| Organisation | p. xi |
| Sponsors | p. xv |
| Introduction: Designing for change in networked learning environments | p. xvii |
| Keynotes | |
| Representational tools and the transformation of learning | p. 1 |
| How sensing and mobile technologies can enhance collaborative learning in classrooms and museums | p. 3 |
| Knowledge Building | |
| Comparing graphical and textual preparation tools for collaborative argumentation-based learning | p. 5 |
| Computer-supported collaborative learning in the space of debate | p. 11 |
| Assessing and scaffolding knowledge building: Pedagogical knowledge building principles and electronic portfolios | p. 21 |
| Primeclimb: Designing to facilitate mediated collaborative inquiry | p. 31 |
| Problematizing the problem: A single case analysis in a dPBL meeting | p. 37 |
| A quartet in E: Investigating collaborative learning and tutoring as knowledge creation processes | p. 47 |
| Developmental trajectory in knowledge building: An investigation | p. 57 |
| Categorisation in knowledge building: Task specific argumentation in a co-located CSCL environment | p. 67 |
| Grounding in electronic discussion: Standard (threaded) versus anchored discussion | p. 77 |
| Supporting emergence of threaded learning conversations through augmenting interactional and sequential coherence | p. 83 |
| Collaborative Learning in Specific Domains | |
| Supporting historical reasoning in CSCL | p. 93 |
| Collaborative modelling of rational numbers | p. 103 |
| Students' collaborative use of computer-based programming tools in science: A descriptive study | p. 109 |
| Collaboration in Distance Learning | |
| Promoting interaction in large classes with computer-mediated feedback | p. 119 |
| Some experiences with collaborative exercises | p. 125 |
| New breed of computer supported student contests: Learning by and for tele-collaboration | p. 135 |
| Software Agents in CSCL Environments | |
| Towards lifelong learning environments: Agents supporting the collaborative construction of knowledge in virtual communities | p. 141 |
| Designing pedagogical agents for CSCL | p. 151 |
| Integrating software agents with FLE3 | p. 157 |
| Shared External Representations | |
| Validating a representational notation for collaborative problem solving | p. 163 |
| Deictic roles of external representation in face-to-face and online collaboration | p. 173 |
| Reflection, Awareness and Scaffolding | |
| Supporting awareness to facilitate collaborative learning in an online learning environment | p. 183 |
| Framework for scaffolding the development of problem representations by collaborative design | p. 189 |
| Instructional support for computer-mediated collaboration: Results from process analyses | p. 199 |
| Group skill usage: the accuracy and impact of self-assessment and feedback | p. 209 |
| Influence of feedback on distributed problem based learning | p. 219 |
| Design of Collaborative Multimedia and 3D Environments | |
| From face-to-face to virtual space | p. 229 |
| Practices of collaborative authoring with video episodes | p. 239 |
| CoVASE: Collaborative visualization for constructivist learning | p. 249 |
| SDR: networking | p. 255 |
| Digital-EE II: RV-augmented interface design for networked collaborative environmental learning | p. 265 |
| Role of icons and chat boxes in computer supported collaborative learning | p. 275 |
| Innovative Technologies and Scenarios | |
| Full-contact poetry: Creating space for poetic collaboration | p. 281 |
| Solving Meno's paradox: Task sematics and narratives in multimediated educational environments | p. 287 |
| Situating historical events through mixed reality | p. 293 |
| Epro2: Design of a system and a curriculum to support group learning for school children | p. 303 |
| Empirical Studies and Models of Social Relations in CSCL | |
| Individual behaviors and social structure in the development of communication networks of self-organizing online discussion groups | p. 313 |
| Measuring the perceived quality of social space in distributed learning groups | p. 323 |
| Developing tools for analyzing CSCL process | p. 333 |
| How social network analysis can help to measure cohesion in collaborative distance learning | p. 343 |
| Computational Modelling and Analysis | |
| Extending the scope of the current discussion on metadata towards situated models | p. 353 |
| A critical analysis of IMS learning design | p. 363 |
| Analysis methods for collaborative models and activities | p. 369 |
| Towards an XML-based representation of collaborative action | p. 379 |
| Designing and Analysing Group Interaction | |
| The organisation of interaction in ditributed collaborative learning | p. 385 |
| Sharing perspectives in virtual interaction: Review of methods of analysis | p. 395 |
| Designing networked environments to support dialogical learning | p. 405 |
| A study on heterogeneity during real-time collaborative problem solving | p. 411 |
| Stimulating questioning behaviour: a study on learning and understanding in video-based design teams | p. 421 |
| Nonverbal signs in virtual environments | p. 431 |
| Is synchronous computer mediated collaborative problem-solving 'justified' only when by distance? 'Teacher's points of view and interventions with co-located groups, during everyday class activities | p. 441 |
| A participant experience method for illustrating individuals' experiences in the course of an evolving virtual learning community | p. 451 |
| Designing for divergence | p. 461 |
| Integrated Learning Scenarios | |
| From lecture recording towards personalized collaborative learning | p. 471 |
| The activeclass project: Experiments in encouraging classroom participation | p. 477 |
| Supporting face-to-face learning with handheld devices | p. 487 |
| Conceptual and Foundational Issues | |
| Scientific principles in Pasteur's quadrant: Integrating goals of understanding and use in learning environments research | p. 493 |
| Moving toward a theory of CSCL | p. 503 |
| A new conceptual framework for CSCL | p. 513 |
| Meaning and interpretation in collaboration | p. 523 |
| Index | p. 533 |
| Table of Contents provided by Ingram. All Rights Reserved. |
