Table of Contents

• Dewey's contribution to the foundations of CSCL researchTimothy Koschmann. 17-22 [doi]
• New forms of expansive learning at work: the landscape of co-configurationYrjö Engeström. 23 [doi]
• Epistemological foundations for CSCL: a comparison of three models of innovative knowledge communitiesSami Paavola, Lasse Lipponen, Kai Hakkarainen. 24-32 [doi]
• Instructional artifactsBerthel Sutter. 33-42 [doi]
• Social information sharing in a CSCL communityHichang Cho, Michael Stefanone, Geri Gay. 43-50 [doi]
• A walk on the WILD side: how wireless handhelds may change CSCLJeremy Roschelle, Roy D. Pea. 51-60 [doi]
• Contributions to a theoretical framework for CSCLGerry Stahl. 62-71 [doi]
• Exploring foundations for computer-supported collaborative learningLasse Lipponen. 72-81 [doi]
• Describing construction of knowledge through identification of collaboration patterns in 3D learning environmentsIngeborg Krange, Annita Fjuk, Anniken Larsen, Sten R. Ludvigsen. 82-91 [doi]
• OCAF: an object-oriented model of analysis of collaborative problem solvingNikolaos M. Avouris, Angelique Dimitracopoulou, Vassilis Komis, Christos Fidas. 92-101 [doi]
• Making sense of shared knowledgeHans Christian Arnseth, Ivar Solheim. 102-110 [doi]
• CSCL for schools that learnJames M. Laffey, Dale Musser, Linda Espinosa, Herbert Remidez Jr., Joshua Gottdenker, Ran-Young Hong, Christopher Amelung. 111-118 [doi]
• Gender and programming achievement in a CSCL environmentAmy Bruckman, Carlos Jensen, Austina de Bonte. 119-127 [doi]
• A machine learning approach to assessing knowledge sharing during collaborative learning activitiesAmy Soller, Janyce Wiebe, Alan M. Lesgold. 128-137 [doi]
• Emergent leadership in small groups using computer-mediated communicationRyoko Yamaguchi, Nathan Bos, Judy Olson. 138-143 [doi]
• Golem, from Prague to cyberspace: the use of CSCL in cultural education for DiasporasZvi Bekerman, Gabriel Horenczyk. 144-150 [doi]
• The development of deep learning during a synchronous collaborative on-line courseGillian Armitt, Frances Slack, Sharon Green, Martin D. Beer. 151-159 [doi]
• Cracking the code: learning to collaborate and collaborating to learn in a networked environmentVic Lally, Maarten De Laat. 160-168 [doi]
• Taking the 'No' out of Lotus Notes: activity theory, groupware, and student groupworkJohn Halloran, Yvonne Rogers, Michael Scaife. 169-178 [doi]
• Re-contextualization of teaching and learning in videoconference-based environments: an empirical studyUlf Hedestig, Victor Kaptelinin. 179-188 [doi]
• CML: the ClassSync modeling languageJohn Brecht, Mark Chung, Roy Pea. 189-198 [doi]
• Collaborative ways of knowing: issues in facilitationCindy E. Hmelo-Silver. 199-208 [doi]
• The STEP system for collaborative case-based teacher education: design, evaluation & future directionsSharon J. Derry, Marcelle Siegel, John Stampen. 209-216 [doi]
• The STEP environment for distributed problem-based learning on the World Wide WebConstance Steinkuehler, Sharon J. Derry, David K. Woods, Cindy E. Hmelo-Silver. 217-226 [doi]
• Reflective inquiry: enabling group self-regulation in inquiry-based science using the progress portfolio toolEleni A. Kyza, Ravit Golan, Brian J. Reiser, Daniel C. Edelson. 227-236 [doi]
• Mapping alternative discourse structures onto computer conferencesDavid Jonassen, Herbert Remidez Jr.. 237-244 [doi]
• Scaffolding group learning in a collaborative networked environmentAmy S. Wu, Robert G. Farrell, Mark K. Singley. 245-254 [doi]
• Why scaffolding should sometimes make tasks more difficult for learnersBrian J. Reiser. 255-264 [doi]
• Complexity, harmony and diversity of learning in collaborative e-learning continuing professional development groupsDavid McConnell. 265-274 [doi]
• Reflective communicator roles in preservice teacher team email discussionsRobert J. Beck, Richard S. Brown, Sue K. Marshall, Jennifer Schwarz. 275-280 [doi]
• Applying technology to restructuring and learningMary Burns, Marylu Menchaca, Vicki Dimock. 281-289 [doi]
