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"CSCL 2: Carrying Forward the Conversation" is a thorough and
up-to-date survey of recent developments in Computer Supported
Collaborative Learning, one of the fastest growing areas of
research in the learning sciences. A follow-up to "CSCL: Theory and
Practice of an Emerging Paradigm" (1996), this volume both
documents how the field has grown and fosters a meaningful
discussion of how the research program might be advanced in
substantive ways.
Recognizing the long-standing traditions of CSCL work in Europe
and Japan, the editors sought to broaden and expand the
conversation both geographically and topically. The 45
participating authors represent a range of disciplinary
backgrounds, including anthropology, communication studies,
computer science, education, psychology, and philosophy, and offer
international perspectives on the field. For each chapter, the goal
was not only to show how it connects to past and future work in
CSCL, but also how it contributes to the interests of other
research communities. Toward this end, the volume features a
"conversational structure" consisting of target chapters, invited
commentaries, and author responses. The commentaries on each
chapter were solicited from a diverse collection of writers,
including prominent scholars in anthropology of education, social
studies of science, CSCW, argumentation, activity theory, language
and social interaction, ecological psychology, and other
areas.
The volume is divided into three sections:
*Part I explores four case studies of technology transfer
involving CSILE, one of the most prominent CSCL projects.
*Part II focuses on empirical studies of learning in collaborative
settings.
*Part III describes novel CSCL technologies and the theories
underlying their design.
Historically, there has been a certain amount of controversy as to
what the second "C" in CSCL should represent. The conventional
meaning is "collaborative" but there are many C-words that can be
seen as relevant. With the publication of this volume,
"conversational" might be added to the list and, in this spirit,
the book might be viewed as an invitation to join a conversation in
progress and to carry it forward.
This is a book about an attempt to change the way math was
taught in a particular classroom. Its title plays on our everyday
usage of the terms theory and practice. In education, these terms
are conventionally treated oppositionally-we have theories about
what we should do and we have what teachers actually do do. In this
way, theory stands prior, logically and chronologically, to
practice; practice inevitably becoming theory's imperfect
realization. We seek in this volume, however, to develop a
different stance with regard to the relationship between the two.
Taking the details of instructional practice as our principle
object of study, we explore what role theories of learning might
play in illuminating such practices. The book is about actual
practices by which teaching is done and how contemporary theories
of learning might help us understand those practices. It seeks to
provide a foundation for future practice-based inquiry in
education, by addressing the methodological question: How do we go
about studying instructional practice in a principled way?
This is a book about an attempt to change the way math was taught
in a particular classroom. Its title plays on our everyday usage of
the terms theory and practice. In education, these terms are
conventionally treated oppositionally-we have theories about what
we should do and we have what teachers actually do do. In this way,
theory stands prior, logically and chronologically, to practice;
practice inevitably becoming theory's imperfect realization. We
seek in this volume, however, to develop a different stance with
regard to the relationship between the two. Taking the details of
instructional practice as our principle object of study, we explore
what role theories of learning might play in illuminating such
practices. The book is about actual practices by which teaching is
done and how contemporary theories of learning might help us
understand those practices. It seeks to provide a foundation for
future practice-based inquiry in education, by addressing the
methodological question: How do we go about studying instructional
practice in a principled way?
This special issue focuses on the difficult problem of how
observers and researchers can make sense of how collaborating
participants develop a shared understanding both of their task and
their own participation in it. Or stated in another way, how can we
derive meaning from their emergent and situated meaning making?
Meaning making has been studied under a variety of names, and can
be conceptualized on different levels of abstraction and from a
variety of perspectives. The goal is to attempt to tease apart some
of these views, while at the same time seeking means to bring them
together in order to provide a more fully elaborated picture. This
issue comes with a CD-ROM containing the brief video segment which
all authors analyzed in the preparation of their contributions.
This book, about a newly emerging area of research in instructional
technology, has as its title the acronym "CSCL." Initially, CSCL
was chosen as an acronym for Computer-Supported Collaborative
Learning. However, some would argue that "collaborative" is often
not a descriptive term for what learners do in instructional
settings; further, as the field develops, the technology used to
support collaboration may not always involve computers, at least
not in the direct ways they have been used to support instruction
in the past. To avoid getting bogged down in this terminological
debate, this book uses CSCL as a designation in its own right,
leaving open to interpretation precisely what words it stands for.
The authors talk a great deal about the theory underlying their
work. In part, this is because that is what they were asked to do,
but it is also an indication of the state of the field. In an
established paradigm in which the theories and methods are well
agreed upon, such discussion is less central. CSCL, however, has
not yet reached the stage of "normal" science. There is much to be
worked out yet. This book is offered with the hope that it will
help to define a direction for future work in this field.
The chapters appear in alphabetical order (except for the
introductory chapter and the afterword) -- not for lack of a better
way to organize the chapters, but rather because the organizational
possibilities are too numerous and this order does not privilege
one over another. By not imposing a topical organizing structure on
this collection, it is hoped that readers will feel freer to
explore the chapters in a way that best suits their needs.
COPY FOR BIND-CARD CD-ROM info .................................
