14
  
• Alissa Nicole Antle, Chronis Kynigos, Leilah Lyons, Paul Marshall, Tom Moher, Maria Roussou:
  Manifesting embodiment: designers' variations on a theme. 15-17
  
• Friedrich W. Hesse, Gerry Stahl:
  Productive tensions in CSCL: should design be driven by theory, research or practice? 21
  
• Allan Collins, Gerhard Fischer, Brigid Barron, Chen-Chung Liu, Hans Spada:
  Long-tail learning: a unique opportunity for CSCL? 22-24
  
• Brigid Barron, Caitlin Kennedy Martin, Emma Mercier, Roy Pea, Daniel J. Steinbock, Sarah E. Walter, Leslie R. Herrenkohl, Véronique Mertl, Kersti Tyson:
  Repertoires of collaborative practice. 25-27
  
• Timothy Koschmann, Gerry Stahl:
  A comparative analysis of understanding practices in the VMT environment. 28-30
  
• Michael Baker, Jerry Andriessen:
  Socio-relational, affective and cognitive dimensions of CSCL interactions: integrating theoretical-methodological perspectives. 31-33
  
• Stamatina Anastopoulou, Claire O'Malley:
  Issues in scaffolding collaborative inquiry science learning. 34-36
  
• Manu Kapur, Nikol Rummel:
  The assistance dilemma in CSCL. 37-39
  
• Vanessa Svihla:
  Methods for triangulation and revealing interaction. 43-45
  
• Vanessa Svihla, Rachel S. Phillips, Drue Gawel, Nancy Vye, Megan Brown, John D. Bransford:
  A tool for 21st century learning and assessment. 46-48
  
• Trena Paulus, Heather Stewart, Anton Reece, Patti Long:
  Positioning theory as analytic tool for understanding intersubjective meaning-making. 51-53
  
• Deborah A. Fields, Yasmin B. Kafai:
  From outcast to expert: identities as a conceptual lens for studying learning through design across spaces. 54-55
  
• Garrett W. Smith, Sarah A. Sullivan, Sadhana Puntambekar:
  When to collaborate: individual and group exploration of a hypertext environment within an inquiry science classroom. 56-58
  
• Iris K. Howley, Sourish Chaudhuri, Rohit Kumar, Carolyn Penstein Rosé:
  Motivation and collaborative behavior: an exploratory analysis. 59-61
  
• Myung Hee Kang, Ji Yoon Jung, Mi Soon Park, Hyo Jin Park:
  Impact of learning presence on learner interaction and outcome in web-based project learning. 62-64
  
• Neema Moraveji, Robb Lindgren, Roy Pea:
  Organized mischief: comparing shared and private displays on a collaborative learning task. 65-67
  
• Anushree Bopardikar, Dana Gnesdilow, Sadhana Puntambekar:
  Interplay of group dynamics and science talk in a design based classroom. 68-70
  
• Andreas Gegenfurtner:
  What is seen on the screen? exploring collaborative interpretation, representational tools, and disciplined perception in medicine. 71-72
  
• Matthias Korn, Michael Veith:
  Learning support through scaffolding collaborative project work. 73-75
  
• Karen Brennan:
  Scratch-Ed: an online community for scratch educators. 76-78
  
• Cheryl Ann Madeira, James D. Slotta:
  Designing on-line communities to enhance teacher professional development. 79-81
  
• Olivier Caviale, Eric Bruillard:
  Can teachers' discussion lists be a tool for in-service collaborative learning? what reveals a three years analysis? 82-84
  
• Maria Daskolia, Niki Lambropoulos, Panagiotis Kampylis:
  Advancing collaborative creativity in the context of Greek teachers' in-service training in environmental education. 85-87
  
• Zina Sahib, Julita Vassileva:
  WISETales: sharing personal stories as informal learning experience for women in science and engineering. 88-90
  
• Mike Tissenbaum, James D. Slotta:
  A new framework for smart classroom research: co-designing curriculum, research and technology. 91-93
  
• Steven Kerlin, Elizabeth Goehring, William Carlsen, James Larsen, Charles Fisher:
  Design of an online global learning community: international collaboration of grades 7-9 science students. 94-96
  
• Heilyn Camacho, Lone Dirckinck-Holmfeld:
  Designing environments for collaborative learning: facilitating the adoption of ICT in small and medium sized enterprises in Costa Rica. 97-99
  
• Toshio Mochizuki, Hiroki Oura, Tomomi Sato, Toshihisa Nishimori, Mio Tsubakimoto, Jun Nakahara, Yuhei Yamauchi, Johansson Kjell Henrik, Kenichiro Matsumoto, Shinichi Watanabe, Takashi Miyatani:
  eJournalPlus: development of a collaborative learning system for constructive and critical reading skills. 100-102
  
