Table of Contents

• Calibrating bodies and cognition through interactive practice in a meaningful environmentCharles Goodwin. 5 [doi]
• Exploring neglected planes: social signals and class orchestrationPierre Dillenbourg. 6-7 [doi]
• Participatory learning in contextRosemary Luckin. 8 [doi]
• From Maratea to Rhodes: twenty years of CSCLClaire O'Malley. 11 [doi]
• Toward a technology community in the learning sciencesJames D. Slotta, Turadg Aleahmad. 12-14 [doi]
• Manifesting embodiment: designers' variations on a themeAlissa Nicole Antle, Chronis Kynigos, Leilah Lyons, Paul Marshall, Tom Moher, Maria Roussou. 15-17 [doi]
• Productive tensions in CSCL: should design be driven by theory, research or practice?Friedrich W. Hesse, Gerry Stahl. 21 [doi]
• Long-tail learning: a unique opportunity for CSCL?Allan Collins, Gerhard Fischer, Brigid Barron, Chen-Chung Liu, Hans Spada. 22-24 [doi]
• Repertoires of collaborative practiceBrigid Barron, Caitlin Kennedy Martin, Emma Mercier, Roy Pea, Daniel J. Steinbock, Sarah E. Walter, Leslie R. Herrenkohl, Véronique Mertl, Kersti Tyson. 25-27 [doi]
• A comparative analysis of understanding practices in the VMT environmentTimothy Koschmann, Gerry Stahl. 28-30 [doi]
• Socio-relational, affective and cognitive dimensions of CSCL interactions: integrating theoretical-methodological perspectivesMichael J. Baker, Jerry Andriessen. 31-33 [doi]
• Issues in scaffolding collaborative inquiry science learningStamatina Anastopoulou, Claire O'Malley. 34-36 [doi]
• The assistance dilemma in CSCLManu Kapur, Nikol Rummel. 37-39 [doi]
• Methods for triangulation and revealing interactionVanessa Svihla. 43-45 [doi]
• A tool for 21st century learning and assessmentVanessa Svihla, Rachel S. Phillips, Drue Gawel, Nancy Vye, Megan Brown, John D. Bransford. 46-48 [doi]
• Positioning theory as analytic tool for understanding intersubjective meaning-makingTrena Paulus, Heather Stewart, Anton Reece, Patti Long. 51-53 [doi]
• From outcast to expert: identities as a conceptual lens for studying learning through design across spacesDeborah A. Fields, Yasmin B. Kafai. 54-55 [doi]
• When to collaborate: individual and group exploration of a hypertext environment within an inquiry science classroomGarrett W. Smith, Sarah A. Sullivan, Sadhana Puntambekar. 56-58 [doi]
• Motivation and collaborative behavior: an exploratory analysisIris K. Howley, Sourish Chaudhuri, Rohit Kumar, Carolyn Penstein Rosé. 59-61 [doi]
• Impact of learning presence on learner interaction and outcome in web-based project learningMyung-hee Kang, Ji Yoon Jung, Mi Soon Park, Hyo-Jin Park. 62-64 [doi]
• Organized mischief: comparing shared and private displays on a collaborative learning taskNeema Moraveji, Robb Lindgren, Roy Pea. 65-67 [doi]
• Interplay of group dynamics and science talk in a design based classroomAnushree Bopardikar, Dana Gnesdilow, Sadhana Puntambekar. 68-70 [doi]
• What is seen on the screen? exploring collaborative interpretation, representational tools, and disciplined perception in medicineAndreas Gegenfurtner. 71-72 [doi]
• Learning support through scaffolding collaborative project workMatthias Korn, Michael Veith. 73-75 [doi]
• Scratch-Ed: an online community for scratch educatorsKaren Brennan. 76-78 [doi]
• Designing on-line communities to enhance teacher professional developmentCheryl Ann Madeira, James D. Slotta. 79-81 [doi]
• Can teachers' discussion lists be a tool for in-service collaborative learning? what reveals a three years analysis?Olivier Caviale, Eric Bruillard. 82-84 [doi]
• Advancing collaborative creativity in the context of Greek teachers' in-service training in environmental educationMaria Daskolia, Niki Lambropoulos, Panagiotis Kampylis. 85-87 [doi]
• WISETales: sharing personal stories as informal learning experience for women in science and engineeringZina Sahib, Julita Vassileva. 88-90 [doi]
• A new framework for smart classroom research: co-designing curriculum, research and technologyMike Tissenbaum, James D. Slotta. 91-93 [doi]
• Design of an online global learning community: international collaboration of grades 7-9 science studentsSteven Kerlin, Elizabeth Goehring, William Carlsen, James Larsen, Charles Fisher. 94-96 [doi]
• Designing environments for collaborative learning: facilitating the adoption of ICT in small and medium sized enterprises in Costa RicaHeilyn Camacho, Lone Dirckinck-Holmfeld. 97-99 [doi]
