The series is devoted to presenting serious empirical studies, solid computational models, innovative pedagogical scenarios, and robust conceptual frameworks, rather than giddy predictions about the technology. To launch it, European and American scholars of education technology and related disciplines explore representational guidance for collaborative inquiry, argumentation as negotiation in electronic collaborative writing, developing argumentation skills in children with a literacy deficit, designing external representations to support solving wicked problems, and supporting argumentation in everyday and scientific issues. No index is provided. Annotation (c) Book News, Inc., Portland, OR (booknews.com)
This book focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn. The first to assemble the work of internationally renowned scholars, this book will be of interest to researchers in education, psychology, computer science, communication and linguistic studies
This book focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn. The first to assemble the work of internationally renowned scholars, this book will be of interest to researchers in education, psychology, computer science, communication and linguistic studies
