Wednesday, February 18, 2015

ijCSCL issue for March 2015


International Journal of Computer-Supported Collaborative Learning
Volume 10 * Number 1 * March 2015
 
From the editors:
Collaboration and the formation of new knowledge artifacts
Sten Ludvigsen * Gerry Stahl * Nancy Law * Ulrike Cress

Constructing liminal blends in a collaborative augmented-reality learning environment
Noel Enyedy * Joshua A. Danish * David DeLiema

The new information literate: Open collaboration and information production in schools
Andrea Forte

An integrated way of using a tangible user interface in a classroom
Sebastien Cuendet * Jessica Dehler-Zufferey * Giulia Ortoleva * Pierre Dillenbourg

 Whoa! Were going deep in the trees!: Patterns of collaboration around an interactive information-visualization exhibit
Pryce Davis * Michael Horn * Florian Block * Brenda Phillips * E. Margaret Evans * Judy Diamond * Chia Shen

Appropriation of a representational tool in a second-language classroom
Yun Wen * Chee-Kit Looi * Wenli Chen

Thursday, November 06, 2014

ijCSCL issue for December 2014

International Journal of Computer-Supported Collaborative Learning
Volume 9 * Number 4 * December 2014


Analyzing roles of individuals in small-group collaboration processes
 Gerry Stahl * Nancy Law * Ulrike Cress * Sten Ludvigsen

Toward collaboration sensing 

Bertrand Schneider * Roy Pea

Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups 

Emma M. Mercier * Steven E. Higgins * Laura da Costa

 “Newbies” and “celebrities”: Detecting social roles in an online network of teachers via participation patterns 

H. Smith Risser * SueAnn Bottoms

 “So I guess my question is”: What is the role of uncertainty and its co-occurrence with learning in computer-mediated discourse? 

Michelle E. Jordan * An-Chih Janne Cheng * Diane Schallert * Kwangok Song * SoonAh Lee * Yangjoo Park

ijCSCL issue for September 2014

International Journal of Computer-Supported Collaborative Learning
Volume 9 * Number 3 * September 2014
CSCL Artifacts 
Gerry Stahl * Ulrike Cress * Sten Ludvigsen * Nancy Law

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration
 

Crina I. Damşa (Norway)

How to bring a technical artifact into use: A micro-developmental perspective

 Maarten Overdijk *Wouter van Diggelen * Jerry Andriessen * Paul A. Kirschner (Netherlands)

An examination of CSCL methodological practices and the influence of theoretical frameworks 2005-2009
 

Heisawn Jeong * Cindy E. Hmelo-Silver * Yawen Yu (Korea, US)

Contemporary intellectual structure of CSCL research (2006–2013): A co-citation network analysis with an education focus

 Kai-Yu Tang * Chin-Chung Tsai * Tzu-Chiang Lin (Taiwan)

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:
http://isls-naples.psy.lmu.de/intro/all-webinars/stahl_video

A series of talks on the design, pedagogy and analysis of CSCL in the VMT Project is now available at:
http://gerrystahl.net/elibrary/euclid/#video
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: http://isls-naples.psy.lmu.de/intro/all-webinars

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: http://isls-naples.psy.lmu.de