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ORCID8th CSCL 2009: Rhodes, Greece
- Claire O'Malley, Daniel D. Suthers, Peter Reimann, Angelique Dimitracopoulou:
Proceedings of the 8th International Conference on Computer Supported Collaborative Learning, CSCL'09, Rhodes, Greece, June 8-13, 2009, Volume 1. International Society of the Learning Sciences 2009, ISBN 978-1-4092-8598-4 - Murat Perit Çakir, Gerry Stahl:
Interaction analysis of dual-interaction CSCL environments. 3-12 - Gyeong Mi Heo, Alain Breuleux:
Roles of initiators and interaction patterns: exploring an informal online community at the interpersonal plane. 13-17 - Richard Medina, Daniel D. Suthers, Ravi K. Vatrapu:
Inscriptions becoming representations. 18-27 - Peter Reimann, Anindito Aditomo, Kate Thompson:
Students engaged in collaborative modeling. 28-32 - Gerry Stahl:
Collaborative learning through practices of group cognition. 33-42 - Carla van de Sande:
Grassroots open, online, calculus help forums. 43-47 - Alan Zemel, Murat Cakir, Gerry Stahl:
Understanding and analyzing chat in CSCL as reading's work. 48-57 - Gregory Dyke, Kristine Lund, Jean-Jacques Girardot:
Tatiana: an environment to support the CSCL analysis process. 58-67 - Iván M. Jorrín-Abellán, Robert E. Stake, Alejandra Martínez-Monés:
The needlework in evaluating a CSCL system: the evaluand oriented responsive evaluation model. 68-72 - Patrice Moguel, Pierre Tchounikine, André Tricot:
A model-based coding scheme to analyze students' organization. 73-77 - Marc-Antoine Nüssli, Patrick Jermann, Mirweis Sangin, Pierre Dillenbourg:
Collaboration and abstract representations: towards predictive models based on raw speech and eye-tracking data. 78-82 - Sami Paavola, Kai Hakkarainen:
From meaning making to joint construction of knowledge practices and artefacts: a trialogical approach to CSCL. 83-92 - Trena M. Paulus, Kathy Evans, Olivia Halic, Jessica Lester, Jonathan Taylor, Marsha Spence:
Knowledge and learning claims in blog conversations: a discourse analysis in social psychology (DASP) perspective. 93-97 - Peter Reimann, Jimmy Frerejean, Kate Thompson:
Using process mining to identify models of group decision making in chat data. 98-107 - Rupert Wegerif, Bruce M. McLaren, Marian Chamrada, Oliver Scheuer, Nasser Mansour, Jan Miksatko:
Recognizing creative thinking in graphical e-discussions using artificial intelligence graph-matching techniques. 108-112 - Jennifer Yeo, Yew-Jin Lee, Aik-Ling Tan, Seng-Chee Tan, Shawn Lum:
Analyzing CSCL-mediated science argumentation: how different methods matter. 113-117 - Alan Zemel, Murat Perit Çakir, Nan Zhou, Gerry Stahl:
Learning as a practical achievement: an interactional perspective. 118-122 - Anjo Anjewierden, Hannie Gijlers, Bas Kollöffel, Nadira Saab, Robert de Hoog:
Examining the relation between domain-related communication and collaborative inquiry learning. 123-131 - Christa S. C. Asterhan, Tammy Eisenmann:
Online and face-to-face discussions in the classroom: a study on the experiences of 'active' and 'silent' students. 132-136 - Bernhard Ertl:
Conceptual and procedural knowledge construction in computer supported collaborative learning. 137-141 - Huang-Yao Hong, Fei Ching Chen, Hsiu-Mei Chang, Calvin C. Y. Liao, Wen-Ching Chan:
Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environment. 142-150 - Birgitta Kopp, Katharina Schnurer, Heinz Mandl:
Collaborative learning in virtual seminars: analyzing learning processes and learning outcomes. 151-160 - Antonios Saravanos, Seungoh Paek, Jin Kuwata, Alexandra Saravanos:
The effects of corrected-errors in asynchronous video based lessons on task efficiency. 161-164 - Ravi K. Vatrapu, Daniel D. Suthers, Richard Medina:
Notational effects on use of collaboratively constructed representations during individual essay writing. 165-169 - Ning Ding:
How gender composition influences individual knowledge elaboration in CSCL. 173-177 - Dejana Diziol, Nikol Rummel, Hans Spada:
Procedural and conceptual knowledge acquisition in mathematics: where is collaboration helpful? 178-187 - Libby F. Gerard, Erika D. Tate, Jennifer L. Chiu, Stephanie Corliss, Marcia C. Linn:
Collaboration and knowledge integration. 188-193 - Lei Liu, Cindy E. Hmelo-Silver:
Collaborative scientific conceptual change: a framework for analyzing science learning. 194-198 - Suneeta Pathak, Beaumie Kim, Michael J. Jacobson, Baohui Zhang:
Failures and successes in collaborative inquiry: learning the physics of electricity with agent-based models. 199-203 - Vanessa L. Peters, James D. Slotta:
Co-designing curricula to promote collaborative knowledge construction in secondary school science. 204-213 - Nicole Clouet, Dominique Roué, Eric Bruillard:
Forums for preservice teachers' development: lessons learned from five years of research. 214-218 - Fengfeng Ke, Kui Xie:
Online discussion design on adult students' learning perceptions and patterns of online interactions. 219-226 - Heidy Maldonado, Scott R. Klemmer, Roy D. Pea:
When is collaborating with friends a good idea? insights from design education. 227-231 - Hedieh Najafi, James D. Slotta:
Sustaining collaborative knowledge construction in graduate-level education: examining design issues. 232-236 - Christopher R. Jones, Ruslan Ramanau:
Collaboration and the net generation: the changing characteristics of first year university students. 237-241 - Kui Xie, Fengfeng Ke:
How does students' motivation relate to peer-moderated online interactions? 242-251 - Tammy Eisenmann, Baruch B. Schwarz, Reuma De Groot:
Relay race of practice: integrating technological tools into teaching and learning scenarios. 252-256 - Huang-Yao Hong, Jianwei Zhang, Chewlee Teo, Marlene Scardamalia:
Towards design-based knowledge-building practices in teaching. 257-261 - Bruno Poellhuber, Catherine Allen, Martine Chomienne:
CSCL for teacher professional development. 262-266 - Simon Jean:
Three years of teaching resource sharing by primary school teachers trainees on a CSCW platform. 267-271 - Susan A. Yoon, Lei Liu, Sao-Ee Goh:
Exploring the process of convergent adaptation in technology-based science curriculum construction. 272-281 - Gerhard Fischer:
Democratizing design: new challenges and opportunities for computer-supported collaborative learning. 282-286 - Isa Jahnke:
The process of digital formalization in sociotechnical learning communities: needed or overloaded? 287-291 - Chris Jones:
A context for collaboration: institutions and the infrastructure for learning. 292-296 - Minna Lakkala, Sami Paavola, Kari Kosonen, Hanni Muukkonen, Merja Bauters, Hannu Markkanen:
Main functionalities of the knowledge practices environment (KPE) affording knowledge creation practices in education. 297-306 - Lisa Scherff, Josie Prado, Nancy Robb Singer:
Testing and validating frames for online organizations. 307-311 - Wenli Chen, Chee-Kit Looi, Sini Tan:
Integrating CMC and verbal discussions in students' collaborative learning in a F2F classroom. 315-319 - Chen-Chung Liu, Chen-Wei Chung, Shu-Yuan Tao:
Making classrooms socio-technical environments for supporting collaborative learning: the role of personal devices and boundary objects. 320-324 - Taciana Pontual Falcão, Sara Price:
What have you done! the role of 'interference' in tangible environments for supporting collaborative learning. 325-334 - Amanda Harris, Jochen Rick, Victoria Bonnett, Nicola Yuill, Rowanne Fleck, Paul Marshall, Yvonne Rogers:
Around the table: are multiple-touch surfaces better than single-touch for children's collaborative interactions? 335-344 - Patrick Jermann, Guillaume Zufferey, Bertrand Schneider, Aurélien Lucchi, Simon Lépine, Pierre Dillenbourg:
Physical space and division of labor around a tabletop tangible simulation. 345-349 - Chee-Kit Looi, Wenli Chen, Yun Wen:
Exploring interactional moves in a CSCL environment for Chinese language learning. 350-359 - Andrea Moed, Owen Otto, Joyojeet Pal, Udai Singh Pawar, Matthew Kam, Kentaro Toyama:
Reducing dominance in multiple-mouse learning activities. 360-364 - Ben Chang, Hsue-Yie Wang, Chin-Shueh Chen, Jen-Kai Liang:
Distributed weather net: wireless sensor network supported inquiry-based learning. 365-369 - Hui-Chun Hung, Shelley Shwu-Ching Young, Chiu-Pin Lin:
Constructing the face-to-face collaborative game-based interacted environment for portable devices in English vocabulary acquisition. 370-374 - Leilah Lyons:
Designing opportunistic user interfaces to support a collaborative museum exhibit. 375-384 - Hanni Muukkonen, Mikko Inkinen, Kari Kosonen, Kai Hakkarainen, Petri Vesikivi, Hanna Lachmann, Klas Karlgren:
Research on knowledge practices with the contextual activity sampling system. 385-394 - Jeremy Roschelle, Ken Rafanan, Gucci Estrella, Miguel Nussbaum, Susana Claro:
From handheld collaborative tool to effective classroom module: embedding CSCL in a broader design framework. 395-403 - Ulrika Bennerstedt, Jonas Linderoth:
The spellbound ones: illuminating everyday collaborative gaming practices in a MMORPG. 404-413 - Katerina Glezou, Maria Grigoriadou:
Supporting student engagement in simulation development. 414-418 - Lai Har Judy Lee, Yam San Chee:
Generative conversations in game-based learning. 419-428 - Calvin C. Y. Liao, Zhi-Hong Chen, Tak-Wai Chan:
Designing the game-based environment to facilitate learners' interaction in performance-based learning by virtual pets. 429-433 - Hoda Baytiyeh, Jay Pfaffman:
Why be a Wikipedian. 434-443 - Ulrike Cress, Joachim Kimmerle:
Knowledge exchange as a motivational problem: results of an empirical research program. 444-453 - Christine Greenhow:
Social networking and education: emerging research within CSCL. 454-458 - Joachim Kimmerle, Johannes Moskaliuk, Ulrike Cress:
Learning and knowledge building with social software. 459-468 - Jari Laru, Piia Näykki, Sanna Järvelä:
Does social software fit for all? examining students' profiles and activities in collaborative learning mediated by social software. 469-473 - Anastasios Karakostas, Stavros N. Demetriadis:
Adaptation patterns in systems for scripted collaboration. 477-481 - Beat Döbeli Honegger, Michele Notari:
Over-computing CSCL macro scripts? gaining flexibility by using WikiPlus instead of specialized tools for authoring macro scripts. 482-486 - Pantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis Stamelos:
Analyzing the role of students' self-organization in a case of scripted collaboration. 487-496 - Baruch B. Schwarz, Christa S. C. Asterhan, Julia Gil:
Human guidance of synchronous E-discussions: the effects of different moderation scripts on peer argumentation. 497-506 - Eloy D. Villasclaras-Fernández, Davinia Hernández Leo, Juan I. Asensio-Pérez, Yannis A. Dimitriadis, Alejandra Martínez-Monés:
Towards embedding assessment in CSCL scripts through selection and assembly of learning and assessment patterns. 507-511 - Christof Wecker, Karsten Stegmann, Florian Bernstein, Michael J. Huber, Georg Kalus, Sabine Rathmayer, Ingo Kollar, Frank Fischer:
Sustainable script and scaffold development for collaboration on varying web content: the S-COL technological approach. 512-516 - Martina Bientzle, Katrin Wodzicki, Andreas Lingnau, Ulrike Cress:
Enhancing pair learning of pupils with cognitive disabilities: structural support with help of floor control. 517-521 - Jeppe Bundsgaard:
A practice scaffolding interactive platform. 522-526 - Andreas Lingnau, Martina Bientzle:
A technical framework to support implicit structured collaboration. 527-531 - Bert Slof, Gijsbert Erkens, Paul A. Kirschner:
Representational scripting effects on group performance. 532-541 - Ravi K. Vatrapu, Daniel D. Suthers:
Is representational guidance culturally relative? 542-551 - Erin Walker, Nikol Rummel, Kenneth R. Koedinger:
Beyond explicit feedback: new directions in adaptive collaborative learning support. 552-556 - Angela Carell, Thomas Herrmann:
Negotiation-tools in CSCL-scenarios: do they have a valid use? 557-566 - John Dowell, Michael Tscholl, Thomas Gladisch, Marzieh Asgari-Targhi:
Argumentation scheme and shared online diagramming in case-based collaborative learning. 567-575 - Kalypso Iordanou, Deanna Kuhn:
Arguing on the computer in scientific and non-scientific domains. 576-585 - Robert L. Jorczak:
The effects of task characteristics on online discussion. 586-595 - Carmen G. Zahn, Karsten Krauskopf, Friedrich W. Hesse, Roy Pea:
Participation in knowledge building "revisited": reflective discussion and information design with advanced digital video technology. 596-600 - Tharrenos Bratitsis, Angelique Dimitracopoulou:
Studying the effect of interaction analysis indicators on students' selfregulation during asynchronous discussion learning activities. 601-605 - Jürgen Buder, Daniel Bodemer, Jessica Dehler, Tanja Engelmann:
SCAN tools for collaborative learning. 606-615 - Emmanuel Giguet, Nadine Lucas:
Creating discussion threads graphs with Anagora. 616-620 - Agoritsa Gogoulou, Evangelia Gouli, Christos Tsakostas, Maria Grigoriadou:
Self-regulation in ACT: a case study in peer-assessment activities. 621-625 - Chris Phielix, Frans J. Prins, Paul A. Kirschner:
The design of peer feedback and reflection tools in a CSCL environment. 626-635 - Manoli Pifarré, Ruth Cobos:
Working collaboratively in small groups supported by KnowCat system: incidence on self-regulated learning processes. 636-640 - Margarida Romero, André Tricot, Claudette Mariné:
Effects of a context awareness tool on students' cognition of their team-mates learning time in a distance learning project activity. 641-645 - Astrid Wichmann, Adam Giemza, Ulrich Hoppe, Matthias Krauß:
Effects of awareness support on moderating multiple parallel E-discussions. 646-650 - Lung-Hsiang Wong, Chee-Kuen Chin, Wenli Chen, Ping Gao:
V.S.P.O.W.: an innovative collaborative writing approach to improve Chinese as L2 pupils' linguistic skills. 651-661
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