• Constructing collaborative pedagogical situations in classrooms: a scenario and role based approachChristine Ferraris, Philippe Brunier, Christian Martel. 290-299 [doi]
• Web resource collaboration center (WRCC): an integrated tool to support lifelong learningJoanna C. Dunlap. 300-309 [doi]
• The motivation is the message: comparing CSCL in different settingsR. T. Jim Eales, Tony Hall, Liam J. Bannon. 310-317 [doi]
• From paralyzing myths to expansive action: building computer-supported knowledge work into the curriculum from belowYrjö Engeström, Ritva Engeström, Arja Suntio. 318-324 [doi]
• Working and learning together: ICT supported learning in small businessesCraig Thomson. 325-332 [doi]
• Understanding children's interactions in synchronous shared environmentsStacey D. Scott, Regan L. Mandryk, Kori M. Inkpen. 333-341 [doi]
• Interfaces to support children's co-present collaboration: multiple mice and tangible technologiesDanae Stanton, Helen Neale, Victor Bayon. 342-351 [doi]
• Literacy learning by storytelling with a virtual peerKimiko Ryokai, Catherine Vaucelle, Justine Cassell. 352-360 [doi]
• A two-tiered collaborative design for observational science activities in simulated environmentsTom Moher, Janet Kim, David Haas. 361-370 [doi]
• Evidence from a series of experiments on video-mediated collaboration: does eye contact matter?Richard W. Joiner, Eileen Scanlon, Tim O'Shea, Randall B. Smith, Canan Tosunoglu Blake. 371-378 [doi]
• Fostering collaborative knowledge construction in desktop video-conferencing: effects of content schemes and cooperation scripts in peer teaching settingsMarkus Reiserer, Bernhard Ertl, Heinz Mandl. 379-388 [doi]
• Using tools and resources in computer supported collaborative writingGijsbert Erkens, Gellof Kanselaar, Maaike Prangsma, Jos G. M. Jaspers. 389-398 [doi]
• Getting in on the (inter)action: exploring affordances for collaborative learning in a context of informed participationHal Eden. 399-407 [doi]
• Learning via distributed dialogue: Livenotes and handheld wireless technologyAlastair Iles, Daniel Glaser, Matthew Kam, John Canny. 408-417 [doi]
• Exploring the lack of dialogue in computer-supported collaborative learningMark Guzdial, Karen Carroll. 418-424 [doi]
• Supporting interaction outside of class: anchored discussions vs. discussion boardsA. J. Bernheim Brush, David Bargeron, Jonathan Grudin, Alan Borning, Anoop Gupta. 425-434 [doi]
• Collaborative learning at low cost: CoWeb use in English compositionJochen Rick, Mark Guzdial, Karen Carroll, Lissa Holloway-Attaway, Brandy Walker. 435-442 [doi]
• Virtual communication in middle school students' and teachers' inquiryMinna Lakkala, Liisa Ilomäki, Jiri Lallimo, Kai Hakkarainen. 443-452 [doi]
• Creating context: design-based research in creating and understanding CSCLChristopher Plekss Hoadley. 453-462 [doi]
• The effect of representations on communication and product during collaborative modelingSimone Löhner, Wouter R. van Joolingen. 463-471 [doi]
• The effects of representation on students' elaborations in collaborative inquiryDaniel D. Suthers, Christopher D. Hundhausen. 472-480 [doi]
• Influence of authority on convergence in collaborative learningTeresa Hübscher-Younger, N. Hari Narayanan. 481-489 [doi]
• Symphony-Q: a support system for learning music through collaborationFusako Kusunoki, Masanori Sugimoto, Hiromichi Hashizume. 491-492 [doi]
• COALE: collaborative and adaptive learning environmentNobuko Furugori, Hirotaka Sato, Hiroaki Ogata, Youji Ochi, Yoneo Yano. 493-494 [doi]
• Construction and inspection of learner modelsJuan-Diego Zapata-Rivera, Jim E. Greer. 495-496 [doi]
• Using the internet to improve university education: problem-oriented web-based learning with MUNICSFrank Fischer, Pamela Tröndle, Heinz Mandl. 497-498 [doi]
• Applying open source principles to collaborative learning environmentsEric Scharff. 499-500 [doi]
• Different achievement in online oral historyJason B. Ellis, Amy Bruckman. 501-502 [doi]
