Friday, April 25, 2014

ijCSCL issue for June 2014

International Journal of Computer-Supported Collaborative Learning
Volume 9 * Number 2 * June 2014

Dialogic foundations of CSCL
Gerry Stahl * Ulrike Cress * Sten Ludvigsen * Nancy Law

PolyCAFe: Automatic support for the polyphonic analysis of CSCL chats
Stefan Trausan-Matu * Mihai Dascalu * Traian Rebedea

Disengaged students and dialogic learning: The role of CSCL affordances
Benzi Slakmon * Baruch B. Schwarz

Attending to others’ posts in asynchronous discussions: Learners’ online “listening” and its relationship to speaking
Alyssa Friend Wise * Simone Nicole Hausknecht * Yuting Zhao

Preventing undesirable effects of mutual trust and the development of skepticism in virtual groups by applying the knowledge and information awareness approach
Tanja Engelmann * Richard Kolodziej * Friedrich W. Hesse

Sunday, January 12, 2014

ijCSCL issue for March 2014

International  Journal of Computer-Supported Collaborative Learning

Volume 9 * Number 1 * March 2014

Analyzing the multidimensional construction of knowledge in diverse contexts
Gerry Stahl * Ulrike Cress * Nancy Law * Sten Ludvigsen

Beyond macro and micro: the dialectical potential of cultural historical activity theory for researching CSCL practices
Susan Timmis

Multi-player epistemic games: Guiding the enactment of classroom knowledge-building communities
Katerine Bielaczyc * John Ow

Fostering collective and individual learning through knowledge building
Ke Zhao * Carol K. K. Chan

Creation of pivotal knowledge during mass collaboration
Iassen Halatchliyski * Johannes Moskaliuk * Joachim Kimmerle * Ulrike Cress

Friday, December 13, 2013

Videos by Gerry Stahl on Group Cognition, VMT and Euclid

A video on “The Philosophy of Group Cognition” is now available as part of the NAPLeS webinars of ISLS at:

A series of talks on the design, pedagogy and analysis of CSCL in the VMT Project is now available at:
The talks were given at the University of Gothenburg in Sweden and the University of Olso in Norway. They are based on chapters in “Translating Euclid” (Stahl, 2013).

Videos on 50 core topics of CSCL and the Learning Sciences -- NAPLeS

The International Society of the Learning Sciences (ISLS) is currently producing about 50 videos of about 90 minutes each by researchers on CSCL and the Learning Sciences. They are available for viewing at:

This is part of the NAPLeS Project of ISLS. The Network of Academic Programs in the Learning Sciences (NAPLeS) is a network of Ph.D. and master‘s programs in the Learning Sciences. The overall mission of NAPLeS is to foster high quality Learning Sciences programs internationally through several mechanisms that support teaching and learning:
    •    Examples of syllabi used in existing Learning Sciences programs
    •    Resources prepared by renowned learning scientists on specific topics in the Learning Sciences
    •    Visiting scholarships for students to Learning Sciences programs other than their own
    •    International supervision of doctoral research
For information on the current member programs, faculty, students, and how to join the network visit the web pages at:

Friday, October 25, 2013

ijCSCL issue for December 2013

International Journal of Computer-Supported Collaborative Learning
Volume 8 * Number 4 * December 2013

Reigniting CSCL flash themes
Gerry Stahl, Nancy Law & Friedrich Hesse

Real-time mutual gaze perception enhances collaborative learning and collaboration quality
Bertrand Schneider * Roy Pea

Social argumentation in online synchronous communication
Esra Alagoz

Collaborative drawing on a shared digital canvas in elementary science education: The effects of script and awareness support
Hannie Gijers * Armin Weinberger * Alieke Mattia van Dijk * Lars Bollen * Wouter Reinder van Joolingen

Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop
Roberto Martinez-Maldonado * Yannis Dimitriadis * Alejandra Martinez-Mones * Judy Kay * Kalina Yacef

ijCSCL issue for September 2013

International Journal of Computer-Supported Collaborative Learning
Volume 8 * Number 3 * September 2013

Collaborative learning at CSCL 2013
Gerry Stahl, Nancy Law & Friedrich Hesse

Vocational education approach: New TEL settings—new prospects for teachers' instructional activities?
Raija Hamalainen & Bram de Wever

Crossing boundaries: Students' framing of language learning activities in Facebook
Annika Lantz-Andersson, Sylvi Vigmo & Rhonwen Bowen

Advancing understanding using Nonaka's model of knowledge creation and problem-based learning
Meng Yew Tee & Shuh Shing Lee

Inducing socio-cognitive conflict in Finnish and German groups of online learners by CSCL script
 Armin Weinberger, Miika Marttunen, Leena Laurinen & Karsten Stegmann

Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course
Maria Beatrice Ligorio, Fedela Feldia Loperfido & Nadia Sansone

Monday, May 20, 2013

New book on CSCL design-based research on dynamic geometry

Translating Euclid: Designing a Human-Centered Mathematics is now available in the Morgan & Claypool “Synthesis Lectures on Human-Centered Informatics.” Faculty and students at many leading universities can download the 325-page e-book for free.
This is Gerry Stahl's third book on his CSCL research on virtual math teams (see The book reports on the latest theoretical, methodological, pedagogical and philosophical developments in the VMT Project, a research collaboration between the iSchool and the Math Forum since 2002, funded by seven major federal grants.
To download the book: . If you do this from a computer at a subscribing university, it will be free; otherwise it costs $20. A paperback version will be available for $40 in October.

Translating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience.
The origin of geometry was a turning point in the pre-history of informatics, literacy and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclid’s organization of the Elements of geometry. Often taught by memorization of procedures, theorems and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning.
Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics.
This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective.