Table of Contents

• PrefaceCindy E. Hmelo-Silver, Angela M. O'Donnell. [doi]
• Designing socio-technical environments in support of meta-design and social creativityGerhard Fischer. 2-11 [doi]
• Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structureDouglas Clark, Victor Sampson, Armin Weinberger, Gijsbert Erkens. 13-22 [doi]
• Fostering peer collaboration with technologyJanice D. Gobert, James D. Slotta, Jody Clarke, Chris Dede, Hannie Gijlers, Nadira Saab, Wouter R. van Joolingen, Ton de Jong, Kenneth R. Koedinger. 23-27 [doi]
• Redefining learning goals of very long-term learning across many different fields of activityNaomi Miyake, Roy D. Pea, Brigid Barron, Daniel L. Schwartz, Lee Martin, Rogers Hall, Ken Wright, Karen Wieckert. 28-37 [doi]
• Orchestrating learning activities on the social and the cognitive level to foster CSCLArmin Weinberger, Douglas Clark, Pierre Dillenbourg, Dejana Diziol, Victor Sampson, Karsten Stegmann, Nikol Rummel, Fabrice Hong, Hans Spada, Bruce M. McLaren, Taiga Brahm, Frank Fischer. 38-47 [doi]
• Classroom model, model classroom: computer-supported methodology for investigating collaborative-learning pedagogyDor Abrahamson, Paulo Blikstein, Uri Wilensky. 49-58 [doi]
• Learning from virtual interaction: a review of research on online synchronous groupsAnindito Aditomo, Peter Reimann. 59-68 [doi]
• Drawing on practices for modeling socio-technical systemsHeidrun Allert, Christoph Richter. 69-71 [doi]
• Technology in a context: enabling students to collaboratively participate at the interface of computation and social scienceRichard Alterman, Johann Ari Larusson. 72-74 [doi]
• Supporting collaborative learning in online higher education through activity awarenessChristopher Amelung, James M. Laffey, Paul Turner. 75-77 [doi]
• Virtual communities of care: online peer networks with post-organ transplant youthMarina Umaschi Bers, Clement Chau, Keiko Satoh, Laura Beals. 78-80 [doi]
• Learning about transfer in an online problem-based courseAlan Bitterman, Natalie Hatrak, Cindy E. Hmelo-Silver. 81-83 [doi]
• Just a cog in the machine: participatory robotics as a tool for understanding collaborative learning and decision-makingPaulo Blikstein, William Rand, Uri Wilensky. 84-86 [doi]
• Why technology isn't making a difference: coming to terms with ubiquitous learning in high school classroomsErica C. Boling. 87-89 [doi]
• Interaction analysis in asynchronous discussions: lessons learned on the learners' perspective, using the DIAS systemTharrenos Bratitsis, Angelique Dimitracopoulou. 90-92 [doi]
• Supporting controversial CSCL discussions with augmented group awareness toolsJürgen Buder, Daniel Bodemer. 93-101 [doi]
• Boda blocks: a collaborative tool for exploring tangible three-dimensional cellular automataLeah Buechley, Mike Eisenberg. 102-104 [doi]
• The organization of collaborative math problem solving activities across dual interaction spacesMurat Perit Çakir, Alan Zemel, Gerry Stahl. 105-107 [doi]
• Fostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving studentsCarol K. K. Chan, Eddy Y. C. Lee. 108-117 [doi]
• Creativity, collaboration and competence: agency in online synchronous chat environmentElizabeth S. Charles, Wesley Shumar. 118-126 [doi]
• Towards a community incubator: the ICAP design framework for social constructivist educational designersDer-Thanq Victor Chen, David Wei Loong Hung. 127-130 [doi]
• Using social network analysis to explore the dynamics of telementor' meta-support in practiceFei Ching Chen, Ho-Ming Jiang. 131-134 [doi]
• Effects of previous messages' evaluations, knowledge content, social cues and personal information on the current message during online discussionGaowei Chen, Ming Ming Chiu. 135-137 [doi]
