Table of Contents

• Open community authoring of worked example problemsTuradg Aleahmad, Vincent Aleven, Robert Kraut. 3-4 [doi]
• The organization and management of informal and formal learningKimberly Austin, Nichole Pinkard. 5-7 [doi]
• Representing history: on structuring history lessons as designFlávio S. Azevedo, Heather Batchelor. 8-9 [doi]
• The potential of computer-supported collaboration and knowledge awareness for supporting analogical problem solvingAntonia Baumeister, Tanja Engelmann, Friedrich W. Hesse. 10-11 [doi]
• The classroom as a complex adaptive system: an agent-based framework to investigate students' emergent collective behaviorsPaulo Blikstein, Dor Abrahamson, Uri Wilensky. 12-13 [doi]
• A microgenetic classroom study of learning to reason scientifically through modeling and argumentationClark A. Chinn, Richard A. Duschl, Ravit Golan Duncan, Luke A. Buckland, William J. Pluta. 14-15 [doi]
• Self-assessment and self-explanation for learning chemistry using dynamic molecular visualizationsJennifer L. Chiu, Marcia C. Linn. 16-17 [doi]
• Knowledge convergence in CMC: the impact of convergence-related external representationsJessica Dehler, Daniel Bodemer, Jürgen Buder. 18-19 [doi]
• Problem-solving in history: strategy games and schemaBen DeVane, Shree Durga. 20-22 [doi]
• Joint and individual knowledge elaboration in CSCLNing Ding. 23-24 [doi]
• A metacognitive strategy for training preservice teachers: collaborative diagnosis of conceptual understanding in scienceOsnat Eldar, Bat-Sheva Eylon, Miky Ronen. 25-26 [doi]
• Turn-taking and mode-switching in grounding text-based communication in the classroomJudith Guevarra Enriquez, Shaaron Ainsworth, Charles K. Crook, Claire O'Malley, Giulia Gelmini-Hornsby, Marie Buda. 27-28 [doi]
• Support in self-assessment in secondary vocational educationGreet Fastré, Marcel van der Klink, Jeroen J. G. van Merriënboer, Dominique Sluijsmans. 29-30 [doi]
• Culturally relevant mathematics: students' cultural engagement with statisticsDeborah A. Fields, Noel Enyedy. 31-32 [doi]
• Roles of parents in fostering technological fluencyKarin Forssell, Brigid Barron, Caitlin Kennedy Martin, Lori M. Takeuchi, Rachel Fithian. 33-34 [doi]
• Scaling technology-enhanced science curriculum: leadership development in a professional communityLibby Gerard, Jane Bowyer, Marcia C. Linn. 35-36 [doi]
• Online/onsite activity in elementary and secondary classrooms using advanced collaborative technologiesFernand Gervais, Eugène Bordage, Thérèse Laferrière. 37-38 [doi]
• Example from a framework for future learning environments: human factors and learner engagement in collaborative workspaces with tablet computingEric Hamilton, Andy Hurford. 39-40 [doi]
• How learners share and construct metacognition in social interaction?Tarja-Riitta Hurme, Sanna Järvelä, Kaarina Merenluoto, Pekka Salonen. 41-42 [doi]
• Teachers' beliefs about knowledge and learning: a Singapore perspectiveMichael J. Jacobson, Hyo-Jeong So, Timothy Teo, June Lee, Suneeta Pathak. 43-44 [doi]
• Designing an augmented reality game-based curriculumMing-Fong Jan, Jim Matthews, Christopher Holden, John Martin. 45-46 [doi]
• Effects of representational guidance during computer-supported collaborative learningJeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar. 47-48 [doi]
• "Current is the one that's mean": the development of engineering student trajectories of identificationAndrew Jocuns, Reed Stevens. 49-50 [doi]
• Analysis of tablet PC based learning experiences in engineering classesAditya Johri, Vinod K. Lohani. 51-53 [doi]
• A needs analysis for instructional support in LegSimMahesh Joshi, Yi-Chia Wang, John Wilkerson, Carolyn Penstein Rosé. 53-54 [doi]
