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Articles of Volume 6, Issue 2, June 2011

[-]Let a hundred flowers bloom; let a hundred schools of thought contend

Authors: Gerry Stahl, Friedrich Hesse

Introduction: The title of this editorial is translated from a Chinese poem. The words have been adopted, adapted, reinterpreted, repurposed, proclaimed, and misquoted repeatedly since 1956, when they were ...  [full article]

Citation: Stahl, G. & Hesse, F. (2011) Let a hundred flowers bloom; let a hundred schools of thought contend. ijcscl 6 (2), pp. 139-145

DOI: 10.1007/s11412-011-9118-8

Preprint: Acrobat-PDF stahl_hesse_6_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-011-9118-8] including a link to the official electronic version.

[-]Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms

Author: Carol K. K. Chan

Abstract: Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong ...  [full abstract]

Keywords: Knowledge building, Educational practice, CSCL pedagogy, Teacher communities, Learning technology, Knowledge forum

Citation: Chan, C. K. K. (2011) Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. ijcscl 6 (2), pp. 147,186

DOI: 10.1007/s11412-011-9121-0

Preprint: Acrobat-PDF chan_6_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-011-9121-0] including a link to the official electronic version.

[-]Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together

Authors: Manoli Pifarré, Judith Kleine Staarman

Abstract: This paper explores how wikis may be used to support primary education students’ collaborative interaction and how such an interaction process can be characterised. The overall aim of this study is ...  [full abstract]

Keywords: Dialogic teaching, Collaboration, Collective thinking, Primary education, Wiki

Citation: Pifarre, M. & Kleine Staarman, J. (2011) Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together. ijcscl 6 (2), pp. 187-205

DOI: 10.1007/s11412-011-9116-x

Preprint: Acrobat-PDF pifarre_staarman_6_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-011-9116-x] including a link to the official electronic version.

[-]An information-processing perspective on divergence and convergence in collaborative learning

Author: Robert L. Jorczak

Abstract: This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a ...  [full abstract]

Keywords: Learning, Collaboration, Information processing, CSCL, Divergence, Convergence, Collaborative learning, Cooperative learning, Social interaction, Online discussion, Group learning, Learning theory

Citation: Jorczak, R. L. (2011) An information-processing perspective on divergence and convergence in collaborative learning. ijcscl 6 (2), pp. 207-221

DOI: 10.1007/s11412-010-9104-6

Preprint: Acrobat-PDF jorczak_6_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-010-9104-6] including a link to the official electronic version.

[-]Comparing the effects of representational tools in collaborative and individual inquiry learning

Authors: Bas Kolloffel, Tessa H. S. Eysink, Ton de Jong

Abstract: Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one’s domain ...  [full abstract]

Keywords: Inquiry learning, Simulations, External representations, Representational tools, Mathematics

Citation: Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2011) Comparing the effects of representational tools in collaborative and individual inquiry learning. ijcscl 6 (2), pp. 223-251

DOI: 10.1007/s11412-011-9110-3

Preprint: Acrobat-PDF kolloffel_eysink_jong_6_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-011-9110-3] including a link to the official electronic version.

[-]A multimodal approach to coding discourse: Collaboration, distributed cognition, and geometric reasoning

Authors: Eliot Feenstra, Michael A. Evans, Emily Ryon, David McNeill

Abstract: Our research aims to identify children’s communicative strategies when faced with the task of solving a geometric puzzle in CSCL contexts. We investigated how to identify and trace distributed ...  [full abstract]

Keywords: Collaborative learning, Communicative strategies, Coreferentiality, Distributed cognition, Early elementary mathematics, Gesture, Informal geometry, Multimodal analysis, Virtual manipulatives

Citation: Evans, M. A., Feenstra, E., Ryon, E., & McNeill, D. (2011) A multimodal approach to coding discourse: Collaboration, distributed cognition, and geometric reasoning. ijcscl 6 (2), pp. 253-278

DOI: 10.1007/s11412-011-9113-0

Preprint: Acrobat-PDF evans_feenstra_ryon_mcneill_6_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-011-9113-0] including a link to the official electronic version.

[-]Designing automated adaptive support to improve student helping behaviors in a peer-tutoring activity

Authors: Erin Walker, Nikol Rummel, Kenneth R. Koedinger

Abstract: Adaptive collaborative learning support systems analyze student collaboration as it occurs and provide targeted assistance to the collaborators. Too little is known about how to design adaptive ...  [full abstract]

Keywords: Adaptive collaborative learning support, Adaptive scripting, Reciprocal peer tutoring, Intelligent tutoring, In vivo experimentation

Citation: Walker, W., Rummel, N., & Koedinger, K. R. (2011) Designing automated adaptive support to improve student helping behaviors in a peer-tutoring activity. ijcscl 6 (2), pp. 279-306

DOI: 10.1007/s11412-011-9111-2

Preprint: Acrobat-PDF walker_rummel_koedinger_6_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-011-9111-2] including a link to the official electronic version.

[-]CSCL for intellectually disabled pupils: Stimulating interaction by using a floor-control mechanism

Authors: Ulrike Cress, Katrin Wodzicki, Martina Bientzle, Andreas Lingnau

Abstract: Computer-supported collaborative learning has an unexploited potential of becoming an effective learning method for pupils with intellectual disabilities. This paper aims at showing how some specific ...  [full abstract]

Keywords: CSCL, Floor control, Intellectual disability

Citation: Cress, U., Wodzicki, K., Bientzle, M., & Lingnau, A. (2011) CSCL for intellectually disabled pupils: Stimulating interaction by using a floor-control mechanism. ijcscl 6 (2), pp. 307-321

DOI: 10.1007/s11412-010-9105-5

Preprint: Acrobat-PDF cress_wodzicki_bientzle_lingnau_6_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-010-9105-5] including a link to the official electronic version.