The proceedings contain 95 papers. The topics discussed include: agency at scale: embedding interpersonal interaction and collaboration in an online professional development platform;distant collaboration at universit...
ISBN:
(纸本)9781737330684
The proceedings contain 95 papers. The topics discussed include: agency at scale: embedding interpersonal interaction and collaboration in an online professional development platform;distant collaboration at university: anticipatory and reactive emotion regulation of argumentation-based learning;using process mining to analyze tasks involvement and collaboration in a student generated questions activity;a group awareness tool for self-assessment and visualization of participation: its effect on the regulation of unequal participation;youth embodied communication and collaboration in making;how do students deliberate for socially shared regulation in collaborativelearning? a process-oriented approach;beyond the cognitive dimension: emotion patterns in productive and improvable knowledge building discourse;joint visual attention predicts learning in 1-on-1 remote teaching: a dual eye-tracking study;a multi-method approach to capture quality of collaborative group engagement;and the role of social interactions and cognition in digital spaces.
The proceedings contain 128 papers. The topics discussed include: what matters most for learning from online videos, seeing the instructor’s face or gaze? impact on instructor-student synchrony;peer assessment for kn...
ISBN:
(纸本)9781737330646
The proceedings contain 128 papers. The topics discussed include: what matters most for learning from online videos, seeing the instructor’s face or gaze? impact on instructor-student synchrony;peer assessment for knowledge improvement: do the type and the affective nature matter?;connectivity for knowledge building: a framework of socio-semantic network motif analysis;the impact of device orientation on small group collaboration during whole class game-based simulations;end-user programming on large online knowledge sharing platforms as collective epistemic resource producing activity;using social media to extend online professional development: investigating teachers’ fulfillment of personal interest and self-efficacy on WhatsApp;exploring pedagogical strategies for promoting student epistemic agency through the transfer of cognitive authority in an online science class;developing undergraduates’ collective epistemic agency through reflective assessment;and ecological approach to technology integration: a comparative analysis of technology in collaborativelearning environment.
The proceedings contain 128 papers. The topics discussed include: what matters most for learning from online videos, seeing the instructor’s face or gaze? impact on instructor-student synchrony;peer assessment for kn...
ISBN:
(纸本)9781737330646
The proceedings contain 128 papers. The topics discussed include: what matters most for learning from online videos, seeing the instructor’s face or gaze? impact on instructor-student synchrony;peer assessment for knowledge improvement: do the type and the affective nature matter?;connectivity for knowledge building: a framework of socio-semantic network motif analysis;the impact of device orientation on small group collaboration during whole class game-based simulations;end-user programming on large online knowledge sharing platforms as collective epistemic resource producing activity;using social media to extend online professional development: investigating teachers’ fulfillment of personal interest and self-efficacy on WhatsApp;exploring pedagogical strategies for promoting student epistemic agency through the transfer of cognitive authority in an online science class;and developing undergraduates’ collective epistemic agency through reflective assessment.
The proceedings contain 70 papers. The topics discussed include: impact of learners’ video interactions on learning success and cognitive load;automating characterization of peer review comments in chemistry courses;...
ISBN:
(纸本)9781737330622
The proceedings contain 70 papers. The topics discussed include: impact of learners’ video interactions on learning success and cognitive load;automating characterization of peer review comments in chemistry courses;problematic interaction patterns during online-collaboration. a library and a survey;using Minecraft to reconstruct and roleplay local history: intersubjectivity, temporality, and tension;analyzing teacher learning in online networks: an outline for methodological decision-making;my partner was a good partner: investigating the relationship between dialogue acts and satisfaction among middle school computer science learners;teacher support of emergent shared regulation for dynamic collaborative inquiry;designing for equitable participation in collaborative game-based learning environments;how real-time shared gaze visualizations can benefit peer teaching: a qualitative study;and challenging joint visual attention as a proxy for collaborative performance.
The proceedings contain 247 papers. The special focus in this conference is on A Wide Lens: Combining Embodied, Enactive, Extended and Embedded learning in collaborative Settings. The topics include: Moving between ex...