• Self-directed learning in pre-vocational secondary education: an analysis of difficulties and success factors in workplace simulationsHelen Jossberger, Saskia Brand-Gruwel, Henny P. A. Boshuizen, Margje Van De Wiel. 55-56 [doi]
• Common ground can be efficiently achieved by capturing a screenshot in handheld-based learning activityKibum Kim, Deborah G. Tatar, Steve Harrison. 57-58 [doi]
• StarLogo TNG: science in student-programmed simulationsEric Klopfer, Hal Scheintaub. 59-60 [doi]
• The effects of expertise and an eye movement cue on self-generated self-assessment criteriaDanny Kostons, Tamara van Gog, Fred Paas. 61-62 [doi]
• Acquiring masteryBrian Krisler, Richard Alterman. 63-64 [doi]
• Student teachers' discursive voices of the meaning of digital case material for their professional learningKristina Kumpulainen, Auli Toom, Merja Saalasti, Mari Puroila. 65-66 [doi]
• Visitor movement as implicit human-computer interactions in museumsFusako Kusunoki, Shigenori Inagaki, Hiroshi Mizoguchi. 67-69 [doi]
• Two distinct ways of attending to the substance of students' ideasMatty Lau, Andrew Elby. 70-71 [doi]
• Do higher levels of arousal predict better learning? an investigation of learning and physiological responsesTiffany R. Lee, Joan M. Davis, Nancy Vye, John D. Bransford. 72-74 [doi]
• Undergraduate cognitive psychology students' evaluations of scientific arguments in a contrasting-essays assignmentJordan P. Lippman, Frances K. Amurao, James Pellegrino, Trina C. Kershaw. 75-76 [doi]
• A comparative discourse analysis of online and offline knowledge building activitiesHans G. Lossman, Hyo-Jeong So. 77-78 [doi]
• Challenges of and resources for reform-based science teacher learning: a case study of a preservice science teacherApril Luehmann, Liz Tinelli. 79-80 [doi]
• Media designs with scratch: what urban youth can learn about programming in a computer ClubhouseJohn Maloney, Mitchel Resnick, Natalie Rusk, Kylie A. Peppler, Yasmin B. Kafai. 81-82 [doi]
• Cross-cultural online collaboration: challenges and strategiesLarissa V. Malopinsky, Gihan Osman. 83-84 [doi]
• Understanding student comics: using comic books as a data collection tool to investigate learning on field tripsSandra Toro Martell. 85-86 [doi]
• An aesthetic for adaptations: going beyond knowledge and skills in explanations of adaptationsLee Martin. 87-88 [doi]
• Sick at South Shore Beach: a place-based augmented reality game as a framework for building evidence-based argumentsJames Mathews, Christopher Holden, Ming-Fong Jan, John Martin. 89-90 [doi]
• What kind of difficulties may teachers encounter, in the process of constituting a virtual learning community?Anastasios Matos, Vassileios Kollias. 91-92 [doi]
• Entertaining evolution: understanding science from animationsCamillia Matuk, David H. Uttal. 93-94 [doi]
• Why are online games so compelling and what can we learn from them to design better educational media?Susan Maunders, Hilda Borko. 95-97 [doi]
• Understanding professional vision in inquiry science teachingScott McDonald. 98-99 [doi]
• Bridging principles and examples through analogy and explanationTimothy J. Nokes, Kurt VanLehn. 100-102 [doi]
• Global text processing in CSCL with learning protocols: a coding scheme for eye movement analysesMichael Oehl, Hans-Rüdiger Pfister, Anja Gilge. 103-104 [doi]
• Questioning teacher goals in professional development: do goals really make a difference?Chandra Hawley Orrill, Sandra Geisler, Rachael Brown, Victor Brunaud-Vega. 105-106 [doi]
• Change in students' internal scripts for knowledge building: a challenge for capturing epistemic agencyJun Oshima, Ritsuko Oshima. 107-108 [doi]