• Understanding pair-programming from a socio-cultural perspectiveWeiqin Chen, Marius Nordbø. 138-140 [doi]
• Learning writing by reviewing in scienceKwangsu Cho, Christian D. Schunn, Kyungbin Kwon. 141-143 [doi]
• MUVEs as a powerful means to study situated learningJody Clarke, Chris Dede. 144-147 [doi]
• Using social network analysis to highlight an emerging online community of practiceAnthony Cocciolo, Hui Soo Chae, Gary Natriello. 148-152 [doi]
• Mentored professional development to support successful integration of technology-enhanced science curriculumStephanie B. Corliss, Michele W. Spitulnik, Tara E. Higgins, Doug Kirkpatrick. 153-155 [doi]
• A theoretical framework of collaborative knowledge building with wikis: a systemic and cognitive perspectiveUlrike Cress, Joachim Kimmerle. 156-164 [doi]
• Impact of anonymity of input in next-generation classroom networksSarah M. Davis. 165-167 [doi]
• Computer supported moderation of e-discussions: the ARGUNAUT approachReuma De Groot, Raul Drachman, Rakheli Hever, Baruch B. Schwarz, Ulrich Hoppe, Andreas Harrer, Maarten De Laat, Rupert Wegerif, Bruce M. McLaren, Benoit Baurens. 168-170 [doi]
• Fostering audience design of computer-mediated knowledge communication by knowledge mirroringJessica Dehler, Daniel Bodemer, Jürgen Buder. 171-173 [doi]
• A reflective analysis of facilitation in an online problem-based learning activitySharon J. Derry, Matt DelMarcelle. 174-183 [doi]
• From socially-mediated to technology-mediated coordination: a study of design tensions using group scribblesYannis A. Dimitriadis, Juan I. Asensio-Pérez, Davinia Hernández Leo, Jeremy Roschelle, John Brecht, Deborah G. Tatar, S. Raj Chaudhury, Chris DiGiano, Charles Patton. 184-186 [doi]
• Physhint: a qualitative study of student's knowledge elaboration in CSCLNing Ding. 187-189 [doi]
• An innovative approach for fostering computer-supported collaborationTanja Engelmann, Sigmar-Olaf Tergan. 190-192 [doi]
• Helping teachers in designing CSCL scenarios: a methodology based on the LDL languageChristine Ferraris, Christian Martel, Laurence Vignollet. 193-195 [doi]
• Illegitimate practices as legitimate participation: game cheat sites in a teen virtual worldDeborah A. Fields, Yasmin B. Kafai. 196-198 [doi]
• Tracing insider knowledge across time and spaces: a connective ethnography in a teen online game worldDeborah A. Fields, Yasmin B. Kafai. 199-208 [doi]
• Making thinking visible: growth in graphical literacy, grades 3 to 4Yongcheng Gan, Marlene Scardamalia, Huang-Yao Hong, Jianwei Zhang. 209-211 [doi]
• Turning on minds with computers in the kitchen: supporting group reflection in the midst of engaging in hands-on activitiesChristina M. Gardner, Janet L. Kolodner. 212-221 [doi]
• Intuitive moderation styles and beliefs of teachers in CSCL-based argumentationJulia Gil, Baruch B. Schwarz, Christa S. C. Asterhan. 222-231 [doi]
• Using online social networks to support underrepresented students' engagement in postsecondary educationChristine Greenhow, Kimberly Schultz. 232-233 [doi]
• Evaluating the effect of feedback from a CSCL problem solving environment on learning, interaction, and perceived interdependenceGahgene Gweon, Carolyn Penstein Rosé, Emil Albright, Yue Cui. 234-243 [doi]
• Reality television, fan behavior, and online communities of practiceErica Halverson. 244-246 [doi]
• Principles and grand challenges for the future: a prospectus for the computer-supported collaborative learning (CSCL) communityEric R. Hamilton. 247-256 [doi]
• Instructional support for individual and collaborative demands in two net-based communication settingsMiriam Hansen, Hans Spada. 257-266 [doi]