• eJournalPlus: development of a collaborative learning system for constructive and critical reading skillsToshio Mochizuki, Hiroki Oura, Tomomi Sato, Toshihisa Nishimori, Mio Tsubakimoto, Jun Nakahara, Yuhei Yamauchi, Johansson Kjell Henrik, Kenichiro Matsumoto, Shinichi Watanabe, Takashi Miyatani. 100-102 [doi]
• Using speech recognition technology in the classroom: an experiment in computer-supported collaborative learningAnthony Cocciolo. 103-105 [doi]
• Mobltz: a mobile multimedia tool for informal learningSarah Lewis, Roy Pea, Joe Rosen. 106-108 [doi]
• Collaborative augmented reality in schoolsLyn Pemberton, Marcus Winter. 109-111 [doi]
• iSocial: a 3D VLE for youth with autismJames M. Laffey, Matthew Schmidt, Janine Stichter, Carla Schmidt, Sean P. Goggins. 112-114 [doi]
• Fostering online collaborative learning using wikis: a pilot studyAndri Ioannou, Agni Stylianou-Georgiou. 115-117 [doi]
• Designing wikis for collaborative learning and knowledge-building in higher educationSwapna Kumar. 118-119 [doi]
• Designing with learners for game-based collaborative learning: an account of T-rex groupBeaumie Kim, Alexis Pang, Misong Kim, Jason Lee. 120-122 [doi]
• Bridging school and home: students' engagement with technology-rich activitiesBritte Haugan Cheng, Serena Villalba, Daniel L. Schwartz, Doris B. Chin, Patrik Lundh, Aasha Joshi. 123-125 [doi]
• CoPe_it!: argumentative collaboration towards learningManolis Tzagarakis, George Gkotsis, Markos Hatzitaskos, Nikos Karousos, Nikos I. Karacapilidis. 126-128 [doi]
• The 'talk factory' software: scaffolding students' argumentation around an interactive whiteboard in primary school scienceMarilena Petrou, Lucinda Kerawalla, Eileen Scanlon. 129-131 [doi]
• Software design principles for video research in the learning sciences and CSCL: two studies use the perspectivity framework & Orion™Ricki Goldman, Chaoyan Dong, Reneta Lansiquot. 132-134 [doi]
• Connecting online learners at a distance: the promise and challenge of using metaphors as reference pointsAlyssa Friend Wise, Poornima Padmanabhan, Thomas M. Duffy. 135-137 [doi]
• Explicit references in chat-based CSCL: do they facilitate global text processing? evidence from eye movement analysesMichael Oehl, Hans-Rüdiger Pfister. 138-140 [doi]
• Analyzing technology-enhanced knowledge practices in an engineering courseSatu Jalonen, Kari Kosonen, Minna Lakkala. 141-143 [doi]
• Context and scripts: supporting interactive work-integrated learningMario Aehnelt, Sybille Hambach, Petra Müsebeck, Marleen Musielak, Robert de Hoog, Jose Kooken, Stefanie N. Lindstaedt. 144-146 [doi]
• Supporting collaborative learning across social media applicationsVlad Posea, Stefan Trausan-Matu, Eelco Mossel, Paola Monachesi. 147-149 [doi]
• Design distributed scaffolding for modeling a complex systemYing-Shao Hsu, Hsin-Kai Wu, Fu-Kwun Hwang, Li-Fen Lin. 150-152 [doi]
• Scaffolding for computer supported writing to learn activities in vocational trainingMonica Gavota, Mireille Bétrancourt, Daniel Schneider, Urs Richle. 153-155 [doi]
• Fostering collaborators' ability to draw inferences from distributed information: a training experimentAnne Meier, Hans Spada. 156-158 [doi]
• Scaffolding teacher adaptation by making design intent explicitHsien-Ta Lin, Barry Fishman. 159-161 [doi]
• Automating the analysis of collaborative discourse: identifying idea clustersNobuko Fujita, Christopher Teplovs. 162-164 [doi]
• Determining curricular coverage of student contributions to an online discourse environment through the use of latent semantic analysis and term cloudsChristopher Teplovs, Nobuko Fujita. 165-167 [doi]
• Proposing "collaborative filtering" to foster collaboration in ScratchR communityGeorgios Fesakis, Angelique Dimitracopoulou. 168-170 [doi]
• Context-aware activity notification system: supporting CSCLJames M. Laffey, Ran-Young Hong, Krista Galyen, Sean P. Goggins, Christopher Amelung. 171-173 [doi]
• Share and explore discussion forum objects on the Calico websiteEmmanuel Giguet, Nadine Lucas, François-Marie Blondel, Eric Bruillard. 174-176 [doi]
• Improving CSCL indicators by sharing multimodal teaching and learning corporaChristophe Reffay, Marie-Laure Betbeder. 177-179 [doi]
• Alternative ways of monitoring collaborationEleni Voyiatzaki, Nikolaos M. Avouris. 180-182 [doi]
• Computer-assisted evaluation of CSCL chat conversationsTraian Rebedea, Stefan Trausan-Matu. 183-185 [doi]
