ICLS 2008: Utrecht, The Netherlands

• Chee-Kit Looi, Longkai Wu:
  Design of agent tutee's question prompts to engage student's role-playing as tutor in a learning-by-teaching agent environment. 3-10
  
• Loucas T. Louca, Dora Tzialli, Zacharias C. Zacharia:
  Identification-interpretation/evaluation-response: a framework for analyzing classroom-based teacher discourse in science. 11-18
  
• Flori H. Manning, Susan R. Goldman, Yasuhiro Ozuru, Kimberly A. Lawless, Kimberley Gomez, Jason Braasch:
  Students' analysis of multiple sources for agreements and disagreements. 19-26
  
• Lina Markauskaite, Peter Reimann:
  Enhancing and scaling-up design-based research: the potential of e-research. 27-34
  
• John Martin, James Mathews, Ming-Fong Jan, Christopher Holden:
  Restructuring activity and place: augmented reality games on handhelds. 35-42
  
• Patricia Marzin, Erica de Vries:
  How can we take into account student conceptions of the facial angle in a palaeontology laboratory work? 43-50
  
• Kevin W. McElhaney, Marcia C. Linn:
  Impacts of students' experimentation using a dynamic visualization on their understanding of motion. 51-58
  
• Richard Medina, Daniel D. Suthers:
  Bringing representational practice from log to light. 59-66
  
• Anne Meier, Hans Spada:
  Promoting the drawing of inferences in collaboration: insights from two experimental studies. 67-74
  
• Joi D. Merritt, Joseph Krajcik, Yael Shwartz:
  Development of a learning progression for the particle model of matter. 75-81
  
• Tom Moher:
  Learning and participation in a persistent whole-classroom seismology simulation. 82-90
  
• Gaëlle Molinari, Mirweis Sangin, Marc-Antoine Nüssli, Pierre Dillenbourg:
  Effects of knowledge interdependence with the partner on visual and action transactivity in collaborative concept mapping. 91-98
  
• Johannes Moskaliuk, Joachim Kimmerle, Ulrike Cress:
  Learning and knowledge building with wikis: the impact of incongruity between people's knowledge and a wiki's information. 99-106
  
• Hanni Muukkonen, Kai Hakkarainen, Mikko Inkinen, Kirsti Lonka, Katariina Salmela-Aro:
  CASS-methods and tools for investigating higher education knowledge practices. 107-114
  
• Foo-Keong Ng, Chee-Kit Looi, Wenli Chen:
  Rapid collaborative knowledge building: lessons learned from two primary science classrooms. 115-123
  
• Matthias Nückles, Sandra Hübner, Alexander Renkl:
  Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn. 124-131
  
• Sandra Y. Okita, Jeremy Bailenson, Daniel L. Schwartz:
  Mere belief in social action improves complex learning. 132-139
  
• Chandra Hawley Orrill, Susan Sexton, Soo-Jin Lee, Cheryl Gerde:
  Mathematics teachers' abilities to use and make sense of drawn representations. 140-147
  
• Cordula Orth, Theo J. Bastiaens:
  Situated multimedia learning for older adults: exploring the benefits of age-specific instructional design. 148-155
  
• Maarten Overdijk, François-Xavier Bernard, Wouter van Diggelen, Michael Baker:
  From mastery to utilisation: appropriation of tools for collaboration in learning situations. 156-163
  
• Tuire Palonen, Marita Neitola, Kaarina Laine:
  Friendship ties and exclusionary ties in classroom: the social structure among eight years old children. 164-171
  
• Elisabeth Paus, Regina Jucks:
  Do we really mean the same? the relationship between word choices and computer mediated cooperative learning. 172-179
  
• William R. Penuel, Barry J. Fishman, Lawrence P. Gallagher, Christine Korbak, Bladimir Lopez-Prado:
  The mediating role of coherence in curriculum implementation. 180-187
  
• Kylie A. Peppler, Yasmin B. Kafai:
  New literacies and the learning sciences: a framework for understanding youths' media arts practices. 188-195
  
• Kylie A. Peppler, Yasmin B. Kafai:
  Developing a design culture in a computer clubhouse: the role of local practices and mediators. 196-203
  
• Vanessa D. I. Pfeiffer, Sven Gemballa, Barbara Bizer, Halszka Jarodzka, Birgit Imhof, Katharina Scheiter, Peter Gerjets:
  Enhancing students' knowledge of biodiversity in a situated mobile learning scenario: using static and dynamic visualizations in field trips. 204-212
  
• Stephanie Pieschl, Rainer Bromme, Torsten Porsch, Elmar Stahl:
  Epistemological sensitisation causes deeper elaboration during self-regulated learning. 213-220
  
• Maaike Prangsma, Carla A. M. van Boxtel, Gellof Kanselaar, Paul A. Kirschner:
  History learning with textual or visual tasks: student dialogue. 221-228
  
• Mari Carmen Puerta Melguizo, R. Ignacio Madrid, Herre van Oostendorp:
  The importance of navigation support and reading order on hypertext learning and cognitive load. 229-236
  
• Joshua Radinsky, Susan Goldman, Melissa Singer:
  Students' sense-making with visual data in small-group argumentation. 237-245
  