• Computational literacy and mathematics learning in a virtual world: identity, embodiment, and empowered media engagementSneha Veeragoudar Harrell, Dor Abrahamson. 267-269 [doi]
• Combining social network analysis with semantic relations to support the evolution of a scientific communityAndreas Harrer, Nils Malzahn, Sam Zeini, Heinz Ulrich Hoppe. 270-279 [doi]
• Conceptual and computational issues in the formalization of collaboration scriptsAndreas Harrer, Lars Kobbe, Nils Malzahn. 280-282 [doi]
• Towards a flexible model for computer-based analysis and visualization of collaborative learning activitiesAndreas Harrer, Sam Zeini, Georgios Kahrimanis, Nikolaos M. Avouris, José Antonio Marcos, Alejandra Martínez-Monés, Anne Meier, Nikol Rummel, Hans Spada. 283-285 [doi]
• Collaborative lesson analysis in virtual groups: the impact of video on student teachers analysis and reflection processesJan Henning, Ute Massler, Rolf Ploetzner, Peter Huppertz. 286-288 [doi]
• Combining structural, process-oriented and textual elements to generate awareness indicators for graphical e-discussionsRakheli Hever, Reuma De Groot, Maarten De Laat, Andreas Harrer, Ulrich Hoppe, Bruce M. McLaren, Oliver Scheuer. 289-291 [doi]
• The relationship between student interaction and message readability in asynchronous online discussionsJim Hewitt, Vanessa L. Peters. 292-294 [doi]
• The relation between schoolteachers' perceptions about collaborative learning and their employment of online instructionTamar Inbal-Shamir, Yael Kali. 295-303 [doi]
• Influence of group member familiarity on online collaborative learningJeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar. 304-313 [doi]
• Online visualization of agreement and discussion during computer-supported collaborative learningJeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar. 314-316 [doi]
• The socio-technical process of newcomer participation: lessons from a field studyAditya Johri. 317-319 [doi]
• Transcendent communitiesSam Joseph, Viil Lid, Dan Suthers. 320-322 [doi]
• How can the design of educational technologies affect graduate students' epistemologies about learning?Yael Kali, Tamar Ronen-Fuhrmann. 323-325 [doi]
• Emergence of learning in computer-supported, large-scale collective dynamics: a research agendaManu Kapur, David Hung, Michael J. Jacobson, John Voiklis, Charles K. Kinzer, Der-Thanq Victor Chen. 326-335 [doi]
• Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groupsManu Kapur, John Voiklis, Charles K. Kinzer. 336-346 [doi]
• Animated science education: possible pitfalls of computer supported collaborative learningGöran Karlsson, Jonas Ivarsson. 347-350 [doi]
• From the individual to the group: tracing preservice teachers' conceptions of transformational technologiesElvira K. Katic. 351-353 [doi]
• Visualisations for team learning: small teams working on long-term projectsJudy Kay, Kalina Yacef, Peter Reimann. 354-356 [doi]
• Using computer-based math games as an anchor for cooperative learningFengfeng Ke. 357-359 [doi]
• Exploring self-regulation in group contextsToni M. Kempler, Lisa Linnenbrink-Garcia. 360-363 [doi]
• Interaction rules: their place in collaboration softwareRobert Kildare, R. N. Williams, Jacky Hartnett, Peter Reimann. 364-366 [doi]
• Sharing visual context to facilitate late overhearer's understanding of the handheld-based learning activityKibum Kim, Deborah G. Tatar, Steve Harrison. 367-369 [doi]
• Group awareness and self-presentation in the information-exchange dilemma: an interactional approachJoachim Kimmerle, Ulrike Cress. 370-378 [doi]
