ICLS 2008: Utrecht, The Netherlands

• Turadg Aleahmad, Vincent Aleven, Robert Kraut:
  Open community authoring of worked example problems. 3-4
  
• Kimberly Austin, Nichole Pinkard:
  The organization and management of informal and formal learning. 5-7
  
• Flávio S. Azevedo, Heather Batchelor:
  Representing history: on structuring history lessons as design. 8-9
  
• Antonia Baumeister, Tanja Engelmann, Friedrich W. Hesse:
  The potential of computer-supported collaboration and knowledge awareness for supporting analogical problem solving. 10-11
  
• Paulo Blikstein, Dor Abrahamson, Uri Wilensky:
  The classroom as a complex adaptive system: an agent-based framework to investigate students' emergent collective behaviors. 12-13
  
• Clark A. Chinn, Richard A. Duschl, Ravit Golan Duncan, Luke A. Buckland, William J. Pluta:
  A microgenetic classroom study of learning to reason scientifically through modeling and argumentation. 14-15
  
• Jennifer L. Chiu, Marcia C. Linn:
  Self-assessment and self-explanation for learning chemistry using dynamic molecular visualizations. 16-17
  
• Jessica Dehler, Daniel Bodemer, Jürgen Buder:
  Knowledge convergence in CMC: the impact of convergence-related external representations. 18-19
  
• Ben DeVane, Shree Durga:
  Problem-solving in history: strategy games and schema. 20-22
  
• Ning Ding:
  Joint and individual knowledge elaboration in CSCL. 23-24
  
• Osnat Eldar, Bat-Sheva Eylon, Miky Ronen:
  A metacognitive strategy for training preservice teachers: collaborative diagnosis of conceptual understanding in science. 25-26
  
• Judith Guevarra Enriquez, Shaaron Ainsworth, Charles K. Crook, Claire O'Malley, Giulia Gelmini-Hornsby, Marie Buda:
  Turn-taking and mode-switching in grounding text-based communication in the classroom. 27-28
  
• Greet Fastré, Marcel van der Klink, Jeroen J. G. van Merriënboer, Dominique Sluijsmans:
  Support in self-assessment in secondary vocational education. 29-30
  
• Deborah A. Fields, Noel Enyedy:
  Culturally relevant mathematics: students' cultural engagement with statistics. 31-32
  
• Karin Forssell, Brigid Barron, Caitlin Kennedy Martin, Lori M. Takeuchi, Rachel Fithian:
  Roles of parents in fostering technological fluency. 33-34
  
• Libby Gerard, Jane Bowyer, Marcia C. Linn:
  Scaling technology-enhanced science curriculum: leadership development in a professional community. 35-36
  
• Fernand Gervais, Eugène Bordage, Thérèse Laferrière:
  Online/onsite activity in elementary and secondary classrooms using advanced collaborative technologies. 37-38
  
• Eric Hamilton, Andy Hurford:
  Example from a framework for future learning environments: human factors and learner engagement in collaborative workspaces with tablet computing. 39-40
  
• Tarja-Riitta Hurme, Sanna Järvelä, Kaarina Merenluoto, Pekka Salonen:
  How learners share and construct metacognition in social interaction? 41-42
  
• Michael J. Jacobson, Hyo-Jeong So, Timothy Teo, June Lee, Suneeta Pathak:
  Teachers' beliefs about knowledge and learning: a Singapore perspective. 43-44
  
• Ming-Fong Jan, Jim Matthews, Christopher Holden, John Martin:
  Designing an augmented reality game-based curriculum. 45-46
  
• Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar:
  Effects of representational guidance during computer-supported collaborative learning. 47-48
  
• Andrew Jocuns, Reed Stevens:
  "Current is the one that's mean": the development of engineering student trajectories of identification. 49-50
  
• Aditya Johri, Vinod K. Lohani:
  Analysis of tablet PC based learning experiences in engineering classes. 51-53
  