• Design of augmented creative environmentsColin Beardon, Pelle Ehn, Lone Malmborg. 503-504 [doi]
• Case application suite: promoting collaborative case application in learning by design classroomsJaKita N. Owensby, Janet L. Kolodner. 505-506 [doi]
• Compadres: lightweight support for distributed collaboratorsBrian R. Johnson. 507-508 [doi]
• Project-based learning with CommSyMichael Janneck, Wolf-Gideon Bleek. 509-510 [doi]
• Mathematical discussion systemGabe Johnson. 511-512 [doi]
• Online collaborative learning as a catalyst for systemic change in the teaching-learning process within a multi-campus institution of higher educationCarlos Enrique Gonzalez, Paul Resta. 513-514 [doi]
• Communityware goes to schoolAlessandra Agostini, Monica Divitini. 515-516 [doi]
• Using "Thinking Tags" to improve understanding in science: a genetics simulationKimberley A. MacKinnon, Susan A. Yoon, Gail Andrews. 517-518 [doi]
• Collaborative network-based virtual reality: the past, the present, and the future of the virtual solar system projectKenneth E. Hay, Dean M. Elliott, Beaumie Kim. 519-520 [doi]
• Moving toward knowledge-building communities in health information website designJennifer Turns, Kristina Liu, Tracey S. Wagner. 521-522 [doi]
• Mediating collective discussions using an intelligent argumentation-based frameworkMarco A. Eleuterio, Jean-Paul A. Barthès, Flávio Bortolozzi. 523-524 [doi]
• VideoTraces: rich media annotations for learning and teachingReed Stevens, Gina Cherry, Janice Fournier. 525-526 [doi]
• Introduction to the Shadow netWorkspace™Joshua Gottdenker, Herbert Remidez Jr., Ran-Young Hong, So-Yeon Yoon, Christopher Amelung, Dale Musser, James M. Laffey. 527-528 [doi]
• Collaborative discovering of key ideas in knowledge buildingTeemu Leinonen, Otso Virtanen, Kai Hakkarainen, Giedre Kligyte. 529-530 [doi]
• Simulating pedagogical agents in a virtual learning environmentSilje Jondahl, Anders I. Mørch. 531-532 [doi]
• Support for object-oriented model constructionJakob Tholander, Klas Karlgren. 533-534 [doi]
• AudioExplorer: multiple linked representations for convergenceJochen Rick. 535-536 [doi]
• A NetSeminar design for team-based learning in professional development schoolsGary Obermeyer. 537 [doi]
• StoneSoup: a contextualized portfolio systemJenny Robins. 538-539 [doi]
• Transparent latecomer support for web-based collaborative learning environmentsTorsten Illmann, Rene Thol, Michael Weber 0001. 540-541 [doi]
• Integrating Palm hand-held technology into the web-based inquiry science environment (WISE)James D. Slotta, Douglas B. Clark, Britte Cheng. 542-543 [doi]
• Use of the CANTOR system for collaborative learning in medical visual object recognitionHans H. K. Andersen, Verner Andersen, Birgit G. Skov. 544-545 [doi]
• Using pedagogical agents to support collaborative distance learningPatrícia Augustin Jaques, Adja Ferreira de Andrade, João Luiz Jung, Rafael H. Bordini, Rosa Vicari. 546-547 [doi]
• Networked PDAs in a community of learnersKnut Lundby, Ole Smørdal, Anniken Larsen, Annita Fjuk. 548-549 [doi]
• NetWorked learning systemsHerbert Remidez Jr., Joshua Gottdenker, James M. Laffey, Dale Musser, Ran-Young Hong, Linda Espinosa, Christopher Amelung. 550-551 [doi]
• Solo, together, apart: evaluating modes of CSCL for learning a problem solving taskTimothy N. Wright, Andy Cockburn. 552-553 [doi]
• Text forum features for small group discussions with facet-based pedagogySteven L. Tanimoto, Adam Carlson, Justin Husted, Earl Hunt, Josef Larsson, David Madigan, Jim Minstrell. 554-555 [doi]
• Elementary students' perceptions of social networks: development, experience, and equity in collaborative software design activitiesYasmin B. Kafai. 556-557 [doi]
• Promoting the coordination of computer-mediated interdisciplinary collaborationNikol Rummel, Hans Spada, Fabian Hermann, Franz Caspar, Katrin Schornstein. 558-559 [doi]