• Demonstration of a discussion terminal for knowledge acquisition and opinion formation in science museumsKristin Knipfer, Carmen Zahn, Friedrich W. Hesse. 379-381 [doi]
• Are core objectives of web-based collaborative inquiry learning already core learning prerequisites?: the case of argumentation competences and computer literacyIngo Kollar, Christof Wecker, Frank Fischer, Carmen Kohnle, James D. Slotta. 382-384 [doi]
• Fostering argumentation with script and content scheme in videoconferencingBirgitta Kopp, Heinz Mandl. 385-394 [doi]
• From theory of mind to a theory of distributed shared sense-makingBarbara G. Ladewski, Annemarie S. Palincsar, Joseph Krajcik. 395-397 [doi]
• The role of problematizing moves in online knowledge building activitiesMing Lai. 398-407 [doi]
• Let's read together: an evaluation of a computer assisted reciprocal early english reading systemYu-Ju Lan, Yao-Ting Sung, Kuo-En Chang. 408-410 [doi]
• A learnable content & participation analysis toolkit for assessing CSCL learning outcomes and processesNancy Law, Johnny Yuen, Ronghuai Huang, Yanyan Li, Nicol Pan. 411-420 [doi]
• Promoting collaborative learning in higher education: design principles for hybrid coursesRachel Levin-Peled, Yael Kali, Yehudit Judy Dori. 421-430 [doi]
• CSCL interaction analysis for assessing knowledge building outcomes: method and toolYanyan Li, Jian Liao, Jing Wang, Ronghuai Huang. 431-440 [doi]
• Implementation of the scrabble game on the mobile devices to increase english vocabulary acquisitionChiu Pin Lin, Shelley Shwu-Ching Young, Hui-Chun Hung, Yi-Chen Lin. 441-443 [doi]
• Studying the effects of scripts and technology on cooperative learningGuan-Yu Lin, James M. Laffey, Kristin A. Buss. 444-446 [doi]
• Learning from digital video: an exploration of how interactions affect outcomesRobb Lindgren, Roy Pea, Sarah Lewis, Joe Rosen. 447-449 [doi]
• Fostering collaborative problem solving for pupils with cognitive disabilitiesAndreas Lingnau, Peter Zentel, Ulrike Cress. 450-452 [doi]
• Computer-supported collaborative learning and conceptual changeLei Liu, Cindy E. Hmelo-Silver. 454-463 [doi]
• Enabling organizational learning through event reporting: a case study in a health care contextPei-Ju Liu, James M. Laffey, Karen R. Cox. 464-466 [doi]
• About the complexity of CSCL systemsJacques Lonchamp. 467-469 [doi]
• Do internal factors of cooperation influence computer-mediated distance activity?Kristine Lund, Céline Rossetti, Stéphanie Metz. 470-479 [doi]
• Web based platforms in co-located practice: the use of a wiki as support for learning and instructionGustav Lymer, Johan Lundin, Barry Brown, Mattias Rost, Lars Erik Holmquist. 480-489 [doi]
• Patterns of collaboration in design courses: team dynamics affect technology appropriation, artifact creation, and course performanceHeidy Maldonado, Brian Lee, Scott R. Klemmer, Roy D. Pea. 490-499 [doi]
• Catalysts to creating representational tools and the benefits for learningLee Martin, Daniel L. Schwartz. 500-502 [doi]
• The effects of conversations with regulars and administrators on the participation of new users in a virtual learning communityYevgeniy Eugene Medynskiy, Amy Bruckman. 503-505 [doi]
• An efficient and flexible technical approach to develop and deliver online peer assessmentYongwu Miao, Rob Koper. 506-515 [doi]
• ProBoPortable: does the cellular phone software promote emergent division of labor in project-based learning?Toshio Mochizuki, Hiroshi Kato, Kazaru Yaegashi, Toshihisa Nishimori, Yusuke Nagamori, Shinobu Fujita. 516-518 [doi]
• Source memorization in chat interactionsGaëlle Molinari, Patrick Jermann, Pierre Dillenbourg. 519-521 [doi]