• Mahesh Joshi, Yi-Chia Wang, John Wilkerson, Carolyn Penstein Rosé:
  A needs analysis for instructional support in LegSim. 53-54
  
• Helen Jossberger, Saskia Brand-Gruwel, Henny P. A. Boshuizen, Margje Van De Wiel:
  Self-directed learning in pre-vocational secondary education: an analysis of difficulties and success factors in workplace simulations. 55-56
  
• Kibum Kim, Deborah G. Tatar, Steve Harrison:
  Common ground can be efficiently achieved by capturing a screenshot in handheld-based learning activity. 57-58
  
• Eric Klopfer, Hal Scheintaub:
  StarLogo TNG: science in student-programmed simulations. 59-60
  
• Danny Kostons, Tamara van Gog, Fred Paas:
  The effects of expertise and an eye movement cue on self-generated self-assessment criteria. 61-62
  
• Brian Krisler, Richard Alterman:
  Acquiring mastery. 63-64
  
• Kristina Kumpulainen, Auli Toom, Merja Saalasti, Mari Puroila:
  Student teachers' discursive voices of the meaning of digital case material for their professional learning. 65-66
  
• Fusako Kusunoki, Shigenori Inagaki, Hiroshi Mizoguchi:
  Visitor movement as implicit human-computer interactions in museums. 67-69
  
• Matty Lau, Andrew Elby:
  Two distinct ways of attending to the substance of students' ideas. 70-71
  
• Tiffany R. Lee, Joan M. Davis, Nancy Vye, John D. Bransford:
  Do higher levels of arousal predict better learning? an investigation of learning and physiological responses. 72-74
  
• Jordan P. Lippman, Frances K. Amurao, James Pellegrino, Trina C. Kershaw:
  Undergraduate cognitive psychology students' evaluations of scientific arguments in a contrasting-essays assignment. 75-76
  
• Hans G. Lossman, Hyo-Jeong So:
  A comparative discourse analysis of online and offline knowledge building activities. 77-78
  
• April Luehmann, Liz Tinelli:
  Challenges of and resources for reform-based science teacher learning: a case study of a preservice science teacher. 79-80
  
• John Maloney, Mitchel Resnick, Natalie Rusk, Kylie A. Peppler, Yasmin B. Kafai:
  Media designs with scratch: what urban youth can learn about programming in a computer Clubhouse. 81-82
  
• Larissa V. Malopinsky, Gihan Osman:
  Cross-cultural online collaboration: challenges and strategies. 83-84
  
• Sandra Toro Martell:
  Understanding student comics: using comic books as a data collection tool to investigate learning on field trips. 85-86
  
• Lee Martin:
  An aesthetic for adaptations: going beyond knowledge and skills in explanations of adaptations. 87-88
  
• James Mathews, Christopher Holden, Ming-Fong Jan, John Martin:
  Sick at South Shore Beach: a place-based augmented reality game as a framework for building evidence-based arguments. 89-90
  
• Anastasios Matos, Vassileios Kollias:
  What kind of difficulties may teachers encounter, in the process of constituting a virtual learning community? 91-92
  
• Camillia Matuk, David H. Uttal:
  Entertaining evolution: understanding science from animations. 93-94
  
• Susan Maunders, Hilda Borko:
  Why are online games so compelling and what can we learn from them to design better educational media? 95-97
  
• Scott McDonald:
  Understanding professional vision in inquiry science teaching. 98-99
  
• Timothy J. Nokes, Kurt VanLehn:
  Bridging principles and examples through analogy and explanation. 100-102
  
• Michael Oehl, Hans-Rüdiger Pfister, Anja Gilge:
  Global text processing in CSCL with learning protocols: a coding scheme for eye movement analyses. 103-104
  
• Chandra Hawley Orrill, Sandra Geisler, Rachael Brown, Victor Brunaud-Vega:
  Questioning teacher goals in professional development: do goals really make a difference? 105-106
  