• GRASP: the group learning assessment platformGahgene Gweon, Rohit Kumar, Carolyn Penstein Rosé. 186-188 [doi]
• An architecture for intelligent CSCL argumentation systemsFrank Loll, Niels Pinkwart, Oliver Scheuer, Bruce M. McLaren. 189-191 [doi]
• VMT-Basilica: an environment for rapid prototyping of collaborative learning environments with dynamic supportRohit Kumar, Sourish Chaudhuri, Iris K. Howley, Carolyn Penstein Rosé. 192-194 [doi]
• eXtremely simple scripting (XSS): a framework to speed up the development of computer-supported collaboration scriptsKarsten Stegmann, Sara Streng, Max Halbinger, Jonas Koch, Frank Fischer, Heinrich Hußmann. 195-197 [doi]
• Design and enactment of collaboration scripts: an integrative approach with graphical notations and learning platformsAndreas Harrer, Dan Kohen-Vacs, Benedikt Roth, Nils Malzahn, Ulrich Hoppe, Miky Ronen. 198-200 [doi]
• A design rational of an editor for pedagogical proceduresChristian Martel, Laurence Vignollet, Christine Ferraris, Emmanuelle Villiot-Leclercq. 201-203 [doi]
• Introduction to CSCL 2009 workshops, tutorials and seminarsGerry Stahl, Paul A. Kirschner. 207 [doi]
• Introduction to CSCLGerry Stahl. 211 [doi]
• Collecting and analyzing gaze data from collaborative interactionPatrick Jermann, Marc-Antoine Nüssli. 212 [doi]
• Multi-level analysisUlrike Cress. 213 [doi]
• Scratch: creating and sharing interactive mediaKaren Brennan, Andrés Monroy-Hernández, Mitchel Resnick. 217 [doi]
• Modeling, creating and enacting online collaborative scriptsMiky Ronen, Dan Kohen-Vacs, Andreas Harrer, Yael Kali. 218 [doi]
• Constructing graphical and hypertextual knowledge representations for learningJane Alexen Shuyska. 219 [doi]
• E-discussions moderation made easier with the Argunaut toolReuma De Groot. 220-221 [doi]
• Common objects for productive multivocality in analysisDan Suthers, Nancy Law, Kristine Lund, Carolyn Penstein Rosé, Chris Teplovs. 225-226 [doi]
• Interaction analysis and visualization for asynchronous communication: analysis methods, tools and research questionsEric Bruillard, Angelique Dimitracopoulou, Peter Reimann. 227 [doi]
• Intelligent and innovative support of collaborative learning activities (WIISCOLA)Jacqueline Bourdeau, Riichiro Mizoguchi, Seiji Isotani, Barbara Wasson, Weiqin Chen, Jelena Jovanovic. 228 [doi]
• Competitive challenge on adapting activities modeled by CSCL scriptsChristine Ferraris, Laurence Vignollet, Christian Martel, Andreas Harrer, Yannis A. Dimitriadis. 229-230 [doi]
• Scripted vs. free CS collaboration: alternatives and paths for adaptable and flexible CS scripted collaborationStavros N. Demetriadis, Yannis A. Dimitriadis, Frank Fischer. 231 [doi]
• CSCL argumentation systems: how do empirical results and emerging technologies inform system development?Niels Pinkwart, Frank Loll, Oliver Scheuer, Bruce M. McLaren. 232 [doi]
• Agile learning and collaboration: improvisational uses of group scribbles and other CSCL toolsJohn Brecht, Patricia K. Schank, Yannis A. Dimitriadis. 233 [doi]
• Post-doc & early-career workshopFrank Fischer, Jody S. Underwood, Baruch Schwarz. 237-241 [doi]
• CSCL 2009 doctoral consortium workshopChris Quintana, Pierre Tchounikine. 245-246 [doi]
• Supporting and fostering online communities with wikisHolger Dick. 247-248 [doi]
• Understanding identities across social spacesDeborah A. Fields. 249-251 [doi]
• Ontogenetic and sociogenetic perspectives on learning, technology, and medical image diagnosisAndreas Gegenfurtner. 252-254 [doi]
• Methods for analyzing teacher facilitation of collaborative learning in the science classroomKatherine D. Knight, Sadhana Puntambekar. 255-257 [doi]
• Intersubjective meaning making as representational practice in multimodal collaborative environmentsRichard Medina. 258-260 [doi]
• Transforming learning in science classrooms: a hybrid knowledge community approachHedieh Najafi. 261-263 [doi]
• The impact of computer supported written communication in a collaborative project based learning scenarioMichele Notari. 264-266 [doi]
• Impact of technological affordances on cognitive engagement in computer supported collaborative learning environmentsSuparna Sinha. 267-269 [doi]
• Designing technology enhanced learning contextsJoshua Underwood. 270-272 [doi]
• Fostering collaborative knowledge building through advancing students' personal epistemologyJohnny Yuen. 273-275 [doi]
• CSCL and the transformation of educationStella Vosniadou, Lone Dirckinck-Holmfeld. 279 [doi]