Title | Designing for Change in Networked Learning Environments [electronic resource] : Proceedings of the International Conference on Computer Support for Collaborative Learning 2003 / edited by Barbara Wasson, Sten Ludvigsen, Ulrich Hoppe |
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Imprint | Dordrecht : Springer Netherlands : Imprint: Springer, 2003 |
Connect to | http://dx.doi.org/10.1007/978-94-017-0195-2 |
Descript | XX, 536 p. online resource |
1.1 Representational tools and the transformation of learning -- 1.2 How sensing and mobile technologies can enhance collaborative learning in classrooms and museums -- 2.1 Comparing graphical and textual preparation tools for collaborative argumentation-based learning -- 2.2 Computer-supported collaborative learning in the space of debate -- 2.3 Assessing and scaffolding knowledge building: Pedagogical knowledge building principles and electronic portfolios -- 2.4 Primeclimb: Designing to facilitate mediated collaborative inquiry -- 2.5 Problematizing the problem: A single case analysis in a dPBL meeting -- 2.6 A quartet in E: Investigating collaborative learning and tutoring as knowledge creation processes -- 2.7 Developmental trajectory in knowledge building: An investigation -- 2.8 Categorisation in knowledge building: Task specific argumentation in a co-located CSCL environment -- 2.9 Grounding in electronic discussion: Standard (threaded) versus anchored discussion -- 2.10 Supporting emergence of threaded learning conversations through augmenting interactional and sequential coherence -- 3.1 Supporting historical reasoning in CSCL -- 3.2 Collaborative modelling of rational numbers -- 3.3 Studentsโ collaborative use of computer-based programming tools in science: A descriptive study -- 4.1 Promoting interaction in large classes with computer-mediated feedback -- 4.2 Some experiences with collaborative exercises -- 4.3 New breed of computer supported student contests: Learning by and for tele-collaboration -- 5.1 Towards lifelong learning environments: Agents supporting the collaborative construction of knowledge in virtual communities -- 5.2 Designing pedagogical agents for Cscl -- 5.3 Integrating software agents with -- 6.1 Validating a representational notation for collaborative problem solving -- 6.2 Deictic roles of external representation in face-to-face and online collaboration -- 7.1 Supporting awareness to facilitate collaborative learning in an online learning environment -- 7.2 Framework for scaffolding the development of problem representations by collaborative design -- 7.3 Instructional support for computer-mediated collaboration: Results from process analyses -- 7.4 Group skill usage: the accuracy and impact of self-assessment and feedback -- 7.5 Influence of feedback on distributed problem based learning -- 8.1 From face-to-face to virtual space -- 8.2 Practices of collaborative authoring with video episodes -- 8.3 CoVase: Collaborative visualization for constructivist learning -- 8.4 Sdr: networking -- 8.5 Digital-EE II: RV-augmented interface design for networked collaborative environmental learning -- 8.6 Role of icons and chat boxes in computer supported collaborative learning -- 9.1 Full-contact poetry: Creating space for poetic collaboration -- 9.2 Solving Menoโs paradox: Task sematics and narratives in multimediated educational environments -- 9.3 Situating historical events through mixed reality -- 9.4 Epro2: Design of a system and a curriculum to support group learning for school children -- 10.1 Individual behaviors and social structure in the development of communication networks of self-organizing online discussion groups -- 10.2 Measuring the perceived quality of social space in distributed learning groups -- 10.3 Developing tools for analyzing Cscl process -- 10.4 How social network analysis can help to measure cohesion in collaborative distance learning -- 11.1 Extending the scope of the current discussion on metadata towards situated models -- 11.2 A critical analysis of Ims learning design -- 11.3 Analysis methods for collaborative models and activities -- 11.4 Towards an Xml-based representation of collaborative action -- 12.1 The organisation of interaction in ditributed collaborative learning -- 12.2 Sharing perspectives in virtual interaction: Review of methods of analysis -- 12.3 Designing networked environments to support dialogical learning -- 12.4 A study on heterogeneity during real-time collaborative problem solving -- 12.5 Stimulating questioning behaviour: a study on learning and understanding in video-based design teams -- 12.6 Nonverbal signs in virtual environments -- 12.7 Is synchronous computer mediated collaborative problem-solving โjustifiedโ only when by distance? โTeacherโs points of view and interventions with co-located groups, during everyday class activities -- 12.8 A participant experience method for illustrating individualsโ experiences in the course of an evolving virtual learning community -- 12.9 Designing for divergence -- 13.1 From lecture recording towards personalized collaborative learning -- 13.2 The activeclass project: Experiments in encouraging classroom participation -- 13.3 Supporting face-to-face learning with handheld devices -- 14.1 Scientific principles in Pasteurโs quadrant: Integrating goals of understanding and use in learning environments research -- 14.2 Moving toward a theory of CSCL -- 14.3 A new conceptual framework for CSCL -- 14.4 Meaning and interpretation in collaboration