• Jun Oshima, Ritsuko Oshima:
  Change in students' internal scripts for knowledge building: a challenge for capturing epistemic agency. 107-108
  
• Eun Jung Park, Gregory Light, Thomas Mason:
  Identifying threshold concepts in learning nanoscience by using concept maps and students' responses to an open-ended interview. 109-110
  
• Anthony J. Petrosino, Vanessa Svihla, Manu Kapur:
  Models of expertise in process-and content-dominated areas of bioengineering. 111-112
  
• Nichole Pinkard, Brigid Barron, Caitlin Martin:
  Digital youth network: fusing school and after-school contexts to develop youth's new media literacies. 113-114
  
• Joseph L. Polman, Diane Miller:
  Sociocognitive apprenticeship: mediating practices and identities. 115-116
  
• Ken Rafanan, Jeremy Roschelle, Ruchi Bhanot, Torie Gorges, William R. Penuel:
  Measuring mathematics discourse in technology-supported collaborative activities. 117-118
  
• Ron Salden, Vincent Aleven, Rolf Schwonke, Alexander Renkl:
  Are worked examples and tutored problem solving synergistic forms of support? 119-120
  
• Tom Satwicz:
  Game practices and educational design: applying an ethnographic analysis of game play to an educational design problem. 121-122
  
• Pratim Sengupta, Uri Wilensky:
  On learning electricity with multi-agent based computational models (NIELS). 123-124
  
• R. Benjamin Shapiro, Louis M. Gomez, Denise C. Nacu:
  SPACE: online tools for supporting formative instruction. 125-127
  
• Brett E. Shelton, David Neville, Brian McInnis:
  Cybertext redux: using interactive fiction to teach german vocabulary, reading, and culture. 128-129
  
• Sinem Siyahhan, Sasha A. Barab, Michael P. Downton:
  Shared inter-generational collaborative problem solving play spaces. 130-131
  
• Bert Slof, Gijsbert Erkens, Paul A. Kirschner:
  Matching model representations to task demands. 132-133
  
• Daniel J. Steinbock:
  Mindful of process: scaffolds for collaboration discourse in design education. 134-135
  
• Vanessa Svihla, Anthony J. Petrosino, Kenneth Diller:
  Distributed cognition and interactions in the context of bioengineering design. 136-137
  
• Chris Teplovs, Andrew Green, Marlene Scardamalia:
  The ZooLib tuplebase: an open-source, scalable database architecture for learning sciences research. 138-139
  
• Sylvia P. Van Borkulo, Wouter R. van Joolingen, Elwin R. Savelsbergh:
  What is learned from computer modeling? modeling modeling knowledge in an experimental study. 140-142
  
• Susan W. van den Braak, Herre van Oostendorp, Gerard Vreeswijk, Henry Prakken:
  The role of compression and refinement in visualization tools for crime analysts. 143-144
  
• Jakko Van Der Pol:
  From dialogic to trialogic learning. 145-146
  
• Jannet van Drie, Carla A. M. van Boxtel:
  Teacher strategies for fostering collaborative historical reasoning in whole-class discussions. 147-148
  
• Qiyun Wang, Huay Lit Woo:
  An exploratory study on promoting students' critical thinking by using weblogs. 149-150
  
• Michelle Hoda Wilkerson, Pratim Sengupta, Uri Wilensky:
  Perceptual supports for sensemaking: a case study using multi agent based computational learning environments. 151-152
  
• Caroline C. Williams:
  Conflicting discourses, conflicting values. 153-154
  
• Michael C. Wittmann, Katrina Black:
  Choosing integration methods when solving differential equations. 155-156
  
• Lung-Hsiang Wong, Ping Gao, Ching-Sing Chai, Chee-Kuen Chin, Tze-Min Chung:
  Collaborative inquiry in co-constructing ICT-mediated curricula for Chinese literacy in Singapore context. 157-158
  