There is an accompanying CD-Rom for this proceedings that will
become available September 1998. Purchasers of the proceedings may
obtain a copy of this CD-ROM at no cost by contacting Lawrence
Erlbaum Associates, Inc. phone: (201) 236-9500 toll-free:
1-800-9-BOOKS-9 (1-800-926-6579) 9am-5pm EST fax: (201) 236-0072
e-mail: [email protected] Web site: www.erlbaum.com address: 10
Industrial Avenue, Mahwah, NJ 07430-2262
The CD-ROM was funded through a grant from the National Science
Foundation.
This book, about a newly emerging area of research in instructional
technology, has as its title the acronym "CSCL." Initially, CSCL
was chosen as an acronym for Computer-Supported Collaborative
Learning. However, some would argue that "collaborative" is often
not a descriptive term for what learners do in instructional
settings; further, as the field develops, the technology used to
support collaboration may not always involve computers, at least
not in the direct ways they have been used to support instruction
in the past. To avoid getting bogged down in this terminological
debate, this book uses CSCL as a designation in its own right,
leaving open to interpretation precisely what words it stands for.
The authors talk a great deal about the theory underlying their
work. In part, this is because that is what they were asked to do,
but it is also an indication of the state of the field. In an
established paradigm in which the theories and methods are well
agreed upon, such discussion is less central. CSCL, however, has
not yet reached the stage of "normal" science. There is much to be
worked out yet. This book is offered with the hope that it will
help to define a direction for future work in this field.
The chapters appear in alphabetical order (except for the
introductory chapter and the afterword) -- not for lack of a better
way to organize the chapters, but rather because the organizational
possibilities are too numerous and this order does not privilege
one over another. By not imposing a topical organizing structure on
this collection, it is hoped that readers will feel freer to
explore the chapters in a way that best suits their needs.
COPY FOR BIND-CARD CD-ROM info .................................
There is an accompanying CD-Rom for this proceedings that will
become available September 1998. Purchasers of the proceedings may
obtain a copy of this CD-ROM at no cost by contacting Lawrence
Erlbaum Associates, Inc. phone: (201) 236-9500 toll-free:
1-800-9-BOOKS-9 (1-800-926-6579) 9am-5pm EST fax: (201) 236-0072
e-mail: [email protected] Web site: www.erlbaum.com address: 10
Industrial Avenue, Mahwah, NJ 07430-2262
The CD-ROM was funded through a grant from the National Science
Foundation.
The Computer Supported Collaborative Learning (CSCL) conference has
become an internationally-recognized forum for the exchange of
research findings related to learning in the context of
collaborative activity and the exploration of how such learning
might be augmented through technology. This text is the proceedings
from CSCL 2005 held in Taipei, Taiwan. This conference marked the
10th anniversary of the first CSCL Conference held at Indiana
University in 1995. Subsequent meetings have been held at the
University of Toronto, Stanford University, University of
Maastricht (Netherlands), University of Colorado at Boulder, and
the University of Bergen (Norway).
Just as the first CSCL conference was instrumental in shaping the
trajectory of the field in its first decade, the conference in
Taipei will play an important role in consolidating an increasingly
international and interdisciplinary community and defining the
direction of the field for the next 10 years. This volume, and the
papers from whichit is comprised, will be an important resource for
those active in this area of research and for others interested in
fostering learning in settings of collaboration.
"CSCL 2: Carrying Forward the Conversation" is a thorough and
up-to-date survey of recent developments in Computer Supported
Collaborative Learning, one of the fastest growing areas of
research in the learning sciences. A follow-up to "CSCL: Theory and
Practice of an Emerging Paradigm" (1996), this volume both
documents how the field has grown and fosters a meaningful
discussion of how the research program might be advanced in
substantive ways.
Recognizing the long-standing traditions of CSCL work in Europe
and Japan, the editors sought to broaden and expand the
conversation both geographically and topically. The 45
participating authors represent a range of disciplinary
backgrounds, including anthropology, communication studies,
computer science, education, psychology, and philosophy, and offer
international perspectives on the field. For each chapter, the goal
was not only to show how it connects to past and future work in
CSCL, but also how it contributes to the interests of other
research communities. Toward this end, the volume features a
"conversational structure" consisting of target chapters, invited
commentaries, and author responses. The commentaries on each
chapter were solicited from a diverse collection of writers,
including prominent scholars in anthropology of education, social
studies of science, CSCW, argumentation, activity theory, language
and social interaction, ecological psychology, and other
areas.
The volume is divided into three sections:
*Part I explores four case studies of technology transfer
involving CSILE, one of the most prominent CSCL projects.
*Part II focuses on empirical studies of learning in collaborative
settings.
*Part III describes novel CSCL technologies and the theories
underlying their design.
Historically, there has been a certain amount of controversy as to
what the second "C" in CSCL should represent. The conventional
meaning is "collaborative" but there are many C-words that can be
seen as relevant. With the publication of this volume,
"conversational" might be added to the list and, in this spirit,
the book might be viewed as an invitation to join a conversation in
progress and to carry it forward.
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