ISBN:
(纸本)9781732467248
The proceedings contain 247 papers. The special focus in this conference is on A Wide Lens: Combining Embodied, Enactive, Extended and Embedded learning in collaborative Settings. The topics include: Moving between experience, data and explanation: The role of participatory gis maps in elementary science sensemaking;young interpreters: The situated as supportive;collaboration script appropriation in a science class;understanding the connections of collaborative problem solving skills in a simulation-based task through network analysis;video annotation for content-focused coaching;negotiating uncertainty to develop a joint deepening focus in knowledge building discourse;foundations of community in an online, asynchronous professional development website;exploring teaching and course assistants’ interventions with groups during collaborative problem-solving;students’ funds of knowledge and knowledge creation during stem learning in a computer-supported makerspace;children’s interactive strategies around digital technology in a collaborativelearning environment;examining the educative value of person-to-person knowledge sharing on social media: The case of youtube as a site of cscl?;designing epistemic scaffolding in cscl;collaborative remembering, temporal cement of collaborativelearning: An exploration;embedding computational thinking in the elementary classroom: An extended collaborative teacher learning experience;an initial look at the developing culture of online global meet-ups in establishing a collaborative, stem media-making community;application of the ibe-unesco global competences framework in assessing stem-focused, global collaborativelearning within a digital makerspace environment;scigirls code: Computational participation and computer science with middle school girls;reflective assessment for idea improvement through collective concept mapping;mapping individual to group level collaboration indicators using speech data.
The proceedings contain 247 papers. The special focus in this conference is on A Wide Lens: Combining Embodied, Enactive, Extended and Embedded learning in collaborative Settings. The topics include: Expansively frami...
ISBN:
(纸本)9781732467231
The proceedings contain 247 papers. The special focus in this conference is on A Wide Lens: Combining Embodied, Enactive, Extended and Embedded learning in collaborative Settings. The topics include: Expansively framing social annotations for generative collaborativelearning in online courses;unpacking collaborativelearning processes during hands-on activities using mobile eye-trackers;the lifespan and impact of students’ ideas shared during classroom science inquiry;collective knowledge advancement through shared epistemic agency: Socio-semantic network analyses;families and media multi-tasking: Reorganizing collaborativelearning at home;designing representations in deeply disciplinary educational games;the knowledge building network pilot project: An exploration of emergent designs to enhance collective teacher efficacy;comparing the effectiveness of supports for collaborative dialogic sense-making with agent-based models;using voice assistant skills in family life;measuring the computational in computational participation: Debugging interactive stories in middle school computer science;does order matter? Investigating sequential and cotemporal models of collaboration;teacher monitoring routines: Understanding pedagogical judgments during students’ collaborativelearning;impacts of augmented reality on collaborative physics learning, leadership, and knowledge imbalance;finding common ground: A method for measuring recent temporal context in analyses of complex, collaborative thinking;idea thread mapper: Designs for sustaining student-driven knowledge building across classrooms;location, location, location: The effects of place in place-based simulations;the role of funds of knowledge in online search and brokering;collaboration on a massive scale-conceptual implications of the crowd;adaptive support for collaboration on tabletop computers;integrative visualization: Exploring data collected in collaborativelearning contexts;collaborative talk across two pair-pr
The proceedings contain 229 papers. The special focus in this conference is on Making a Difference: Prioritizing Equity and Access in CSCL. The topics include: collaborativelearning on multi-touch interfaces: Scaffol...
ISBN:
(纸本)9780990355007
The proceedings contain 229 papers. The special focus in this conference is on Making a Difference: Prioritizing Equity and Access in CSCL. The topics include: collaborativelearning on multi-touch interfaces: Scaffolding elementary school students;behavioral and relationship patterns in an online collaborative reading activity;contrasting explicit and implicit scaffolding for transactive exchange in team oriented project based learning;making engagement visible: The use of Mondrian transcripts in a museum;examining the flow of ideas during critique activities in a design project;secondary school peer-to-peer knowledge sharing through social network technologies;collective knowledge advancement and conceptual understanding of complex scientific concepts in the jigsaw instruction;technology-mediated teacher noticing: A goal for classroom practice, tool design, and professional development;girls’ interest in computing: Types and persistence;educational technology support for collaborativelearning withmultiple visual representations in chemistry;whose culture is it? Modeling the designs of authentic learning environments and the cultures they mediate;learning alone or together? A combination can be best!;predicting success in massive open online courses (Moocs) using cohesion network analysis;anchored annotations to support collaborative knowledge construction;collaborative game design: A bounded case study of undergraduate students in a capstone course;which visualization guides learners best? Impact of available partner-and content-related information on collaborativelearning;articulating uncertainty attribution as part of critical epistemic practice of scientific argumentation;creating socially relevant mobile apps: Infusing computing into middle school curricula in two school districts;exploring a text-mining approach as rapid prototyping tool for formative assessments in inquiry-based online learning;preface.
The proceedings contain 229 papers. The special focus in this conference is on Making a Difference: Prioritizing Equity and Access in CSCL. The topics include: Exploring student engagement in an augmented reality game...