• Michael Andrew Ranney, Luke F. Rinne, Louise Yarnall, Edward Munnich, Luke Miratrix, Patricia K. Schank:
  Designing and assessing numeracy training for journalists: toward improving quantitative reasoning among media consumers. 246-253
  
• Bart Rienties, Dirk T. Tempelaar, Piet Van den Bossche, Wim Gijselaers, Mien S. R. Segers:
  Students' motivations and their contributions to virtual learning. 254-261
  
• Tamar Ronen-Fuhrmann, Yael Kali:
  How to design educational technologies?: the development of an instructional-model. 262-270
  
• Jeremy Roschelle, Nicole Shechtman, Stephen Hegedus, Jessica Pierson, Michelle McLeese, Deborah G. Tatar:
  Cognitive complexity in mathematics teaching and learning: emerging findings in a large-scale experiment. 271-278
  
• Rosemary S. Russ, Bruce Sherin:
  Reframing research on intuitive science knowledge. 279-286
  
• Mirweis Sangin, Gaëlle Molinari, Marc-Antoine Nüssli, Pierre Dillenbourg:
  How learners use awareness cues about their peer's knowledge?: insights from synchronized eye-tracking data. 287-294
  
• Johann W. Sarmiento, Gerry Stahl:
  Extending the joint problem space: time and sequence as essential features of knowledge building. 295-302
  
• Rachel E. Scherr, David Hammer:
  Student behavior and epistemological framing: examples from collaborative active-learning activities in physics. 303-310
  
• Anne Schüler, Katharina Scheiter, Peter Gerjets, Ralf Rummer:
  The modality effect in multimedia learning: theoretical and empirical limitations. 311-318
  
• Silke Schworm, Pia Bradler, Alexander Renkl:
  Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examples. 319-326
  
• Peter Sen Kee Seow, Baohui Zhang, Hyo-Jeong So, Chee-Kit Looi, Wenli Chen:
  Towards a framework for seamless learning environments. 327-334
  
• Arnan Sipitakiat, David Cavallo:
  Giving the head a hand: constructing a microworld to build relationships with ideas in balance control. 335-342
  
• James D. Slotta, Vanessa L. Peters:
  A blended model for knowledge communities: embedding scaffolded inquiry. 343-350
  
• Gerry Stahl, Murat Perit Çakir:
  Integrating synchronous and asynchronous support for group cognition in online collaborative learning. 351-358
  
• Robin Stark, Veronika Kopp, Martin Fischer:
  Case based learning with worked examples in medicine: effects of errors and feedback. 359-365
  
• Mike Stieff, Sonali Raje:
  Expertise & spatial reasoning in advanced scientific problem solving. 366-373
  
• Xiaowei Tang, Janet Coffey, Dan Levin, David Hammer:
  The scientific method and scientific inquiry: tension as in teaching and learning. 374-381
  
• Andrea Tartaro, Justine Cassell:
  Playing with virtual peers: bootstrapping contingent discourse in children with autism. 382-389
  
• Jakita Owensby Thomas:
  The rest of the story: understanding small-group case interpretation performance and capability in middle-school project-based inquiry classrooms. 390-397
  
• Kate Thompson:
  The value of multiple representations for learning about complex systems. 398-406
  
• Michael Tscholl, John Dowell:
  Characterising knowledge construction through a process analysis of dialogues. 407-414
  
• Jody S. Underwood:
  Effective feedback: guidelines for improving performance. 415-422
  
• Floris M. Van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. van der Vleuten, Henk G. Schmidt:
  The influence of verbal elaboration on subsequent learning: an experimental study in a PBL-setting. 423-429
  
• Carla van de Sande, Gaea Leinhardt:
  The good Samaritan effect: a lens for understanding patterns of participation. 430-437
  
• Herre van Oostendorp, Michiel J. Beijersbergen, Sam Solaimani:
  Conditions for learning from animations. 438-445
  
• Erica de Vries, Alix Geronimi, Jacques Baillé:
  Introducing a representational tool of the trade in middle school. 446-453
  
• Juan Dee Wee, Chee-Kit Looi:
  Re-inventing maths problem design: using guided collaborative critique (GCC) in chat environments. 459-466
  
• Yang Yang, Charles K. Crook, Claire O'Malley:
  Cutting through layers of the BBC "Onion street": children's use of homework message boards out-of-school. 467-474
  
• Anat Yarden, Nir Esterman:
  The effect of disciplinary identity on interdisciplinary learning during scientific group meetings. 475-482
  
• Jennifer Yeo, Seng-Chee Tan:
  Constructive use of authoritative sources in science meaning making. 483-490
  
• Susan A. Yoon:
  Advancing a new perspective on decision-making about socio- scientific issues: the study of memes and memetic processes. 491-498
  
• José Pablo Zagal, Amy Bruckman:
  The game ontology project: supporting learning while contributing authentically to game studies. 499-506
  
• Nan Zhou, Alan Zemel, Gerry Stahl:
  Questioning and responding in online small groups engaged in collaborative math problem solving. 507-515
  
• Steven J. Zuiker, Kate T. Anderson, Lai Har Judy Lee, Yam San Chee:
  Designing for the epistemological entailments of physics through game-centered dialogical activity cycles. 516-523
  

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