• The integration of synchronous communication across dual interaction spacesMartin Mühlpfordt, Gerry Stahl. 522-531 [doi]
• Effects of synchronous and asynchronous CMC on interactive argumentationLisette Munneke, Jerry Andriessen, Paul A. Kirschner, Gellof Kanselaar. 532-541 [doi]
• Toward collaborative technologies supporting cognitive skills for mutual regardTom Murray. 542-544 [doi]
• Process-and context-sensitive research on academic knowledge practices: developing CASS-tools and methodsHanni Muukkonen, Kai Hakkarainen, Kari Kosonen, Satu Jalonen, Annamari Heikkilä, Kirsti Lonka, Katariina Salmela-Aro, Juha Linnanen, Kari Salo. 545-547 [doi]
• Exploring embedded guidance and self-efficacy in educational multiuser virtual environmentsBrian C. Nelson, Diane Jass Ketelhut. 548-550 [doi]
• The fourth man: supporting self-organizing group formation in learning communitiesNils Malzahn, Andreas Harrer, Sam Zeini. 551-554 [doi]
• Argumentation Vee diagrams (AVDs) enrich online discussionsE. Michael Nussbaum, Denise L. Winsor, Yvette M. Aqui, Anne M. Poliquin. 555-557 [doi]
• A tale of two formatsAngela M. O'Donnell, Nicole Di Donato. 558-560 [doi]
• The impact of 3-D based group interactions in an on-line problem-based learning environmentNicholas Omale, Wei-Chen Hung, Lara Luetkehans, Jessamine Cooke-Plagwitz. 561-563 [doi]
• Examining the dual function of computational technology on the conception of mathematical proofDiler Öner. 564-566 [doi]
• Complex network theory approach to the assessment on collective knowledge advancement through scientific discourse in CSCLJun Oshima, Ritsuko Oshima. 567-569 [doi]
• Appropriation of a graphical shared workspace: the learner-tool connectionMaarten Overdijk, Wouter van Diggelen. 570-572 [doi]
• Expressive pen-based interfaces for math educationSharon L. Oviatt, Alexander M. Arthur, Yaro Brock, Julia Cohen. 573-582 [doi]
• Epistemological perturbations: using material artifacts to cultivate a knowledge building culture in classroomsJohn Ow, Katerine Bielaczyc. 583-585 [doi]
• Online but off-topic: establishing common ground in small learning groupsTrena M. Paulus. 586-589 [doi]
• Collaboration, computation, and creativity: media arts practices in urban youth cultureKylie A. Peppler, Yasmin B. Kafai. 590-592 [doi]
• Student competition in computer-mediated conferencing coursesVanessa L. Peters, Jim Hewitt. 593-595 [doi]
• Wiki design for teacher interventions in collaborative productionIngvill Rasmussen, Andreas Lund, Ole Smørdal. 596-598 [doi]
• Scaffolding preservice teachers online: the roles of interest and mathematical beliefsLillian S. Ray, K. Ann Renninger. 599-601 [doi]
• Time is precious: why process analysis is essential for CSCL (and can also help to bridge between experimental and descriptive methods)Peter Reimann. 602-611 [doi]
• Engaging students in science controversy through an augmented reality role-playing gameEric Rosenbaum, Eric Klopfer, Britton Boughner, Louisa Rosenheck. 612-614 [doi]
• How does net-based interdisciplinary collaboration change with growing domain expertise?Nikol Rummel, Sabine Hauser, Hans Spada. 615-624 [doi]
• Partner modeling is mutualMirweis Sangin, Nicolas Nova, Gaëlle Molinari, Pierre Dillenbourg. 625-632 [doi]
• Tools of play: coordinating games, characters, and actions while learning to play video gamesTom Satwicz, Reed Stevens. 633-642 [doi]
• Video traces: creating common space between university and public schools for preparing new teachersAmit Saxena, Reed Stevens. 643-645 [doi]
• Improving young learners' scientific understanding in CSCL environmentsHyo-Jeong So. 646-648 [doi]
• Constructing new knowledge in collaboration: instructional support for improving information pooling and processing in groupsHans Spada, Anne Meier. 649-651 [doi]