• Identifying threshold concepts in learning nanoscience by using concept maps and students' responses to an open-ended interviewEun-Jung Park, Gregory Light, Thomas Mason. 109-110 [doi]
• Models of expertise in process-and content-dominated areas of bioengineeringAnthony J. Petrosino, Vanessa Svihla, Manu Kapur. 111-112 [doi]
• Digital youth network: fusing school and after-school contexts to develop youth's new media literaciesNichole Pinkard, Brigid Barron, Caitlin Martin. 113-114 [doi]
• Sociocognitive apprenticeship: mediating practices and identitiesJoseph L. Polman, Diane Miller. 115-116 [doi]
• Measuring mathematics discourse in technology-supported collaborative activitiesKen Rafanan, Jeremy Roschelle, Ruchi Bhanot, Torie Gorges, William R. Penuel. 117-118 [doi]
• Are worked examples and tutored problem solving synergistic forms of support?Ron Salden, Vincent Aleven, Rolf Schwonke, Alexander Renkl. 119-120 [doi]
• Game practices and educational design: applying an ethnographic analysis of game play to an educational design problemTom Satwicz. 121-122 [doi]
• On learning electricity with multi-agent based computational models (NIELS)Pratim Sengupta, Uri Wilensky. 123-124 [doi]
• SPACE: online tools for supporting formative instructionR. Benjamin Shapiro, Louis M. Gomez, Denise C. Nacu. 125-127 [doi]
• Cybertext redux: using interactive fiction to teach german vocabulary, reading, and cultureBrett E. Shelton, David Neville, Brian McInnis. 128-129 [doi]
• Shared inter-generational collaborative problem solving play spacesSinem Siyahhan, Sasha A. Barab, Michael P. Downton. 130-131 [doi]
• Matching model representations to task demandsBert Slof, Gijsbert Erkens, Paul A. Kirschner. 132-133 [doi]
• Mindful of process: scaffolds for collaboration discourse in design educationDaniel J. Steinbock. 134-135 [doi]
• Distributed cognition and interactions in the context of bioengineering designVanessa Svihla, Anthony J. Petrosino, Kenneth Diller. 136-137 [doi]
• The ZooLib tuplebase: an open-source, scalable database architecture for learning sciences researchChris Teplovs, Andrew Green, Marlene Scardamalia. 138-139 [doi]
• What is learned from computer modeling? modeling modeling knowledge in an experimental studySylvia P. Van Borkulo, Wouter R. van Joolingen, Elwin R. Savelsbergh. 140-142 [doi]
• The role of compression and refinement in visualization tools for crime analystsSusan W. van den Braak, Herre van Oostendorp, Gerard Vreeswijk, Henry Prakken. 143-144 [doi]
• From dialogic to trialogic learningJakko van der Pol. 145-146 [doi]
• Teacher strategies for fostering collaborative historical reasoning in whole-class discussionsJannet van Drie, Carla A. M. van Boxtel. 147-148 [doi]
• An exploratory study on promoting students' critical thinking by using weblogsQiyun Wang, Huay Lit Woo. 149-150 [doi]
• Perceptual supports for sensemaking: a case study using multi agent based computational learning environmentsMichelle Hoda Wilkerson, Pratim Sengupta, Uri Wilensky. 151-152 [doi]
• Conflicting discourses, conflicting valuesCaroline C. Williams. 153-154 [doi]
• Choosing integration methods when solving differential equationsMichael C. Wittmann, Katrina Black. 155-156 [doi]
• Collaborative inquiry in co-constructing ICT-mediated curricula for Chinese literacy in Singapore contextLung-Hsiang Wong, Ping Gao, Ching Sing Chai, Chee-Kuen Chin, Tze Min Chung. 157-158 [doi]
• Delegating agency among researcher, biostatistician and computer machinery: modeling in biostatisticsKenneth Wright. 159-160 [doi]
• Using drawings to support learning from dynamic visualizationsHelen Zhihui Zhang, Marcia C. Linn. 161-162 [doi]
