Designing for Change in Networked Learning Environments 1st ed. Softcover of orig. ed. 2003 [Pehme köide]

1.1 Representational tools and the transformation of learning.- 1.2 How
sensing and mobile technologies can enhance collaborative learning in
classrooms and museums.- 2.1 Comparing graphical and textual preparation
tools for collaborative argumentation-based learning.- 2.2 Computer-supported
collaborative learning in the space of debate.- 2.3 Assessing and scaffolding
knowledge building: Pedagogical knowledge building principles and electronic
portfolios.- 2.4 Primeclimb: Designing to facilitate mediated collaborative
inquiry.- 2.5 Problematizing the problem: A single case analysis in a dPBL
meeting.- 2.6 A quartet in E: Investigating collaborative learning and
tutoring as knowledge creation processes.- 2.7 Developmental trajectory in
knowledge building: An investigation.- 2.8 Categorisation in knowledge
building: Task specific argumentation in a co-located CSCL environment.- 2.9
Grounding in electronic discussion: Standard (threaded) versus anchored
discussion.- 2.10 Supporting emergence of threaded learning conversations
through augmenting interactional and sequential coherence.- 3.1 Supporting
historical reasoning in CSCL.- 3.2 Collaborative modelling of rational
numbers.- 3.3 Students collaborative use of computer-based programming tools
in science: A descriptive study.- 4.1 Promoting interaction in large classes
with computer-mediated feedback.- 4.2 Some experiences with collaborative
exercises.- 4.3 New breed of computer supported student contests: Learning by
and for tele-collaboration.- 5.1 Towards lifelong learning environments:
Agents supporting the collaborative construction of knowledge in virtual
communities.- 5.2 Designing pedagogical agents for Cscl.- 5.3 Integrating
software agents with.- 6.1 Validating a representational notation for
collaborativeproblem solving.- 6.2 Deictic roles of external representation
in face-to-face and online collaboration.- 7.1 Supporting awareness to
facilitate collaborative learning in an online learning environment.- 7.2
Framework for scaffolding the development of problem representations by
collaborative design.- 7.3 Instructional support for computer-mediated
collaboration: Results from process analyses.- 7.4 Group skill usage: the
accuracy and impact of self-assessment and feedback.- 7.5 Influence of
feedback on distributed problem based learning.- 8.1 From face-to-face to
virtual space.- 8.2 Practices of collaborative authoring with video
episodes.- 8.3 CoVase: Collaborative visualization for constructivist
learning.- 8.4 Sdr: networking.- 8.5 Digital-EE II: RV-augmented interface
design for networked collaborative environmental learning.- 8.6 Role of icons
and chat boxes in computer supported collaborative learning.- 9.1
Full-contact poetry: Creating space for poetic collaboration.- 9.2 Solving
Menos paradox: Task sematics and narratives in multimediated educational
environments.- 9.3 Situating historical events through mixed reality.- 9.4
Epro2: Design of a system and a curriculum to support group learning for
school children.- 10.1 Individual behaviors and social structure in the
development of communication networks of self-organizing online discussion
groups.- 10.2 Measuring the perceived quality of social space in distributed
learning groups.- 10.3 Developing tools for analyzing Cscl process.- 10.4 How
social network analysis can help to measure cohesion in collaborative
distance learning.- 11.1 Extending the scope of the current discussion on
metadata towards situated models.- 11.2 A critical analysis of Ims learning
design.- 11.3 Analysis methods for collaborativemodels and activities.- 11.4
Towards an Xml-based representation of collaborative action.- 12.1 The
organisation of interaction in ditributed collaborative learning.- 12.2
Sharing perspectives in virtual interaction: Review of methods of analysis.-
12.3 Designing networked environments to support dialogical learning.- 12.4 A
study on heterogeneity during real-time collaborative problem solving.- 12.5
Stimulating questioning behaviour: a study on learning and understanding in
video-based design teams.- 12.6 Nonverbal signs in virtual environments.-
12.7 Is synchronous computer mediated collaborative problem-solving
justified only when by distance? Teachers points of view and
interventions with co-located groups, during everyday class activities.- 12.8
A participant experience method for illustrating individuals experiences in
the course of an evolving virtual learning community.- 12.9 Designing for
divergence.- 13.1 From lecture recording towards personalized collaborative
learning.- 13.2 The activeclass project: Experiments in encouraging classroom
participation.- 13.3 Supporting face-to-face learning with handheld devices.-
14.1 Scientific principles in Pasteurs quadrant: Integrating goals of
understanding and use in learning environments research.- 14.2 Moving toward
a theory of CSCL.- 14.3 A new conceptual framework for CSCL.- 14.4 Meaning
and interpretation in collaboration.