8. CSCL 2009: Rhodes, Greece
Claire O'Malley, Daniel D. Suthers, Peter Reimann, Angelique Dimitracopoulou (Eds.): Proceedings of the 8th International Conference on Computer Supported Collaborative Learning, CSCL'09, Rhodes, Greece, June 8-13, 2009, Volume 1. International Society of the Learning Sciences 2009 ISBN 978-1-4092-8598-4- Gyeong Mi Heo, Alain Breuleux: Roles of initiators and interaction patterns: exploring an informal online community at the interpersonal plane. 13-17
- Gerry Stahl: Collaborative learning through practices of group cognition. 33-42
- Carla van de Sande: Grassroots open, online, calculus help forums. 43-47
- Alan Zemel, Murat Cakir, Gerry Stahl: Understanding and analyzing chat in CSCL as reading's work. 48-57
- Gregory Dyke, Kristine Lund, Jean-Jacques Girardot: Tatiana: an environment to support the CSCL analysis process. 58-67
- Iván M. Jorrín-Abellán, Robert E. Stake, Alejandra Martínez-Monés: The needlework in evaluating a CSCL system: the evaluand oriented responsive evaluation model. 68-72
- Patrice Moguel, Pierre Tchounikine, André Tricot: A model-based coding scheme to analyze students' organization. 73-77
- Marc-Antoine Nüssli, Patrick Jermann, Mirweis Sangin, Pierre Dillenbourg: Collaboration and abstract representations: towards predictive models based on raw speech and eye-tracking data. 78-82
- Paavola Sami, Hakkarainen Kai: From meaning making to joint construction of knowledge practices and artefacts: a trialogical approach to CSCL. 83-92
- Trena Paulus, Kathy Evans, Olivia Halic, Jessica Lester, Jonathan Taylor, Marsha Spence: Knowledge and learning claims in blog conversations: a discourse analysis in social psychology (DASP) perspective. 93-97
- Peter Reimann, Jimmy Frerejean, Kate Thompson: Using process mining to identify models of group decision making in chat data. 98-107
- Rupert Wegerif, Bruce M. McLaren, Marian Chamrada, Oliver Scheuer, Nasser Mansour, Jan Miksatko: Recognizing creative thinking in graphical e-discussions using artificial intelligence graph-matching techniques. 108-112
- Jennifer Yeo, Yew-Jin Lee, Aik-Ling Tan, Seng-Chee Tan, Shawn Lum: Analyzing CSCL-mediated science argumentation: how different methods matter. 113-117
- Alan Zemel, Murat Perit Çakir, Nan Zhou, Gerry Stahl: Learning as a practical achievement: an interactional perspective. 118-122
- Anjo Anjewierden, Hannie Gijlers, Bas Kollöffel, Nadira Saab, Robert de Hoog: Examining the relation between domain-related communication and collaborative inquiry learning. 123-131
- Christa S. C. Asterhan, Tammy Eisenmann: Online and face-to-face discussions in the classroom: a study on the experiences of 'active' and 'silent' students. 132-136
- Bernhard Ertl: Conceptual and procedural knowledge construction in computer supported collaborative learning. 137-141
- Huang-Yao Hong, Fei Ching Chen, Hsiu-Mei Chang, Calvin C. Y. Liao, Wen-Ching Chan: Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environment. 142-150
- Birgitta Kopp, Katharina Schnurer, Heinz Mandl: Collaborative learning in virtual seminars: analyzing learning processes and learning outcomes. 151-160
- Antonios Saravanos, Seungoh Paek, Jin Kuwata, Alexandra Saravanos: The effects of corrected-errors in asynchronous video based lessons on task efficiency. 161-164
- Ravi K. Vatrapu, Daniel D. Suthers, Richard Medina: Notational effects on use of collaboratively constructed representations during individual essay writing. 165-169
- Ning Ding: How gender composition influences individual knowledge elaboration in CSCL. 173-177
- Dejana Diziol, Nikol Rummel, Hans Spada: Procedural and conceptual knowledge acquisition in mathematics: where is collaboration helpful? 178-187
- Libby Gerard, Erika Tate, Jennifer L. Chiu, Stephanie Corliss, Marcia C. Linn: Collaboration and knowledge integration. 188-193
- Lei Liu, Cindy E. Hmelo-Silver: Collaborative scientific conceptual change: a framework for analyzing science learning. 194-198
- Suneeta Pathak, Beaumie Kim, Michael J. Jacobson, Baohui Zhang: Failures and successes in collaborative inquiry: learning the physics of electricity with agent-based models. 199-203
- Vanessa L. Peters, James D. Slotta: Co-designing curricula to promote collaborative knowledge construction in secondary school science. 204-213
- Nicole Clouet, Dominique Roué, Eric Bruillard: Forums for preservice teachers' development: lessons learned from five years of research. 214-218
