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Cscl 2

Author: Timothy Koschmann
Publisher: Routledge
ISBN: 1135661235
Size: 37.72 MB
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CSCL 2: Carrying Forward the Conversation is a thorough and up-to-date survey of recent developments in Computer Supported Collaborative Learning, one of the fastest growing areas of research in the learning sciences. A follow-up to CSCL: Theory and Practice of an Emerging Paradigm (1996), this volume both documents how the field has grown and fosters a meaningful discussion of how the research program might be advanced in substantive ways. Recognizing the long-standing traditions of CSCL work in Europe and Japan, the editors sought to broaden and expand the conversation both geographically and topically. The 45 participating authors represent a range of disciplinary backgrounds, including anthropology, communication studies, computer science, education, psychology, and philosophy, and offer international perspectives on the field. For each chapter, the goal was not only to show how it connects to past and future work in CSCL, but also how it contributes to the interests of other research communities. Toward this end, the volume features a "conversational structure" consisting of target chapters, invited commentaries, and author responses. The commentaries on each chapter were solicited from a diverse collection of writers, including prominent scholars in anthropology of education, social studies of science, CSCW, argumentation, activity theory, language and social interaction, ecological psychology, and other areas. The volume is divided into three sections: *Part I explores four case studies of technology transfer involving CSILE, one of the most prominent CSCL projects. *Part II focuses on empirical studies of learning in collaborative settings. *Part III describes novel CSCL technologies and the theories underlying their design. Historically, there has been a certain amount of controversy as to what the second "C" in CSCL should represent. The conventional meaning is "collaborative" but there are many C-words that can be seen as relevant. With the publication of this volume, "conversational" might be added to the list and, in this spirit, the book might be viewed as an invitation to join a conversation in progress and to carry it forward.

The Cambridge Handbook Of The Learning Sciences

Author: R. Keith Sawyer
Publisher: Cambridge University Press
ISBN: 1139452479
Size: 63.81 MB
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Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.

Computer Support For Collaborative Learning

Author: Gerry Stahl
Publisher: Psychology Press
ISBN: 9780805844436
Size: 19.12 MB
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Computer Support for Collaborative Learning (CSCL) is a field of study centrally concerned with meaning and the practices of meaning-making in the context of joint activity, and the ways in which these practices are mediated through designed artifacts. This volume includes abstracts of papers that were presented during interactive poster sessions at CSCL 2002. Documenting an extremely heterogeneous, productive phase of inquiry with broad social consequences, these proceedings reflect the current state of CSCL research--particularly in North America and Western Europe.

Bibliographic Guide To Education

Author:
Publisher:
ISBN: 9780783898056
Size: 43.37 MB
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... lists publications cataloged by Teachers College, Columbia University, supplemented by ... The Research Libraries of The New York Publica Library.

Acting With Technology

Author: Victor Kaptelinin
Publisher: MIT Press
ISBN: 0262263424
Size: 63.78 MB
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Activity theory holds that the human mind is the product of our interaction with people and artifacts in the context of everyday activity. Acting with Technology makes the case for activity theory as a basis for understanding our relationship with technology. Victor Kaptelinin and Bonnie Nardi describe activity theory's principles, history, relationship to other theoretical approaches, and application to the analysis and design of technologies. The book provides the first systematic entry-level introduction to the major principles of activity theory. It describes the accumulating body of work in interaction design informed by activity theory, drawing on work from an international community of scholars and designers. Kaptelinin and Nardi examine the notion of the object of activity, describe its use in an empirical study, and discuss key debates in the development of activity theory. Finally, they outline current and future issues in activity theory, providing a comparative analysis of the theory and its leading theoretical competitors within interaction design: distributed cognition, actor-network theory, and phenomenologically inspired approaches.

Group Cognition

Author: Gerry Stahl
Publisher: Mit Press
ISBN:
Size: 59.90 MB
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Exploring the software design, social practices, and collaboration theory that wouldbe needed to support group cognition—collective knowledge that is constructed by smallgroups online.

Arguing To Learn

Author: Jerry Andriessen
Publisher: Springer Science & Business Media
ISBN: 9401707812
Size: 73.47 MB
Format: PDF, ePub, Docs
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This book focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn. The first to assemble the work of internationally renowned scholars, this book will be of interest to researchers in education, psychology, computer science, communication and linguistic studies