• Kenneth Wright:
  Delegating agency among researcher, biostatistician and computer machinery: modeling in biostatistics. 159-160
  
• Helen Zhihui Zhang, Marcia C. Linn:
  Using drawings to support learning from dynamic visualizations. 161-162
  
• Zhao Ke, Carol K. K. Chan:
  Beliefs about learning and learning strategies of Chinese English for international business (EIB) students in project-based learning instruction. 163-164
  
• Alessandro Antonietti, Barbara Colombo, Wolfgang Schnotz, Roxana Moreno, Scott Marley, John Helak, Stephen M. Fiore, Haydee M. Cuevas, Sandro Scielzo:
  Metacognition in understanding multimedia presentations. 166-173
  
• Christa S. C. Asterhan, Baruch B. Schwarz, Christine Howe, Daniel L. Schwartz, Taylor Martin:
  On socio-cognitive processes that promote learning from peer collaboration and how immediate transfer tests cannot always detect their effects. 174-181
  
• Baruch B. Schwarz, Christa S. C. Asterhan, Armin Weinberger, Karsten Stegmann, Frank Fischer, Astrid Wichmann, Andreas Harrer, Heinz Ulrich Hoppe:
  Inter-and intra-subjective planes of e-argumentation: motivation, self-perception, expectations, and actual interlocutory behavior. 182-189
  
• Sasha A. Barab, Adam Ingram-Goble, Melissa Gresalfi, Anna Arici, Sinem Siyahhan, Tyler Dodge, Ken Hay:
  Conceptual play spaces and the quest atlantis project. 190-197
  
• Adelaide Blavier, Jan Zottmann, Frank Fischer, Annette Aboulafia, Lucile Vadcard, Vanda Luengo, Peter Dieckmann, Marcus Rall:
  Learning with simulations in medical education validity and design of learning settings in particular contexts. 198-205
  
• Leah A. Bricker, Philip Bell, Suzanne Reeve, Brigid Barron, Nichole Pinkard, Kimberly Gomez, Caitlin Kennedy Martin, Akili Lee, Mark Chen, Heather Toomey Zimmerman, Carrie Tzou, Giovanna Scalone, Christopher Hoadley, Sameer Honwad, Véronique Mertl, Laurie McCarthy, Reed Stevens, Sheldon Levias, Flávio S. Azevedo:
  Mapping the learning pathways and processes associated with the development of expertise and learner identities. 206-213
  
• Heidi Carlone, Melissa Cook, Jacqueline Wong, William A. Sandoval, Angela Calabrese Barton, Edna Tan, Nancy Brickhouse:
  Seeing and supporting identity development in science education. 214-220
  
• Marcia C. Linn, Chris Quintana, Hsin-Yi Chang, Ji Shen, Jennifer L. Chiu, Douglas B. Clark, Muhsin Menekse, Cynthia M. D'Angelo, Sharon Schleigh, Stephanie Touchman, Kevin W. McElhaney, Keisha Varma, Aaron Price, Hee-Sun Lee:
  Improving the design and impact of interactive, dynamic visualizations for science learning. 221-228
  
• Michael A. Evans, Aditya Johri, George E. Glasson, Kursat Cagiltay, Joyojeet Pal, Piya Sorcar:
  ICT4D and the learning sciences. 229-236
  
• Vanessa L. Peters, James D. Slotta, Andrea Forte, Amy Bruckman, Joey J. Lee, Matthew Gaydos, Christopher Hoadley, Jody Clarke:
  Learning and research in the web 2 era: opportunities for research. 237-244
  
• David Hatfield, David Williamson Shaffer, Elizabeth Bagley, Aran Nulty, Padraig Nash:
  Reflection in professional play. 245-252
  