- Fengfeng Ke, Kui Xie: Online discussion design on adult students' learning perceptions and patterns of online interactions. 219-226
- Heidy Maldonado, Scott R. Klemmer, Roy D. Pea: When is collaborating with friends a good idea? insights from design education. 227-231
- Hedieh Najafi, James D. Slotta: Sustaining collaborative knowledge construction in graduate-level education: examining design issues. 232-236
- Christopher R. Jones, Ruslan Ramanau: Collaboration and the net generation: the changing characteristics of first year university students. 237-241
- Kui Xie, Fengfeng Ke: How does students' motivation relate to peer-moderated online interactions? 242-251
- Tammy Eisenmann, Baruch B. Schwarz, Reuma De Groot: Relay race of practice: integrating technological tools into teaching and learning scenarios. 252-256
- Huang-Yao Hong, Jianwei Zhang, Chewlee Teo, Marlene Scardamalia: Towards design-based knowledge-building practices in teaching. 257-261
- Bruno Poellhuber, Catherine Allen, Martine Chomienne: CSCL for teacher professional development. 262-266
- Simon Jean: Three years of teaching resource sharing by primary school teachers trainees on a CSCW platform. 267-271
- Susan A. Yoon, Lei Liu, Sao-Ee Goh: Exploring the process of convergent adaptation in technology-based science curriculum construction. 272-281
- Gerhard Fischer: Democratizing design: new challenges and opportunities for computer-supported collaborative learning. 282-286
- Isa Jahnke: The process of digital formalization in sociotechnical learning communities: needed or overloaded? 287-291
- Chris Jones: A context for collaboration: institutions and the infrastructure for learning. 292-296
- Lakkala Minna, Paavola Sami, Kosonen Kari, Muukkonen Hanni, Bauters Merja, Markkanen Hannu: Main functionalities of the knowledge practices environment (KPE) affording knowledge creation practices in education. 297-306
- Lisa Scherff, Josie Prado, Nancy Robb Singer: Testing and validating frames for online organizations. 307-311
- Wenli Chen, Chee-Kit Looi, Sini Tan: Integrating CMC and verbal discussions in students' collaborative learning in a F2F classroom. 315-319
- Chen-Chung Liu, Chen-Wei Chung, Shu-Yuan Tao: Making classrooms socio-technical environments for supporting collaborative learning: the role of personal devices and boundary objects. 320-324
- Taciana Pontual Falcão, Sara Price: What have you done! the role of 'interference' in tangible environments for supporting collaborative learning. 325-334
- Amanda Harris, Jochen Rick, Victoria Bonnett, Nicola Yuill, Rowanne Fleck, Paul Marshall, Yvonne Rogers: Around the table: are multiple-touch surfaces better than single-touch for children's collaborative interactions? 335-344
- Patrick Jermann, Guillaume Zufferey, Bertrand Schneider, Aurélien Lucchi, Simon Lépine, Pierre Dillenbourg: Physical space and division of labor around a tabletop tangible simulation. 345-349
- Chee-Kit Looi, Wenli Chen, Yun Wen: Exploring interactional moves in a CSCL environment for Chinese language learning. 350-359
- Andrea Moed, Owen Otto, Joyojeet Pal, Udai Singh Pawar, Matthew Kam, Kentaro Toyama: Reducing dominance in multiple-mouse learning activities. 360-364
- Ben Chang, Hsue-Yie Wang, Chin-Shueh Chen, Jen-Kai Liang: Distributed weather net: wireless sensor network supported inquiry-based learning. 365-369
- Hui-Chun Hung, Shelley Shwu-Ching Young, Chiu-Pin Lin: Constructing the face-to-face collaborative game-based interacted environment for portable devices in English vocabulary acquisition. 370-374
- Leilah Lyons: Designing opportunistic user interfaces to support a collaborative museum exhibit. 375-384
- Hanni Muukkonen, Mikko Inkinen, Kari Kosonen, Kai Hakkarainen, Petri Vesikivi, Hanna Lachmann, Klas Karlgren: Research on knowledge practices with the contextual activity sampling system. 385-394
- Jeremy Roschelle, Ken Rafanan, Gucci Estrella, Miguel Nussbaum, Susana Claro: From handheld collaborative tool to effective classroom module: embedding CSCL in a broader design framework. 395-403
- Ulrika Bennerstedt, Jonas Linderoth: The spellbound ones: illuminating everyday collaborative gaming practices in a MMORPG. 404-413
- Katerina Glezou, Maria Grigoriadou: Supporting student engagement in simulation development. 414-418