• Anthony Cocciolo:
  Using speech recognition technology in the classroom: an experiment in computer-supported collaborative learning. 103-105
  
• Sarah Lewis, Roy Pea, Joe Rosen:
  Mobltz: a mobile multimedia tool for informal learning. 106-108
  
• Lyn Pemberton, Marcus Winter:
  Collaborative augmented reality in schools. 109-111
  
• James M. Laffey, Matthew Schmidt, Janine Stichter, Carla Schmidt, Sean P. Goggins:
  iSocial: a 3D VLE for youth with autism. 112-114
  
• Andri Ioannou, Agni Stylianou-Georgiou:
  Fostering online collaborative learning using wikis: a pilot study. 115-117
  
• Swapna Kumar:
  Designing wikis for collaborative learning and knowledge-building in higher education. 118-119
  
• Beaumie Kim, Alexis Pang, Misong Kim, Jason Lee:
  Designing with learners for game-based collaborative learning: an account of T-rex group. 120-122
  
• Britte Haugan Cheng, Serena Villalba, Daniel Schwartz, Doris Chin, Patrik Lundh, Aasha Joshi:
  Bridging school and home: students' engagement with technology-rich activities. 123-125
  
• Manolis Tzagarakis, George Gkotsis, Markos Hatzitaskos, Nikos Karousos, Nikos I. Karacapilidis:
  CoPe_it!: argumentative collaboration towards learning. 126-128
  
• Marilena Petrou, Lucinda Kerawalla, Eileen Scanlon:
  The 'talk factory' software: scaffolding students' argumentation around an interactive whiteboard in primary school science. 129-131
  
• Ricki Goldman, Chaoyan Dong, Reneta Lansiquot:
  Software design principles for video research in the learning sciences and CSCL: two studies use the perspectivity framework & Orion™. 132-134
  
• Alyssa Friend Wise, Poornima Padmanabhan, Thomas M. Duffy:
  Connecting online learners at a distance: the promise and challenge of using metaphors as reference points. 135-137
  
• Michael Oehl, Hans-Rüdiger Pfister:
  Explicit references in chat-based CSCL: do they facilitate global text processing? evidence from eye movement analyses. 138-140
  
• Satu Jalonen, Kari Kosonen, Minna Lakkala:
  Analyzing technology-enhanced knowledge practices in an engineering course. 141-143
  
• Mario Aehnelt, Sybille Hambach, Petra Müsebeck, Marleen Musielak, Robert de Hoog, Jose Kooken, Stefanie N. Lindstaedt:
  Context and scripts: supporting interactive work-integrated learning. 144-146
  
• Vlad Posea, Stefan Trausan-Matu, Eelco Mossel, Paola Monachesi:
  Supporting collaborative learning across social media applications. 147-149
  
• Ying-Shao Hsu, Hsin-Kai Wu, Fu-Kwun Hwang, Li-Fen Lin:
  Design distributed scaffolding for modeling a complex system. 150-152
  
• Monica Gavota, Mireille Bétrancourt, Daniel Schneider, Urs Richle:
  Scaffolding for computer supported writing to learn activities in vocational training. 153-155
  
• Anne Meier, Hans Spada:
  Fostering collaborators' ability to draw inferences from distributed information: a training experiment. 156-158
  
• Hsien-Ta Lin, Barry Fishman:
  Scaffolding teacher adaptation by making design intent explicit. 159-161
  
• Nobuko Fujita, Christopher Teplovs:
  Automating the analysis of collaborative discourse: identifying idea clusters. 162-164
  
• Christopher Teplovs, Nobuko Fujita:
  Determining curricular coverage of student contributions to an online discourse environment through the use of latent semantic analysis and term clouds. 165-167
  
• Georgios Fesakis, Angelique Dimitracopoulou:
  Proposing "collaborative filtering" to foster collaboration in ScratchR community. 168-170
  
• James M. Laffey, Ran-Young Hong, Krista Galyen, Sean P. Goggins, Christopher Amelung:
  Context-aware activity notification system: supporting CSCL. 171-173
  
• Emmanuel Giguet, Nadine Lucas, François-Marie Blondel, Eric Bruillard:
  Share and explore discussion forum objects on the Calico website. 174-176
  
• Christophe Reffay, Marie-Laure Betbeder:
  Improving CSCL indicators by sharing multimodal teaching and learning corpora. 177-179
  
• Eleni Voyiatzaki, Nikolaos M. Avouris:
  Alternative ways of monitoring collaboration. 180-182
  
• Traian Rebedea, Stefan Trausan-Matu:
  Computer-assisted evaluation of CSCL chat conversations. 183-185
  
• Gahgene Gweon, Rohit Kumar, Carolyn Penstein Rosé:
  GRASP: the group learning assessment platform. 186-188
  