• Beliefs about learning and learning strategies of Chinese English for international business (EIB) students in project-based learning instructionZhao Ke, Carol K. K. Chan. 163-164 [doi]
• Metacognition in understanding multimedia presentationsAlessandro Antonietti, Barbara Colombo, Wolfgang Schnotz, Roxana Moreno, Scott Marley, John Helak, Stephen M. Fiore, Haydee M. Cuevas, Sandro Scielzo. 166-173 [doi]
• On socio-cognitive processes that promote learning from peer collaboration and how immediate transfer tests cannot always detect their effectsChrista S. C. Asterhan, Baruch B. Schwarz, Christine Howe, Daniel L. Schwartz, Taylor Martin. 174-181 [doi]
• Inter-and intra-subjective planes of e-argumentation: motivation, self-perception, expectations, and actual interlocutory behaviorBaruch B. Schwarz, Christa S. C. Asterhan, Armin Weinberger, Karsten Stegmann, Frank Fischer, Astrid Wichmann, Andreas Harrer, Heinz Ulrich Hoppe. 182-189 [doi]
• Conceptual play spaces and the quest atlantis projectSasha A. Barab, Adam Ingram-Goble, Melissa Gresalfi, Anna Arici, Sinem Siyahhan, Tyler Dodge, Ken Hay. 190-197 [doi]
• Learning with simulations in medical education validity and design of learning settings in particular contextsAdelaide Blavier, Jan M. Zottmann, Frank Fischer, Annette Aboulafia, Lucile Vadcard, Vanda Luengo, Peter Dieckmann, Marcus Rall. 198-205 [doi]
• Mapping the learning pathways and processes associated with the development of expertise and learner identitiesLeah 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. 206-213 [doi]
• Seeing and supporting identity development in science educationHeidi Carlone, Melissa Cook, Jacqueline Wong, William A. Sandoval, Angela Calabrese Barton, Edna Tan, Nancy Brickhouse. 214-220 [doi]
• Improving the design and impact of interactive, dynamic visualizations for science learningMarcia 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. 221-228 [doi]
• ICT4D and the learning sciencesMichael A. Evans, Aditya Johri, George E. Glasson, Kursat Cagiltay, Joyojeet Pal, Piya Sorcar. 229-236 [doi]
• Learning and research in the web 2 era: opportunities for researchVanessa L. Peters, James D. Slotta, Andrea Forte, Amy Bruckman, Joey J. Lee, Matthew Gaydos, Christopher Hoadley, Jody Clarke. 237-244 [doi]
• Reflection in professional playDavid Hatfield, David Williamson Shaffer, Elizabeth Bagley, Aran Nulty, Padraig Nash. 245-252 [doi]
• New perspectives on learning through (game) designElisabeth 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. 253-257 [doi]
• Developing and applying design principles for knowledge creation practicesLiisa Ilomäki, Sami Paavola, Christoph Richter, Anders I. Mørch, Kari Kosonen, Minna Lakkala, Jerry Andriessen, Crina Damsa, Mirjam Pardijs, Patrick Sins, Klas Karlgren, Anders Dahlström, Sari Ponzer. 258-265 [doi]
• Complex systems and learning: empirical research, issues, and "seeing" scientific knowledge with new eyesMichael J. Jacobson, Hyo-Jeong So, June Lee, Uri Wilensky, Paulo Blikstein, Pratim Sengupta, Sharona T. Levy, Richard Noss. 266-273 [doi]
• Implementing what we know about learning in a middle-school curriculum for widespread dissemination: the project-based inquiry science (PBIS) storyJanet 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. 274-281 [doi]
• Analyzing collaborative contexts: professional musicians, corporate engineers, and communities in the himalayasVéronique Mertl, Timothy Kieran O'Mahony, Kersti Tyson, Leslie R. Herrenkohl, Sameer Honwad, Christopher Hoadley. 282-289 [doi]
• Laboratory learning: industry and university research as site for situated and distributed cognitionWendy Newstetter, Aditya Johri, Volker Wulf. 290-297 [doi]
