This book focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn. The first to assemble the work of internationally renowned scholars, this book will be of interest to researchers in education, psychology, computer science, communication and linguistic studies

This contributed volume tells the story of the establishment of a cybersecurity awareness framework for organizations, and how it was piloted in two public sector municipal contexts. It presents a clear picture of cybersecurity issues in municipalities and proposes a socio-technical solution for creating cybersecurity awareness, how to build the solution and what the impact is on the municipal contexts. The 9 chapters for this book also provide information regarding the design, the deployment and the evaluation of the technology. This book builds on the success of the European Horizon 2020 research and innovation project CS-AWARE. The research proposes the first cybersecurity situational awareness solution for local public administrations based on an analysis of the context, provides automatic incident detection and visualization, and enables information exchange with relevant national and EU level authorities involved in legislation and network security. Cybersecurity is one of the most challenging security problems for commercial companies, NGOs, governmental institutions as well as individuals. Reaching beyond the technology focused boundaries of classical information technology (IT) security, cybersecurity includes organizational and behavioral aspects of IT systems and that needs to comply to legal and regulatory framework for cybersecurity. While large corporations might have the resources to follow those developments and bring their IT infrastructure and services in line with the requirements, the burden for smaller organizations like local public administrations will be substantial and the required resources might not be available. New and innovative solutions that would help local public administration to ease the burden of being in line with cybersecurity requirements are needed. This book targets researchers working in cybersecurity, computer scientists, social scientists and advanced level students studying computer science and other related disciplines. Cybersecurity professionals as well as professionals working in local government contexts, including policy makers, communication experts and system administrators will also benefit from this book.

In the twenty-first century, being able to collaborate effectively is important at all ages, in everyday life, education and work, within and across diverse cultural settings. People are increasingly linked by networks that are not only means for working and learning together, but are also ways of maintaining social and emotional support. Collaborating with others requires not only elaborating new ideas together, but also being able to manage interpersonal relations. In order to design and facilitate effective collaborative situations, the challenge is therefore to understand the interrelations between social, affective and cognitive dimensions of interactions in groups. Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of: the variety of social learning situations and experiences; social identities in group learning; emotion, motivation and knowledge elaboration; conflict, arguments and interpersonal tensions in group learning. Bringing together a broad range of contributions from internationally recognised researchers who are seeking to broaden, deepen and integrate the field of research on collaborative learning, this book is essential reading for all serious students of contemporary educational research and practice.

This contributed volume tells the story of the establishment of a cybersecurity awareness framework for organizations, and how it was piloted in two public sector municipal contexts. It presents a clear picture of cybersecurity issues in municipalities and proposes a socio-technical solution for creating cybersecurity awareness, how to build the solution and what the impact is on the municipal contexts. The 9 chapters for this book also provide information regarding the design, the deployment and the evaluation of the technology. This book builds on the success of the European Horizon 2020 research and innovation project CS-AWARE. The research proposes the first cybersecurity situational awareness solution for local public administrations  based on an analysis of the context, provides automatic incident detection and visualization, and enables information exchange with relevant national and EU level authorities involved in legislation and network security. Cybersecurity is one of the most challenging security problems for commercial companies, NGOs, governmental institutions as well as individuals. Reaching beyond the technology focused boundaries of classical information technology (IT) security, cybersecurity includes organizational and behavioral aspects of IT systems and that needs to comply to legal and regulatory framework for cybersecurity. While large corporations might have the resources to follow those developments and bring their IT infrastructure and services in line with the requirements, the burden for smaller organizations like local public administrations will be substantial and the required resources might not be available. New and innovative solutions that would help local public administration to ease the burden of being in line with cybersecurity requirements are needed. This book targets researchers working in cybersecurity, computer scientists, social scientists and advanced level students studying computer science and other related disciplines. Cybersecurity professionals as well as professionals working in local government contexts, including policy makers, communication experts and system administrators will also benefit from this book. 

In the twenty-first century, being able to collaborate effectively is important at all ages, in everyday life, education and work, within and across diverse cultural settings. People are increasingly linked by networks that are not only means for working and learning together, but are also ways of maintaining social and emotional support. Collaborating with others requires not only elaborating new ideas together, but also being able to manage interpersonal relations. In order to design and facilitate effective collaborative situations, the challenge is therefore to understand the interrelations between social, affective and cognitive dimensions of interactions in groups. Affective Learning Together contains in-depth theoretical reviews and case studies of group learning in a variety of educational situations and taught disciplines, from small groups working in the secondary school classroom, to teams of medical students and more informal working groups at university level. Contributors provide detailed analyses of the dynamics of interpersonal relations and affects, in relation with processes of meaning and knowledge elaboration, including discussion of: the variety of social learning situations and experiences; social identities in group learning; emotion, motivation and knowledge elaboration; conflict, arguments and interpersonal tensions in group learning. Bringing together a broad range of contributions from internationally recognised researchers who are seeking to broaden, deepen and integrate the field of research on collaborative learning, this book is essential reading for all serious students of contemporary educational research and practice.

Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn.

This book is the first that has assembled the work of internationally renowned scholars on argumentation-related CSCL research. All chapters present in-depth analyses of the processes by which the interactive confrontation of cognitions can lead to collaborative learning, on the basis of a wide variety of theoretical models, empirical data and Internet-based tools.

On Collaboration: Personal, Educational and Societal Arenas provides an elaborated analysis of what it means to collaborate, particularly in educational contexts. It thereby adopts a mixed-genre approach, following L. Vygotsky, who maintained that, for example, the works of Shakespeare and of Dostoyevsky had as much to teach us about the human psyche as laboratory studies and field observations. The authors draw on results of scientific research, particularly on collaborative learning and work, as well as on autobiographical narrative and analysis of works of art. In addition, they broaden the scientific perspective on collaboration from purely educational perspectives by including personal, artistic, and societal contexts. By exploiting benefits of different styles and genres (expository, narrative, fictional, argumentative) this text intends to lead readers towards further reflection on collaboration in their own lives, and towards deeper understanding of the complexity and misconceptions of collaboration, including its societal relevance.

On Collaboration: Personal, Educational and Societal Arenas provides an elaborated analysis of what it means to collaborate, particularly in educational contexts. It thereby adopts a mixed-genre approach, following L. Vygotsky, who maintained that, for example, the works of Shakespeare and of Dostoyevsky had as much to teach us about the human psyche as laboratory studies and field observations. The authors draw on results of scientific research, particularly on collaborative learning and work, as well as on autobiographical narrative and analysis of works of art. In addition, they broaden the scientific perspective on collaboration from purely educational perspectives by including personal, artistic, and societal contexts. By exploiting benefits of different styles and genres (expository, narrative, fictional, argumentative) this text intends to lead readers towards further reflection on collaboration in their own lives, and towards deeper understanding of the complexity and misconceptions of collaboration, including its societal relevance.