• An experiment using software agents for dialogue analysis in collaborative distance learningPatrícia Augustin Jaques, Flávio Moreira de Oliveira, Rosa Maria Vicari. 560-561 [doi]
• Using EPO to stimulate learning in the health sciencesLeo Plugge, Paul A. Kirschner, Gaby Lutgens, Jan Vermunt. 562-563 [doi]
• Synchronizing group interactions with lecturing video in agent-based asynchronous virtual classroomHiroaki Ogata, Kenji Matsuura, Yoneo Yano. 564-565 [doi]
• Collaborative assessment as a learning process in e-learningDavid McConnell. 566-567 [doi]
• Developing cognitive prerequisites to support inquiry learning in a computer environmentAlla Keselman, Deanna Kuhn. 568-569 [doi]
• Interactive representations for reflection in group simulationsMike Dobson, Julie-Ann Sime, Michael Pengelly. 570 [doi]
• Building and maintaining the common ground in web-based interactionKati Mäkitalo, Päivi Häkkinen, Piritta Salo, Sanna Järvelä. 571-572 [doi]
• Fostering computer supported collaborative learning with cooperation scripts and scaffoldsArmin Weinberger, Frank Fischer, Heinz Mandl. 573-574 [doi]
• Multiplicity & flexibility as design and implementation features: a case study of a Web-based CL community for diverse learnersC. Y. Janey Wang, Paul E. Resta. 575-576 [doi]
• Structuring group learning within a Web-based science inquiry programLouise Yarnall, William R. Penuel. 577-578 [doi]
• Developing online communities of practice in preservice teacher educationMelissa J. Poole. 579-580 [doi]
• Supporting discourse in a synchronous learning environment: the learning protocol approachHans-Rüdiger Pfister, Martin Mühlpfordt. 581-582 [doi]
• Coaching collaboration in a computer-mediated learning environmentMaría de los Angeles Constantino-González, Daniel D. Suthers. 583-584 [doi]
• Analyzing sequential data in computer-supported collaborative learningDietmar Janetzko, Frank Fischer. 585-586 [doi]
• Evolving shared experience in distributed learning environmentsGrégory Bourguin, Anders I. Mørch. 587-588 [doi]
• Modelling and supporting learning activities in a computer-integrated classroomAndreas Lingnau, Ulrich Hoppe. 589-590 [doi]
• The digital workbook students constructing their curriculumHåkon Tolsby. 591-592 [doi]
• Advancing understanding of learning in interaction: how ways of participating can influence joint performance and learningBrigid Barron, David Sears. 593-594 [doi]
• Supporting children's collaborative authoring: practicing written literacy while composing oral textsMike Ananny. 595-596 [doi]
• Using "Thinking Tags" with kindergarten children: a dental health simulationGail Andrews, Kimberley A. MacKinnon, Susan A. Yoon. 597-598 [doi]
• Presumptive literacies in technology-integrated science curriculumKimberley P. Williams, Louis M. Gomez. 599-600 [doi]
• Task and interaction regulation in controlling a traffic simulationPatrick Jermann. 601-602 [doi]
• Proximity and view awareness to reduce referential ambiguity in a shared 3D virtual environmentDavid Ott, Pierre Dillenbourg. 603-604 [doi]
• Intentional integration supported by collaborative reflectionNaomi Miyake, Hiroyuki Masukawa, K. Yuasa, Hajime Shirouzu. 605-606 [doi]
• Components of an optimal online environmentChristine Alexander. 607-608 [doi]
• Webtanks for knowledge management: web-based collaborative learning environmentZann Gill. 609-610 [doi]
• Supporting Chinese distance learners through computer-mediated communication: revisiting Salmon's modelPeter J. Smith, Swee Noi Smith. 611-612 [doi]
• Design experiments for integrating a CSCL technology into Japanese elementary science educationJun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Hayashi Nakayama, Etsuji Yamaguchi, Makiko Takenaka. 613-614 [doi]
• Examining synchronous tutoring in a virtual worldMaria Beatrice Ligorio, Alessandra Talamo, Robert-Jan Simons. 615-616 [doi]
• Minority students' participation in a knowledge building community: a sociocultural perspectiveAnita Slater, Jan van Aalst. 617-618 [doi]