• Meaning making in CSCL: conditions and preconditions for cognitive processes by groupsGerry Stahl. 652-661 [doi]
• Collaborative argumentation and cognitive processing: an empirical study in a computer-supported collaborative learning environmentKarsten Stegmann, Christof Wecker, Armin Weinberger, Frank Fischer. 662-671 [doi]
• Wearable tag clouds: visualizations to facilitate new collaborationsDaniel J. Steinbock, Roy Pea, Byron Reeves. 672-674 [doi]
• Massively multiplayer online games & education: an outline of researchConstance Steinkuehler. 675-685 [doi]
• Analyzing collaborative processes and learning from hypertext through hierarchical linear modelingAgni Stylianou-Georgiou, Elena C. Papanastasiou, Sadhana Puntambekar. 686-694 [doi]
• A framework for eclectic analysis of collaborative interactionDaniel D. Suthers, Nathan Dwyer, Richard Medina, Ravi K. Vatrapu. 695-704 [doi]
• Conceptual representations enhance knowledge construction in asynchronous collaborationDaniel D. Suthers, Ravi K. Vatrapu, Richard Medina, Samuel R. H. Joseph, Nathan Dwyer. 705-714 [doi]
• Information sharing is incongruous with collaborative convergence: the case for interactionDaniel D. Suthers, Richard Medina, Ravi K. Vatrapu, Nathan Dwyer. 715-717 [doi]
• Using learning management systems to support students' collaborative learning in higher educationStephanie D. Teasley, Steven Lonn. 718-720 [doi]
• Tools for concurrent, embedded, and transformative assessment of knowledge building processes and progressChris Teplovs, Zoe Donoahue, Marlene Scardamalia, Donald Philip. 721-723 [doi]
• Boundary conditions for applying argumentative diagramsMarije van Amelsvoort, Seger Breugelmans. 724-726 [doi]
• Small-group face-to-face discussions in the classroom: a new direction of CSCL researchWouter van Diggelen, Maarten Overdijk. 727-736 [doi]
• The use of "knowledge types" as scripting tool to enhance critical thinking in online discussionsHilde van Keer, Tammy Schellens, Bram de Wever, Martin Valcke. 737-740 [doi]
• Effects of technology-based support for explanation construction on learners' discourse during design-based learning in scienceSwaroop Vattam, Christopher W. Kramer, Hyungsin Kim, Janet L. Kolodner. 741-750 [doi]
• The student becomes the master: integrating peer tutoring with cognitive tutoringErin Walker, Nikol Rummel, Bruce M. McLaren, Kenneth R. Koedinger. 751-753 [doi]
• Thinking hard together: the long and short of collaborative idea generation in scientific inquiryHao-Chuan Wang, Carolyn Penstein Rosé, Yue Cui, Chun-Yen Chang, Chun-Chieh Huang, Tsai-Yen Li. 754-763 [doi]
• Fading scripts in computer-supported collaborative learning: the role of distributed monitoringChristof Wecker, Frank Fischer. 764-772 [doi]
• Coordination dynamics in CSCL based chat logsMiriam Weinel, Peter Reimann. 773-775 [doi]
• Interdisciplinarity in the CSCL community: an empirical studyMartin Wessner, Andrea Kienle. 776-784 [doi]
• Designing collaborative mathematics activities for classroom device networksTobin White, Kevin Lai, Garrett Kenehan. 785-787 [doi]
• Online video repository and supportive community for beginning teachersGreg Wientjes, Jawed Karim. 788-790 [doi]
• Professional visions in the liminal worlds of graphsKen Wright. 791-794 [doi]
• Fostering students' participation in face-to-face interactions and deepening their understanding by integrating personal and shared spacesEtsuji Yamaguchi, Shigenori Inagaki, Masanori Sugimoto, Fusako Kusunoki, Akiko Deguchi, Yuichiro Takeuchi, Takao Seki, Sanae Tachibana, Tomokazu Yamamoto. 795-797 [doi]