- Calvin C. Y. Liao, Zhi-Hong Chen, Tak-Wai Chan: Designing the game-based environment to facilitate learners' interaction in performance-based learning by virtual pets. 429-433
- Ulrike Cress, Joachim Kimmerle: Knowledge exchange as a motivational problem: results of an empirical research program. 444-453
- Christine Greenhow: Social networking and education: emerging research within CSCL. 454-458
- Joachim Kimmerle, Johannes Moskaliuk, Ulrike Cress: Learning and knowledge building with social software. 459-468
- Jari Laru, Piia Näykki, Sanna Järvelä: Does social software fit for all? examining students' profiles and activities in collaborative learning mediated by social software. 469-473
- Anastasios Karakostas, Stavros N. Demetriadis: Adaptation patterns in systems for scripted collaboration. 477-481
- Beat Döbeli Honegger, Michele Notari: Over-computing CSCL macro scripts? gaining flexibility by using WikiPlus instead of specialized tools for authoring macro scripts. 482-486
- Pantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis Stamelos: Analyzing the role of students' self-organization in a case of scripted collaboration. 487-496
- Baruch B. Schwarz, Christa S. C. Asterhan, Julia Gil: Human guidance of synchronous E-discussions: the effects of different moderation scripts on peer argumentation. 497-506
- Eloy D. Villasclaras-Fernández, Davinia Hernández Leo, Juan I. Asensio-Pérez, Yannis A. Dimitriadis, Alejandra Martínez-Monés: Towards embedding assessment in CSCL scripts through selection and assembly of learning and assessment patterns. 507-511
- Christof Wecker, Karsten Stegmann, Florian Bernstein, Michael J. Huber, Georg Kalus, Sabine Rathmayer, Ingo Kollar, Frank Fischer: Sustainable script and scaffold development for collaboration on varying web content: the S-COL technological approach. 512-516
- Martina Bientzle, Katrin Wodzicki, Andreas Lingnau, Ulrike Cress: Enhancing pair learning of pupils with cognitive disabilities: structural support with help of floor control. 517-521
- Jeppe Bundsgaard: A practice scaffolding interactive platform. 522-526
- Andreas Lingnau, Martina Bientzle: A technical framework to support implicit structured collaboration. 527-531
- Bert Slof, Gijsbert Erkens, Paul A. Kirschner: Representational scripting effects on group performance. 532-541
- Erin Walker, Nikol Rummel, Kenneth R. Koedinger: Beyond explicit feedback: new directions in adaptive collaborative learning support. 552-556
- Angela Carell, Thomas Herrmann: Negotiation-tools in CSCL-scenarios: do they have a valid use? 557-566
- John Dowell, Michael Tscholl, Thomas Gladisch, M. Asgari-Targhi: Argumentation scheme and shared online diagramming in case-based collaborative learning. 567-575
- Kalypso Iordanou, Deanna Kuhn: Arguing on the computer in scientific and non-scientific domains. 576-585
- Robert L. Jorczak: The effects of task characteristics on online discussion. 586-595
- Carmen Zahn, Karsten Krauskopf, Friedrich W. Hesse, Roy Pea: Participation in knowledge building "revisited": reflective discussion and information design with advanced digital video technology. 596-600
- Tharrenos Bratitsis, Angelique Dimitracopoulou: Studying the effect of interaction analysis indicators on students' selfregulation during asynchronous discussion learning activities. 601-605
- Jürgen Buder, Daniel Bodemer, Jessica Dehler, Tanja Engelmann: SCAN tools for collaborative learning. 606-615
- Agoritsa Gogoulou, Evangelia Gouli, Christos Tsakostas, Maria Grigoriadou: Self-regulation in ACT: a case study in peer-assessment activities. 621-625
- Chris Phielix, Frans J. Prins, Paul A. Kirschner: The design of peer feedback and reflection tools in a CSCL environment. 626-635
- Manoli Pifarré, Ruth Cobos: Working collaboratively in small groups supported by KnowCat system: incidence on self-regulated learning processes. 636-640
- Margarida Romero, André Tricot, Claudette Mariné: Effects of a context awareness tool on students' cognition of their team-mates learning time in a distance learning project activity. 641-645
- Astrid Wichmann, Adam Giemza, Ulrich Hoppe, Matthias Krauß: Effects of awareness support on moderating multiple parallel E-discussions. 646-650
- Lung-Hsiang Wong, Chee-Kuen Chin, Wenli Chen, Ping Gao: V.S.P.O.W.: an innovative collaborative writing approach to improve Chinese as L2 pupils' linguistic skills. 651-661
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last updated on 2013-06-18T211851 by the dblp team