• Supporting the use of multiple representations in multimedia learning environmentsMaria 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. 298-305 [doi]
• How to study learning processes? reflection on methods for fine-grain data analysisOrit Parnafes, David Hammer, Loucas Louca, Bruce Sherin, Victor Lee, Moshe Krakowski, Andrea A. diSessa, Daniel Edelson. 306-313 [doi]
• Using construct-centered design to align curriculum, instruction, and assessment development in emerging scienceShawn 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. 314-321 [doi]
• AR gone wild: two approaches to using augmented reality learning games in ZoosJudy Perry, Eric Klopfer, Marleigh Norton, Dan Sutch, Richard Sandford, Keri Facer. 322-329 [doi]
• Supporting and tracking collective cognition in wikisPalmyre Pierroux, Ingvill Rasmussen, Andreas Lund, Ole Smørdal, Gerry Stahl, Johann Ari Larusson, Richard Alterman. 330-331 [doi]
• New challenges in CSCL: towards adaptive script supportNikol 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. 338-345 [doi]
• Using contrasting cases to relate collaborative processes and outcomes in CSCLNikol 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. 346-353 [doi]
• Early years learning with digital technologies: the relationship between research and designRosamund Sutherland, Sarah Eagle, Claire O'Malley, Andrew Manches, Dan Sutch. 354-359 [doi]
• Cognitive convergence in collaborative learningStephanie D. Teasley, Frank Fischer, Armin Weinberger, Karsten Stegmann, Pierre Dillenbourg, Manu Kapur, Michelene Chi. 360-367 [doi]
• Playing to learn game design skills in a game contextJames Paul Gee, Elisabeth R. Hayes, Robert J. Torres, Ivan Alex Games, Kurt Squire, Katie Salen. 368-374 [doi]
• Analyzing and presenting interaction data: a teacher, student and researcher perspectiveWouter 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. 375-382 [doi]
• Virtually there: emerging designs for STEM teaching and learning in immersive online 3D microworldsSneha Veeragoudar Harrell, Dor Abrahamson, Leonel Morgado, Micaela Esteves, Martin Valcke, Hendrik Vansteenbrugge, Eric Rosenbaum, Sasha A. Barab. 383-391 [doi]
• Designing and assessing modeling and visualization technologies (MVT) enhanced learningBaohui Zhang, Michael J. Jacobson, Beaumie Kim, Feng Deng, Suneeta Pathak, Hans G. Lossman, Xiuqin Lin, Pratim Sengupta, Uri Wilensky, Kenneth E. Hay. 392-399 [doi]
• 'Is it mine, is it yours? it is ours.' shared epistemic agency in collaborative research activitiesCrina Damsa, Jerry Andriessen, Gijsbert Erkens, Paul A. Kirschner. 403-404 [doi]
• Building knowledge online: master students' use and evaluation of wiki and forumCarmen Lebherz, Ulf-Dietrich Reips, Klaus Jonas. 405-406 [doi]
• A computer supported learning environment to support pupils with cognitive disabilities and their teachersAndreas Lingnau, Peter Zentel. 407-408 [doi]
• Towards a methodology for building collaborative learning applicationsJacques Lonchamp. 409-410 [doi]
• Learning to evaluate scientific modelsWilliam J. Pluta, Luke A. Buckland, Clark A. Chinn, Ravit Golan Duncan, Richard A. Duschl. 411-412 [doi]
• Student elaborations and knowledge construction in asynchronous discussion groups in secondary educationTammy Schellens, Hilde van Keer, Bram de Wever, Martin Valcke. 413-415 [doi]
• Uncovering cognitive processes: cued retrospective reporting based on eye-movement recordsTamara van Gog, Saskia Brand-Gruwel, Ludo Van Meeuwen, Fred Paas. 416-417 [doi]
• Fostering information strategies through visualization of networksSusan A. Yoon. 418-419 [doi]
• The quest for usable knowledge: the delicate balance between research, design and changeIlya Zitter, Sanne Akkerman, Elly De Bruijn. 420-421 [doi]