• Elisabeth R. Hayes, James Paul Gee, Ivan Games, Robert J. Torres, Kylie A. Peppler, Yasmin B. Kafai, Nichole Pinkard, Eric Klopfer, Hal Scheintaub, Maryanna Rogers, Karin Forssell, Caitlin Kennedy Martin, Brigid Barron, Wanda Eugene, Shaundra B. Daily, Ugochi Acholonu, Lori M. Takeuchi, Sarah E. Walter, Kristen Briggs:
  New perspectives on learning through (game) design. 253-257
  
• Liisa Ilomäki, Sami Paavola, Christoph Richter, Anders Mørch, Kari Kosonen, Minna Lakkala, Jerry Andriessen, Crina Damsa, Mirjam Pardijs, Patrick Sins, Klas Karlgren, Anders Dahlström, Sari Ponzer:
  Developing and applying design principles for knowledge creation practices. 258-265
  
• Michael J. Jacobson, Hyo-Jeong So, June Lee, Uri Wilensky, Paulo Blikstein, Pratim Sengupta, Sharona T. Levy, Richard Noss:
  Complex systems and learning: empirical research, issues, and "seeing" scientific knowledge with new eyes. 266-273
  
• Janet L. Kolodner, Mary L. Starr, Daniel C. Edelson, Barbara Hug, David Kanter, Joseph Krajcik, Juliana A. Lancaster, Thomas A. Laster, Jennifer Leimberer, Brian J. Reiser, Michael T. Ryan, Rebecca Schneider, LeeAnn M. Sutherland, Barbara Zahm:
  Implementing what we know about learning in a middle-school curriculum for widespread dissemination: the project-based inquiry science (PBIS) story. 274-281
  
• Véronique Mertl, Timothy Kieran O'Mahony, Kersti Tyson, Leslie R. Herrenkohl, Sameer Honwad, Christopher Hoadley:
  Analyzing collaborative contexts: professional musicians, corporate engineers, and communities in the himalayas. 282-289
  
• Wendy Newstetter, Aditya Johri, Volker Wulf:
  Laboratory learning: industry and university research as site for situated and distributed cognition. 290-297
  
• Maria Opfermann, Jan van Der Meij, Shaaron Ainsworth, Tina Seufert, Markus Vogel, Roland Brünken, Jan L. Plass, Bruce D. Homer, Yan Wang, Minchi Kim, Catherine Milne, Trace Jordan, Peter Gerjets, Katharina Scheiter, Ton de Jong:
  Supporting the use of multiple representations in multimedia learning environments. 298-305
  
• Orit Parnafes, David Hammer, Loucas Louca, Bruce Sherin, Victor Lee, Moshe Krakowski, Andrea A. diSessa, Daniel Edelson:
  How to study learning processes? reflection on methods for fine-grain data analysis. 306-313
  
• Shawn Y. Stevens, Joseph Krajcik, Namsoo Shin, James W. Pellegrino, Susan Geier, Su Swarat, Gregory Light, Eun Jung Park, César Delgado, Denise L. Drane, Minyoung Song, Chris Quintana, Emily Shipley, Brenda López Silva, Shanna Daly, Emily Wischow, Tom Moher, James W. Pellegrino, Clara Cahill, Alan K. Szeto, Nathan A. Unterman, Lincoln J. Lauhon, Gregory Light, Denise L. Drane, Eun Jung Park, Eric A. Hagedorn:
  Using construct-centered design to align curriculum, instruction, and assessment development in emerging science. 314-321
  
• Judy Perry, Eric Klopfer, Marleigh Norton, Dan Sutch, Richard Sandford, Keri Facer:
  AR gone wild: two approaches to using augmented reality learning games in Zoos. 322-329
  
• Palmyre Pierroux, Ingvill Rasmussen, Andreas Lund, Ole Smørdal, Gerry Stahl, Johann Ari Larusson, Richard Alterman:
  Supporting and tracking collective cognition in wikis. 330-331
  
