ICLS 2008: Utrecht, The Netherlands

• Paul A. Kirschner, Frans J. Prins, Vincent Jonker, Gellof Kanselaar:
  Foreword.
  
• Yrjö Engeström:
  From design experiments to formative interventions. 3-24
  
• Dor Abrahamson, Tobin White:
  Artifacts and aberrations: on the volatility of design research and the serendipity of insight. 27-34
  
• Anjo Anjewierden, Hannie Gijlers:
  An exploration of tool support for categorical coding. 35-42
  
• Carmela Aprea:
  Task-oriented coaching for teaching instructional planning: a design-based research approach. 43-51
  
• Maarit Arvaja:
  Discursive approach for studying contexts in students' collaborative activity. 52-59
  
• Christa S. C. Asterhan:
  Processes of argumentation and explanation in conceptual change: results from protocol analyses of peer-to-peer dialogue. 60-67
  
• Paul Ayres, Amina Youssef:
  Investigating the influence of transitory information and motivation during instructional animations. 68-75
  
• Andrew Babson:
  Considering semiotic ideologies in the design of literacy learning software for multilingual youth and adults in rural South Africa. 76-84
  
• Arthur Bakker, Phillip Kent, Richard Noss, Celia Hoyles:
  Using technology-enhanced boundary objects to develop techno-mathematical literacies in manufacturing industry. 85-92
  
• Mike Barnett, Meredith Houle:
  Using geographic information systems to support student learning through urban ecology. 93-100
  
• Yifat Ben-David Kolikant:
  From newcomer enculturation to fertile zones of cultural encounter: a bidimensional metaphor for schooling. 101-108
  
• Angela Calabrese Barton, Miyoun Lim, Edna Tan:
  The role of place in science learning among urban middle school students: science as a context and tool. 109-127
  
• Gaowei Chen, Ming Ming Chiu:
  Computer mediated discussions: effects of the previous messages' evaluations, knowledge content, social cues and personal information on the current message. 128-135
  
• Hercy N. H. Cheng, Winston M. C. Wu, Tak-Wai Chan:
  Eual opportunity tactic: an approach to moderating the differences in ability perception. 136-143
  
• Ming Ming Chiu:
  Effects of social metacognition on micro-creativity: statistical discourse analyses of group problem solving. 144-152
  
• Geraldine Clarebout, Joke Coens, Jan Elen:
  The use of iPods in education: a cognitive perspective. 153-158
  
• Douglas B. Clark, Cynthia M. D'Angelo, Sharon Schleigh, Muhsin Menekse:
  International analysis of students' knowledge structure coherence. 159-166
  
• Stephanie B. Corliss, Michele W. Spitulnik:
  Student and teacher regulation of learning in technology-enhanced science instruction. 167-174
  
• Lindsay L. Cornelius:
  Student participation in disciplinary discourses: when the teacher takes a step back, who takes a step forward? 175-182
  
• Ulrike Cress:
  The interaction between groups and individuals: the challenge of statistically analysing cooperative learning. 183-190
  
• Jodi L. Davenport, David Yaron, David Klahr, Kenneth R. Koedinger:
  When do diagrams enhance learning? A framework for designing relevant representations. 191-198
  
• Elizabeth A. Davis:
  Elementary teachers' ideas about effective science teaching: a longitudinal study. 199-206
  
• Billie Eilam, Yael Poyas:
  Identifying variables and constructing relations: effects of multiple images and texts stimuli. 207-215
  
• Randi A. Engle:
  Establishing collaborations in design-based research projects: insights from the origins of the MMAP project. 216-223
  
• Randi A. Engle, Sharla Roberts, Phi D. Nguyen, Pamela Yee:
  A design-based approach to experimental design: investigating hypotheses about how framing influences transfer. 224-231
  
• Deborah A. Fields, Yasmin B. Kafai:
  Knowing and throwing mudballs, hearts, pies, and flowers: a connective ethnography of gaming practices. 232-239
  
• Seau Yoon Foo, Chee-Kit Looi:
  Understanding elementary students' emergent dialogical argumentation in science. 240-247
  
• Nobuko Fujita, Clare Brett:
  Rethinking analysis of progressive discourse in online learning: an activity theory perspective. 248-256
  
• Alex Ivan Games, Kurt Squire:
  Design thinking in gamestar mechanic: the role of gamer experience on the appropriation of the discourse practices of game designers. 257-264
  