• Understanding classroom culture through a theory of dialogism: what happens when cheating and collaboration collide?Sarita Yardi, Dan Perkel. 798-807 [doi]
• Exploring the potential of a handheld participatory simulation and social network application for revealing decision-making processes for information seeking amongst middle school studentsSusan A. Yoon. 808-810 [doi]
• The disembodied act: copresence and indexical symmetry in computer-mediated communicationAlan Zemel, Wes Shumar, Murat Perit Çakir. 811-813 [doi]
• Information as a social achievement: collaborative information behavior in CSCLNan Zhou, Alan Zemel, Gerry Stahl. 814-816 [doi]
• New authoring frameworks for integrating collaborative learning technologiesTuradg Aleahmad, James D. Slotta, Wouter R. van Joolingen. 818-819 [doi]
• The third metaphor of learningJerry Andriessen, Baruch Schwarz. 820-821 [doi]
• The use of CSCL design patterns as a vehicle for effective & efficient learning designs: linking patterns to authentic educational case studiesYiannis Dimitriadis, Symeon Retalis, Chris DiGiano. 822-823 [doi]
• Networked learning and CSCLChristopher Jones. 824-825 [doi]
• Wiki research: knowledge advancement and designAndreas Lund, Palmyre Pierroux, Ingvill Rasmussen, Ole Smørdal, Eli Blevis. 826 [doi]
• Introduction to computer supported collaborative learningNaomi Miyake. 827 [doi]
• An interactive session using a tool to support distributed conversations around digital videoRoy Pea, Shelley V. Goldman, Robb Lindgren, Joe Rosen. 828-829 [doi]
• Chat analysis in virtual math teamsGerry Stahl. 830 [doi]
• Towards the convergence of CSCL and inquiry learning: scripting collaborative inquiry learningKarsten Stegmann, Ingo Kollar, Jan M. Zottmann, Hannie Gijlers, Ton de Jong, Pierre Dillenbourg, James D. Slotta, Frank Fischer. 831-832 [doi]
• Languages and platforms for CSCL scriptsArmin Weinberger, Miky Ronen, Pierre Tchounikine, Andreas Harrer, Pierre Dillenbourg, Jörg M. Haake, Yael Kali, Frank Fischer, Dan Kohen-Vacs. 833-834 [doi]
• Computational metaphor extraction to encourage critical reflection and support epistemological pluralismEric Baumer. 836-838 [doi]
• How online small groups create and use mathematical objects to do collaborative problem solvingMurat Perit Çakir. 839-841 [doi]
• Knowledge mirroring: fostering computer-mediated collaboration and learningJessica Dehler. 842-844 [doi]
• The impact of collaboration on procedural and conceptual knowledge acquisition in algebra learningDejana Diziol. 845-847 [doi]
• Knowledge acquisition and opinion formation at science museums: the potential of a discussion terminal for collaborative elaboration on controversial issuesKristin Knipfer. 848-850 [doi]
• The effects of knowledge awareness on peer interaction and shared mental model in CSCLSukjin Kwon. 851-855 [doi]
• Trajectories of collaborative scientific conceptual change: a classroom study in a CSCL environmentLei Liu. 856-858 [doi]
• Goal-awareness and goal-adaptive information presentation to support collaborative learning in informal settingsEva Mayr. 859-861 [doi]
• Mapping the edublogosphere: implications for literacy and teacher professional developmentRebecca L. Payne. 862-864 [doi]
• Bridging: sustaining online, collaborative knowledge building over time and across collectivitiesJohann W. Sarmiento. 865-867 [doi]
• Network models of online communities of creatorsElisabeth Sylvan. 868-870 [doi]
• Toward authentic scientific practice: comparing the use of GIS in the classroom and laboratoryLori M. Takeuchi. 871-873 [doi]
• The effects of awareness of group members' rationale on collaborative learning activitiesLu Xiao. 874-876 [doi]