• Working hard in the 'office': an ethnomethodological study of on-line workshopsJacki O'Neill, David Martin, Hasan Al-Matrouk, David Wastell. 619-620 [doi]
• Considering technical, social & organizational contexts in systems to support teacher learningGreg Shrader, Robb Lindgren, Neera Waingankar, Ryan Daily, Louis M. Gomez. 621-622 [doi]
• Facilitating knowledge convergence in videoconferencing environments: the role of external representation toolsFrank Fischer, Heinz Mandl. 623-624 [doi]
• Network and content analysis in an online community discourseMaarten De Laat. 625-626 [doi]
• Connecting formal and informal discourses to create yet another zone of learningHideyuki Suzuki, Hideo Funaoi. 627-628 [doi]
• Disinhibition in a CSCL environmentJames M. Hudson, Amy Bruckman. 629-630 [doi]
• Studying social aspects of computer-supported collaboration with a mixed evaluation approachA. Martínez, Yannis A. Dimitriadis, Bartolomé Rubia-Avi, E. Gómez, I. Garrachón, José Antonio Marcos. 631-632 [doi]
• Rich social interaction in a synchronous online community for learningDeborah G. Tatar, James Gray, Judith Fusco. 633-634 [doi]
• Pianos, not orchestrasJochen Rick. 635-636 [doi]
• The ethnography of distributed collaborative learningFrode Guribye, Barbara Wasson. 637-638 [doi]
• Walk a mile in students' shoes: an approach to faculty development on integrating Web-based collaborative learning into instructionC. Y. Janey Wang. 639-640 [doi]
• Presuppositions about "good communication": an assessment of online discourseSusan Bagley Koyle, Mark Aakhus. 641 [doi]
• Distributed CSCL/T in a groupware environmentSimon B. Heilesen, Mia Cudrio Thomsen, Robin Cheesman. 642-643 [doi]
• Ethnomethods as resources for developing CVEs in the ITCOLE projectAlessandra Talamo, Maria Beatrice Ligorio. 644-645 [doi]
• Continuous evaluation of web-based cooperative learning: the conception and development of an evaluation toolkitShirley J. Holst, Torsten Holmer. 646-647 [doi]
• Interaction repertoire in a distance education communityLars Svensson. 648-649 [doi]
• Multi-dimensional tracking in virtual learning teams: an exploratory studyJörg Zumbach, Martin Mühlenbrock, Marc Jansen, Peter Reimann, Heinz Ulrich Hoppe. 650-651 [doi]
• Computer support for participatory designing: a pilot studyPirita Seitamaa-Hakkarainen, Henna Lahti, Marjut Iivonen, Kai Hakkarainen. 652-653 [doi]
• Collaborative problem solving using an open modeling environmentChristos Fidas, Vassilis Komis, Nikolaos M. Avouris, Angelique Dimitracopoulou. 654-655 [doi]
• Talk, silence and the study of situated actionIvar Solheim. 656-657 [doi]
• Resources for coordination in collaborative telelearningRune Baggetun, Anders I. Mørch. 658-659 [doi]
• Design reviews with remote critics in an asynchronous environmentColleen M. Kehoe. 660-661 [doi]
• Organizational learning: enabling self-organized knowledge logistics for a health insurance companyPeter Mambrey, Volkmar Pipek, Markus Rohde, Markus Won. 662-663 [doi]
• Teacher candidate perceptions of telementoring in Knowledge ForumJim Hewitt. 664-665 [doi]
• "Letting go of the reins": the evolution of pedagogy in an online graduate programKaren Sheingold, Linda Polin. 666-667 [doi]
• Assisting and assessing the development of technological fluencies: insights from a project-based approach to teaching computer scienceBrigid Barron, Caitlin Martin, Eric Roberts, Alex Osipovich, Michael Ross. 668-669 [doi]
• Virtual CSCL 2002: making the most of CSCL 2002 by extending it virtuallyElke Hinrichs, Marcus Specht. 671-672 [doi]
• Think.comSheila Hunter. 673-674 [doi]
• Technology and collaboration in informal learning environments: a comparison of community technology initiativesRobbin Chapman, Leo Burd. 675-676 [doi]
• Multicultural issues in the design, evaluation and dissemination of CSCL systemsMasanori Sugimoto, Daniel D. Suthers. 677-678 [doi]
• Design principles for educational softwareYael Kali, Nathan Bos, Marcia Linn, Jody Underwood, Jim Hewitt. 679-680 [doi]
