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Articles of Volume 6, Issue 2, June 2011
[-]Let a hundred flowers bloom; let a hundred schools of thought contend
Gerry Stahl, Friedrich Hesse
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]
Stahl, G. & Hesse, F. (2011) Let a hundred flowers bloom; let a hundred schools of thought contend. ijcscl 6 (2), pp. 139-145
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9118-8] including a link to the official electronic version.
this article atCarol K. K. Chan
Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong ... [full abstract]
Knowledge building, Educational practice, CSCL pedagogy, Teacher communities, Learning technology, Knowledge forum
Chan, C. K. K. (2011) Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. ijcscl 6 (2), pp. 147,186
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9121-0] including a link to the official electronic version.
this article atManoli Pifarré, Judith Kleine Staarman
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]
Dialogic teaching, Collaboration, Collective thinking, Primary education, Wiki
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
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9116-x] including a link to the official electronic version.
this article at[-]An information-processing perspective on divergence and convergence in collaborative learning
Robert L. Jorczak
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]
Learning, Collaboration, Information processing, CSCL, Divergence, Convergence, Collaborative learning, Cooperative learning, Social interaction, Online discussion, Group learning, Learning theory
Jorczak, R. L. (2011) An information-processing perspective on divergence and convergence in collaborative learning. ijcscl 6 (2), pp. 207-221
link.springer.com [http://dx.doi.org/10.1007/s11412-010-9104-6] including a link to the official electronic version.
this article at[-]Comparing the effects of representational tools in collaborative and individual inquiry learning
Bas Kolloffel, Tessa H. S. Eysink, Ton de Jong
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]
Inquiry learning, Simulations, External representations, Representational tools, Mathematics
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
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9110-3] including a link to the official electronic version.
this article atEliot Feenstra, Michael A. Evans, Emily Ryon, David McNeill
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]
Collaborative learning, Communicative strategies, Coreferentiality, Distributed cognition, Early elementary mathematics, Gesture, Informal geometry, Multimodal analysis, Virtual manipulatives
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
evans_feenstra_ryon_mcneill_6_2.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9113-0] including a link to the official electronic version.
this article atErin Walker, Nikol Rummel, Kenneth R. Koedinger
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]
Adaptive collaborative learning support, Adaptive scripting, Reciprocal peer tutoring, Intelligent tutoring, In vivo experimentation
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
walker_rummel_koedinger_6_2.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9111-2] including a link to the official electronic version.
this article at[-]CSCL for intellectually disabled pupils: Stimulating interaction by using a floor-control mechanism
Ulrike Cress, Katrin Wodzicki, Martina Bientzle, Andreas Lingnau
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]
CSCL, Floor control, Intellectual disability
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
cress_wodzicki_bientzle_lingnau_6_2.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-010-9105-5] including a link to the official electronic version.
this article at