BookDOI
CSCL 2 : carrying forward the conversation
Timothy Koschmann,Rogers Hall,Naomi Miyake +2 more
- Vol. 15, Iss: 1, pp 38-39
TLDR
In this article, the authors present a case study of technology transfer in the context of computer-supported collaborative learning in the classroom and the CSILE Project, which is a model for Computer-Supported Collaborative Learning in Mathematics.Abstract:
Contents: G.M. Olson, J.S Olson, R. Kraut, Series Editors' Comments. Preface. Part I:Case Studies of Technology Transfer. N. Miyake, T. Koschmann, Realizations of CSCL Conversations: Technology Transfer and the CSILE Project. J. Hewitt, From a Focus on Tasks to a Focus on Understanding: The Cultural Transformation of a Toronto Classroom. J. Oshima, R. Oshima, Coordination of Asynchronous and Synchronous Communication: Differences in Qualities of Knowledge Advancement Discourse Between Experts and Novices. F.P.C.M. de Jong, E. Veldhuis-Diermanse, G. Lutgens, Computer-Supported Collaborative Learning in University and Vocational Education. K. Hakkarainen, L. Lipponen, S. Jarvela, Epistemology of Inquiry and Computer-Supported Collaborative Learning. Part II:Empirical Studies of Learning in Collaborative Settings. R. Hall, Collaboration and Learning as Contingent Responses to Designed Environments. D.W. Shaffer, Design, Collaboration, and Computation: The Design Studio as a Model for Computer-Supported Collaboration in Mathematics. R.R. Stevens, Divisions of Labor in School and in the Workplace: Comparing Computer- and Paper-Supported Activities Across Settings. H. Suzuki, H. Kato, Identity Formation/Transformation as a Process of Collaborative Learning of Programming Using AlgoArena. V. Kaptelinin, M. Cole, Individual and Collective Activities in Educational Computer Game Playing. Part III:Technologies for Collaboration and Learning. T. Koschmann, Becoming More Articulate About the Theories That Motivate Our Work. V. Colella, Participatory Simulations: Building Collaborative Understanding Through Immersive Dynamic Modeling. H. Kato, K. Yamazaki, H. Suzuki, H. Kuzuoka, H. Miki, A. Yamazaki, Designing a Video-Mediated Collaboration System Based on a Body Metaphor. P. Bell, Using Argument Map Representations to Make Thinking Visible for Individuals and Groups. G. Gay, R. Rieger, T. Bennington, Using Mobile Computing to Enhance Field Study.read more
Citations
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Computer-supported collaborative learning: An historical perspective
TL;DR: It is important to view CSCL as a vision of what may be possible with computers and of what kinds of research should be conducted, rather than as an established body of broadly accepted laboratory and classroom practices.
Journal ArticleDOI
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors
Hyo-Jeong So,Thomas Brush +1 more
TL;DR: The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction, and students who perceived high levels of collaborativeLearning tended to be more satisfied with their distance course than those who perceived low levels of collaboration.
Book
Group Cognition: Computer Support for Building Collaborative Knowledge
TL;DR: Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers as mentioned in this paper.
Book ChapterDOI
Arguing to learn
TL;DR: The CSCL, Argumentation, And Deweyan Inquiry: Argumentation Is Learning is Learning T. Koschmann, T.B. Schwarz, A. Glassner.
Journal ArticleDOI
The Knowledge Creation Metaphor--An Emergent Epistemological Approach to Learning.
Sami Paavola,Kai Hakkarainen +1 more
TL;DR: In this paper, the authors argue that learning is a process of knowledge acquisition by individual learners (amonological approach) or participation to social interaction (adialogical approach), one should distinguish a "trialogical" approach, which concentrates on mediated processes where common objects of activity are developed collaboratively.