• Supporting collaborative design by communities of interest with the envisionment and discovery collaboratory (EDC)Ernesto Arias, Hal Eden, Vanessa Empinotti, Gerhard Fischer, Andrew Gorman, Shin'ichi Konomi, Eric Scharff. 681-682 [doi]
• Modelling and supporting learning activities in a computer-integrated classroomAndreas Lingnau, Ulrich Hoppe. 683-684 [doi]
• 3D multi-user virtual worlds for education: knowledge building in the Vlearn3D.org communityMargaret Corbit, Bonnie Jean DeVarco. 685-686 [doi]
• C-VISions: socialized learning through collaborative, virtual, interactive simulationsYam San Chee, Chit Meng Hooi. 687-696 [doi]
• Developing a shared language for discussing networked learning systemsHerbert Remidez Jr., Joshua Gottdenker, James M. Laffey, Dale Musser, Ran-Young Hong, Linda Espinosa, Christopher Amelung. 697 [doi]
• 3 - an infrastructure for collaborative learnflowMartin Wessner, Peter Dawabi, Jörg M. Haake. 698-699 [doi]
• Dialogue: a web based communication tool supporting learning communitiesBarbara Shelly, Patricia Tinto. 700-701 [doi]
• The impact of distributed and ubiquitous computational devices on the collaborative learning environmentEric Klopfer, Earl Woodruff. 702-703 [doi]
• Using handhelds to support collaborative learningKathleen Luchini, Chris Quintana, Michael Curtis, Richard Murphy, Joseph Krajcik, Elliot Soloway, Daniel D. Suthers. 704-705 [doi]
• Orchestrating handhelds in the classroom with SRI's ClassSync™Chris DiGiano, Charles Patton. 706-707 [doi]
• Video cases for teacher learning: issues of social and organizational design for useGreg Shrader, Barry Fishman, Sasha Barab, Kevin O'Neill, Gary Oden, Daniel D. Suthers. 708-709 [doi]
• The Knowledge Loom: supporting school improvement through online dissemination of best practices and collaborative inquiry to put them into actionMartin Huntley, Mary Anne Mather, Stephanie Feger. 710-711 [doi]
• Investigating physics: an intimate look at an online inquiry-based graduate science courseAndee Rubin, Sue Doubler. 712-713 [doi]
• External representations for collaborative learning and assessmentSadhana Puntambekar, Agnes Stylianou, Dan Suthers, Chris Hundhausen, Teresa Hübscher-Younger. 714-715 [doi]
• Integrating collaborative concept mapping tools with group memory and retrieval functionsHeinz Ulrich Hoppe, Katrin Gaßner. 716-725 [doi]
• Qualitative methods and the use of videotaped data: a "data session"Curtis LeBaron, Rogers Hall, Timothy Koschmann, Yrjö Engström. 726-727 [doi]
• Integrating CSCL environments and digital librariesMary Marlino, Tammy Sumner, Mimi Recker. 728-729 [doi]
• Designing computational models of collaborative learning interactionPatrick Jermann, Martin Mühlenbrock, Amy Soller. 730-732 [doi]
• The Learning GridJohn C. Cherniavsky, Eric Hamilton. 733-734 [doi]
• Evaluating current capabilities and future research issues in the use of online course portfoliosEugene S. Takle, Elsebeth K. Sorensen, Daryl Herzman. 735-736 [doi]
• Documenting collaborative interactions: issues and approachesSadhana Puntambekar, Rosemary Luckin. 737-738 [doi]
• Learning environments for inquiry skillsTom Murray, Wouter R. van Joolingen. 739 [doi]
• Using P2P e-Learning technology to turbocharge learning environmentsRichard Yelle, Chuck Dornbush, Lynn Heffron. 740-741 [doi]
• Latent semantic analysis: theory, method and applicationTom Landauer, Scott Dooley. 742-743 [doi]
• Scandinavian perspectives on CSCLLone Dirckinck-Holmfeld, Annita Fjuk, Elsebeth Korsgaard Sorensen, Håkon Tolsby, Barbara Wasson. 744-745 [doi]
• The inquiry page: a collaboratory for curricular innovationBertram C. Bruce, Ann Peterson Bishop, Jennifer Robins. 746 [doi]
• Teaching computer classes using mind mapping techniquesBelinda Moses. 747 [doi]
• Installing and using collaborative websitesMark Guzdial, Jochen Rick. 748-750 [doi]
• Doctoral consortium programDenise Conanan, Teresa Hübscher-Younger, Michelle M. Kazmer, Ulrike-Marie Krause, Todd Reimer, Jakob Tholander, Tim Wright. 751 [doi]