• Nikol Rummel, Armin Weinberger, Christof Wecker, Frank Fischer, Anne Meier, Eleni Voyiatzaki, Georgios Kahrimanis, Hans Spada, Nikolaos M. Avouris, Erin Walker, Kenneth R. Koedinger, Carolyn Penstein Rosé, Rohit Kumar, Gahgene Gweon, Yi-Chia Wang, Mahesh Joshi:
  New challenges in CSCL: towards adaptive script support. 338-345
  
• Nikol Rummel, Cindy E. Hmelo-Silver, Armin Weinberger, Karsten Stegmann, Frank Fischer, Dejana Diziol, George Kahrimanis, Talia Guevara, Johannes Holz, Hans Spada, Georgios Fiotakis, Heisawn Jeong, Nancy Law:
  Using contrasting cases to relate collaborative processes and outcomes in CSCL. 346-353
  
• Rosamund Sutherland, Sarah Eagle, Claire O'Malley, Andrew Manches, Dan Sutch:
  Early years learning with digital technologies: the relationship between research and design. 354-359
  
• Stephanie D. Teasley, Frank Fischer, Armin Weinberger, Karsten Stegmann, Pierre Dillenbourg, Manu Kapur, Michelene Chi:
  Cognitive convergence in collaborative learning. 360-367
  
• James Paul Gee, Elisabeth R. Hayes, Robert J. Torres, Ivan Alex Games, Kurt Squire, Katie Salen:
  Playing to learn game design skills in a game context. 368-374
  
• Wouter van Diggelen, Jeroen Janssen, Maarten Overdijk, Christa S. C. Asterhan, Rakheli Hever, Baruch B. Schwarz, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar, Kristine Lund, Gregory Dyke, Jean-Jacques Girardot, Annie Corbel:
  Analyzing and presenting interaction data: a teacher, student and researcher perspective. 375-382
  
• Sneha Veeragoudar Harrell, Dor Abrahamson, Leonel Morgado, Micaela Esteves, Martin Valcke, Hendrik Vansteenbrugge, Eric Rosenbaum, Sasha A. Barab:
  Virtually there: emerging designs for STEM teaching and learning in immersive online 3D microworlds. 383-391
  
• Baohui Zhang, Michael J. Jacobson, Beaumie Kim, Feng Deng, Suneeta Pathak, Hans G. Lossman, Xiuqin Lin, Pratim Sengupta, Uri Wilensky, Kenneth E. Hay:
  Designing and assessing modeling and visualization technologies (MVT) enhanced learning. 392-399
  
• Crina Damsa, Jerry Andriessen, Gijsbert Erkens, Paul A. Kirschner:
  'Is it mine, is it yours? it is ours.' shared epistemic agency in collaborative research activities. 403-404
  
• Carmen Lebherz, Ulf-Dietrich Reips, Klaus Jonas:
  Building knowledge online: master students' use and evaluation of wiki and forum. 405-406
  
• Andreas Lingnau, Peter Zentel:
  A computer supported learning environment to support pupils with cognitive disabilities and their teachers. 407-408
  
• Jacques Lonchamp:
  Towards a methodology for building collaborative learning applications. 409-410
  
• William J. Pluta, Luke A. Buckland, Clark A. Chinn, Ravit Golan Duncan, Richard A. Duschl:
  Learning to evaluate scientific models. 411-412
  
• Tammy Schellens, Hilde van Keer, Bram de Wever, Martin Valcke:
  Student elaborations and knowledge construction in asynchronous discussion groups in secondary education. 413-415
  
• Tamara van Gog, Saskia Brand-Gruwel, Ludo Van Meeuwen, Fred Paas:
  Uncovering cognitive processes: cued retrospective reporting based on eye-movement records. 416-417
  
• Susan A. Yoon:
  Fostering information strategies through visualization of networks. 418-419
  
• Ilya Zitter, Sanne Akkerman, Elly De Bruijn:
  The quest for usable knowledge: the delicate balance between research, design and change. 420-421
  

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