ISBN:
(纸本)9780990355021
The proceedings contain 229 papers. The special focus in this conference is on Making a Difference: Prioritizing Equity and Access in CSCL. The topics include: Exploring student engagement in an augmented reality game;maker portfolios as learning and community-building tools inside and outside makerspaces;videoconferencing in peer review: Exploring differences in efficiency and outcomes;Self-organizing collaborations as blueprints for CSCL design;CSCL and vocational education: A bond worthy of investigation?;newcomer integration strategies in blogger online knowledge building communities: A dialog analysis;designing spaces for collaboration in practice-based learning;reflections on pair E-Crafting: High school students’ approaches to collaboration in electronic textiles projects;Embracing learners with visual impairments in CSCL;appropriating a climate science discourse about uncertainty in online lessons;engaging everyday science knowledge to help make sense of data;productive knowledge building discourse through student-generated questions;building arguments together or alone? Using learning analytics to study the collaborative construction of argument diagrams;effects of perspective-taking through tangible puppetry in microteaching role-play;integrating social problem solving with programming to enhance science agency through creation of mobile apps in middle school;symbiotic learning partnerships in youth action sports;showing and telling: Response dynamics in an online community of makers;instant sharing makes task more engaging in computer aided classroom;the digital use divide and knowledge building;preparing pre-service early childhood teachers to teach mathematics with robots;collaborating with stakeholders in stem studios;challenges in implementing small group collaboration in large online courses;transgressing ideologies of collaborativelearning and working spaces.
The proceedings contain 235 papers. The special focus in this conference is on Exploring the Material Conditions of learning. The topics include: learning with friends: Exploring socially motivated participation in a ...
ISBN:
(纸本)9780990355076
The proceedings contain 235 papers. The special focus in this conference is on Exploring the Material Conditions of learning. The topics include: learning with friends: Exploring socially motivated participation in a MOOC;it is not (Only) personal: Technology enhanced collaborative reflection processes;it’s my turn: Using rotating leadership to visualize collective cognitive responsibility in a knowledge building community;retrospective tagging in online discussions as a method for collaborative reflection and learning;exploring constructive learning activity in online programming discussion forums;youth posting behavior and metacognitive acts: Using social network forums to enhance metacognition in a design based science-learning environment;young adults' use of semiotics in science news infographics;orchestrating visualization tools for supporting collaborative problem solving in the classroom: A case study;collaborativelearning in online and offline makerspaces;enhancing teacher education students’ collaborative problem-solving and shared regulation of learning;thinking within and between levels: Exploring reasoning with multi-level linked models;young children reading ipad app books together: Reading approaches, meaning making, and changes over time;exploring the effect of technology-supportedcollaborative writing on individual learning of the italian language;measuring group progress through a complex computer-supported design task: Identifying the effects of scaffolds on learners’ activity;implementing a digital learning environment in the middle school: Lessons learned from the pilot study;the emergence of norms in a technology-enhanced learning community;interactive visible light communications: Using human-light interaction in learning contexts;visualising socio-material practices in knowledge creation;Trust, technology affordances and feedback in peer assessment frameworks in MOOCs.
The proceedings contain 235 papers. The special focus in this conference is on Exploring the Material Conditions of learning. The topics include: Beyond pedagogical challenges: Addressing the social aspects around the...
ISBN:
(纸本)9780990355069
The proceedings contain 235 papers. The special focus in this conference is on Exploring the Material Conditions of learning. The topics include: Beyond pedagogical challenges: Addressing the social aspects around the use of digital resources in university education;Constructing knowledge: A community of practice framework for evaluation in the VMT project;comparing the benefits of a tangible user interface and contrasting cases as a preparation for future learning;Impacts on student understanding of scientific practices and crosscutting themes through an NGSS–designed computer-supported curriculum and instruction project;examining the real and perceived impacts of a public idea repository on literacy and science inquiry;3D tangibles facilitate joint visual attention in dyads;fostering sustained knowledge building through metadiscourse aided by the idea thread mapper;learning about collaborative design for learning in a multi-surface design studio;Research trends on design and computational aspects of CSCL environments;using differences to make a difference: A study on heterogeneity of learning groups;assessment and collaborative inquiry: A review of assessment-based interventions in technology-enhanced K-14 education;the role of time, engagement, and self-perceived leadership on peer-nominated emergent leadership in small group online collaborativelearning;Epistemography and professional CSCL environment design;the burden of facilitating collaboration: Towards estimation of teacher orchestration load using eye-tracking measures;mixing in-class and online learning: Content meta-analysis of outcomes for hybrid, blended, and flipped courses;dragging as a referential resource for mathematical meaning making in a collaborative dynamic-geometry environment;investigating collaborative reflection with peers in an online learning environment;grappling with the not-yet-known.
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