• Lari Garrison, Reed Stevens, Andrew Jocuns:
  Gender, institutional structure and learning in an engineering college. 265-272
  
• Drue Gawel, Rachel S. Phillips, Vanessa Svihla, Nancy Vye, John D. Bransford:
  Considerations for the development of a preparation for future learning assessment. 273-280
  
• Giulia Gelmini-Hornsby, Shaaron Ainsworth, Marie Buda, Charles K. Crook, Claire O'Malley:
  Making your views known: the importance of anonymity before and after classroom debates. 281-288
  
• Steven Gray, Cindy E. Hmelo-Silver, Lei Liu, Rebecca Jordan, Heisawn Jeong, Russell Schwartz, Heather Finkelstein, Daniel Wolsten, Marylee Demeter, Suparna Sinha:
  Learning with ecosystem models: a tale of two classrooms. 289-296
  
• Melissa Gresalfi, Adam Ingram-Goble:
  Designing for dispositions. 297-304
  
• Julia Gressick, Sharon J. Derry:
  Leadership in small online collaborative learning groups: a distributed perspective. 305-312
  
• Ayush Gupta, David Hammer, Edward F. Redish:
  Towards a dynamic model of learners' ontologies in physics. 313-318
  
• In Sook Han, Charles K. Kinzer:
  Examining the effectiveness of a multimedia case-based environment for teaching technology integration to Korean preservice teachers. 319-326
  
• Robert G. M. Hausmann, Brett van de Sande, Carla van de Sande, Kurt VanLehn:
  Productive dialog during collaborative problem solving. 327-334
  
• Tracy Hayes, Xun Ge:
  The effects of computer-supported collaborative learning on students' writing performance. 335-341
  
• Phillip Herman, Louis M. Gomez, Kimberley Gomez, Adam Williams, Kristen Perkins:
  Metacognitive support for reading in science classrooms. 342-349
  
• Daniel T. Hickey, Sasha A. Barab, Adam Ingram-Goble, Steven J. Zuiker:
  First things first: design principles for worthwhile educational videogames. 350-357
  
• Tatjana S. Hilbert, Matthias Nückles, Sandra Matzel:
  Concept mapping for learning from text: evidence for a worked-out-map-effect. 358-365
  
• Huang-Yao Hong, Xiaodong Lin:
  Introducing people knowledge into science learning. 366-373
  
• Huang-Yao Hong, Marlene Scardamalia, Richard Messina, Chewlee Teo:
  Principle-based design to foster adaptive use of technology for building community knowledge. 374-381
  
• Tarja-Riitta Hurme, Koen Veermans, Tuire Palonen, Sanna Järvelä:
  Exploring changes in network structures during online discussions. 382-389
  
• Halszka Jarodzka, Katharina Scheiter, Peter Gerjets, Sven Gemballa:
  In the eyes of experts: teaching dynamic features in biology by modeling experts' eye movement strategies to novices. 390-397
  
• Aditya Johri, Vinod K. Lohani:
  Creating a participatory learning environment in large lecture classes using pen-based computing. 398-405
  
• Vincent Jonker, Monica Wijers:
  Th!nklets for mathematics education: re-using computer games characteristics in educational software. 406-413
  
• Yasmin B. Kafai, Jacqueline Wong:
  Real arguments about a virtual epidemic: conversations and contestations in a tween gaming club. 414-421
  
• Yasmin B. Kafai:
  Considering gender in digital games: implications for serious game designs in the learning sciences. 422-429
  
• Yasmin B. Kafai, Kylie A. Peppler:
  Learning from Krumping: collective agency in dance performance cultures. 430-437
  
• Diane Jass Ketelhut, Jody Clarke, Brian C. Nelson, Geordie Dukas:
  Rethinking pedagogy: using multi-user virtual environments to foster authentic science learning. 438-445
  
• Femke Kirschner, Fred Paas, Paul A. Kirschner:
  Learning from complex cognitive tasks: comparing groups to individuals. 446-452
  
• Ingo Kollar, Frank Fischer, James D. Slotta:
  Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talking aren't the same. 453-460
  
• Ivan C. K. Lam, Carol K. K. Chan:
  Fostering epistemological beliefs and conceptual change in chemistry using knowledge building. 461-468
  
• Mariana Levin:
  The potential for developing algebraic thinking from purposeful guessing and checking. 469-476
  
• Lei Liu, Cindy E. Hmelo-Silver:
  Collaborative scientific conceptual change in simulation-supported learning environment. 477-484
  

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