• Frank Loll, Niels Pinkwart, Oliver Scheuer, Bruce M. McLaren:
  An architecture for intelligent CSCL argumentation systems. 189-191
  
• Rohit Kumar, Sourish Chaudhuri, Iris K. Howley, Carolyn Penstein Rosé:
  VMT-Basilica: an environment for rapid prototyping of collaborative learning environments with dynamic support. 192-194
  
• Karsten Stegmann, Sara Streng, Max Halbinger, Jonas Koch, Frank Fischer, Heinrich Hußmann:
  eXtremely simple scripting (XSS): a framework to speed up the development of computer-supported collaboration scripts. 195-197
  
• Andreas Harrer, Dan Kohen-Vacs, Benedikt Roth, Nils Malzahn, Ulrich Hoppe, Miky Ronen:
  Design and enactment of collaboration scripts: an integrative approach with graphical notations and learning platforms. 198-200
  
• Christian Martel, Laurence Vignollet, Christine Ferraris, Emmanuelle Villiot-Leclercq:
  A design rational of an editor for pedagogical procedures. 201-203
  
• Gerry Stahl, Paul A. Kirschner:
  Introduction to CSCL 2009 workshops, tutorials and seminars. 207
  
• Gerry Stahl:
  Introduction to CSCL. 211
  
• Patrick Jermann, Marc-Antoine Nüssli:
  Collecting and analyzing gaze data from collaborative interaction. 212
  
• Ulrike Cress:
  Multi-level analysis. 213
  
• Karen Brennan, Andrés Monroy-Hernández, Mitchel Resnick:
  Scratch: creating and sharing interactive media. 217
  
• Miky Ronen, Dan Kohen-Vacs, Andreas Harrer, Yael Kali:
  Modeling, creating and enacting online collaborative scripts. 218
  
• Jane Alexen Shuyska:
  Constructing graphical and hypertextual knowledge representations for learning. 219
  
• Reuma De-Groot:
  E-discussions moderation made easier with the Argunaut tool. 220-221
  
• Dan Suthers, Nancy Law, Kristine Lund, Carolyn Rose, Chris Teplovs:
  Common objects for productive multivocality in analysis. 225-226
  
• Eric Bruillard, Angelique Dimitracopoulou, Peter Reimann:
  Interaction analysis and visualization for asynchronous communication: analysis methods, tools and research questions. 227
  
• Jacqueline Bourdeau, Riichiro Mizoguchi, Seiji Isotani, Barbara Wasson, Weiqin Chen, Jelena Jovanovic:
  Intelligent and innovative support of collaborative learning activities (WIISCOLA). 228
  
• Christine Ferraris, Laurence Vignollet, Christian Martel, Andreas Harrer, Yannis A. Dimitriadis:
  Competitive challenge on adapting activities modeled by CSCL scripts. 229-230
  
• Stavros N. Demetriadis, Yannis A. Dimitriadis, Frank Fischer:
  Scripted vs. free CS collaboration: alternatives and paths for adaptable and flexible CS scripted collaboration. 231
  
• Niels Pinkwart, Frank Loll, Oliver Scheuer, Bruce M. McLaren:
  CSCL argumentation systems: how do empirical results and emerging technologies inform system development? 232
  
• John Brecht, Patricia K. Schank, Yannis A. Dimitriadis:
  Agile learning and collaboration: improvisational uses of group scribbles and other CSCL tools. 233
  
• Frank Fischer, Jody S. Underwood, Baruch Schwarz:
  Post-doc & early-career workshop. 237-241
  
• Chris Quintana, Pierre Tchounikine:
  CSCL 2009 doctoral consortium workshop. 245-246
  
• Holger Dick:
  Supporting and fostering online communities with wikis. 247-248
  
• Deborah A. Fields:
  Understanding identities across social spaces. 249-251
  
• Andreas Gegenfurtner:
  Ontogenetic and sociogenetic perspectives on learning, technology, and medical image diagnosis. 252-254
  
• Katherine D. Knight, Sadhana Puntambekar:
  Methods for analyzing teacher facilitation of collaborative learning in the science classroom. 255-257
  
• Richard Medina:
  Intersubjective meaning making as representational practice in multimodal collaborative environments. 258-260
  
• Hedieh Najafi:
  Transforming learning in science classrooms: a hybrid knowledge community approach. 261-263
  
• Michele Notari:
  The impact of computer supported written communication in a collaborative project based learning scenario. 264-266
  
• Suparna Sinha:
  Impact of technological affordances on cognitive engagement in computer supported collaborative learning environments. 267-269
  
• Joshua Underwood:
  Designing technology enhanced learning contexts. 270-272
  
• Johnny Yuen:
  Fostering collaborative knowledge building through advancing students' personal epistemology. 273-275
  
• Stella Vosniadou, Lone Dirckinck-Holmfeld:
  CSCL and the transformation of education. 279
  

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