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ORCID7th CSCL 2007: Rutgers University, New Brunswick, NJ, USA
- Clark A. Chinn, Gijsbert Erkens, Sadhana Puntambekar:
Proceedings of the 7th Iternational Conference on Computer Supported Collaborative Learning, CSCL'07, New Brunswick, NJ, USA, July 16-21, 2007. International Society of the Learning Sciences / ACM DL 2007, ISBN 978-0-6151-5436-7 - 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 B. Clark, Victor D. Sampson, Armin Weinberger, Gijsbert Erkens:
Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structure. 13-22 - Janice D. Gobert, James D. Slotta, Jody Clarke-Midura, Chris Dede, Hannie Gijlers, Nadira Saab, Wouter R. van Joolingen, Ton de Jong, Kenneth R. 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 B. Clark, Pierre Dillenbourg, Dejana Diziol, Victor D. 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-Midura, 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 P. 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 Wei Loong, 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 G. 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 A. T. 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 S. 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 Oner:
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 P. 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, Wesley 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 B. Schwarz:
The third metaphor of learning. 820-821 - Yannis A. 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 M. 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 P. S. 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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