Bücher der Reihe Computer-Supported Collaborative Learning Series

What are the barriers in computer-mediated communication for cooperative learning and work? Based on empirical research, the chapters of this book offer different perspectives on the nature and causes of such barriers for students and researchers in the field.

CSCL has in the past 15 years (and often in conjunction with Springer) grown into a thriving and active community. Yet, lacking is a comprehensive CSCL handbook that displays the range of research being done in this area. This handbook will provide an overview of the diverse aspects of the field, allowing newcomers to develop a sense of the entirety of CSCL research and for existing community members to become more deeply aware of work outside their direct area. The handbook will also serve as a ready reference for foundational concepts, methods, and approaches in the field. The chapters are written in such a way that each of them can be used in a stand-alone fashion while also serving as introductory readings in relevant study courses or in teacher education. While some CSCL-relevant topics are addressed in the International Handbook of the Learning Sciences and the International Handbook of Collaborative Learning, these books do not aim to present an integrated and comprehensive view of CSCL. The International Handbook of Computer- Supported Collaborative Learning  covers all relevant topics in CSCL, particularly recent developments in the field, such as the rise of computational approaches and learning analytics.

One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today's information-based networked society.

Mass collaboration on Internet platforms like Wikipedia and Scratch, along with wider movements like the maker space and citizen science, are poised to have profound impacts on learning and education.

Mass collaboration on Internet platforms like Wikipedia and Scratch, along with wider movements like the maker space and citizen science, are poised to have profound impacts on learning and education.

A Dutch policy scientist once said the information and knowledge in the twenty-first century has the shelf life of fresh fish, and learning in this age often means learning where and how to find something and how to relate it to a specific situation instead of knowing everything one needs to know.

Productive Multivocality in the Analysis of Group Interactions

Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between a learning community and its learning resources.

This book is an edited volume of case studies exploring the uptake and use of computer supported collaborative learning in work settings.

What are the barriers in computer-mediated communication for cooperative learning and work? Based on empirical research, the chapters of this book offer different perspectives on the nature and causes of such barriers for students and researchers in the field.

Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between a learning community and its learning resources.

A Dutch policy scientist once said the information and knowledge in the twenty-first century has the shelf life of fresh fish, and learning in this age often means learning where and how to find something and how to relate it to a specific situation instead of knowing everything one needs to know.

This book is an edited volume of case studies exploring the uptake and use of computer supported collaborative learning in work settings.

This book empowers people to go beyond themselves into new spheres of learning, thinking and creativity. Drawing on recent work in communications theory as well as psychology, computer science and philosophy, it reveals some key characteristics of learning dialogues.

Proceedings of the International Conference on Computer Support for Collaborative Learning 2003

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.

This book relates contemporary information and communication technologies (ICT) to their specific teaching and learning functions, including how ICT is appropriated for and by educational or learning communities.

Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers¿ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers¿ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor.The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overviewof the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors¿ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.

Theoretically, the term "script" appears to be rather ill-defined. This book clarifies the use of the term "script" in education. It approaches the term from at least three perspectives: cognitive psychology perspective, computer science perspective, and an educational perspective.

This book relates contemporary information and communication technologies (ICT) to their specific teaching and learning functions, including how ICT is appropriated for and by educational or learning communities.

Analyzing Interactions in CSCL: Methodology, Approaches, and Issues deepens the understanding of ways to document and analyze interactions in CSCL and informs the design of the next generation of CSCL tools.

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.

Proceedings of the International Conference on Computer Support for Collaborative Learning 2003

This book reports on a four-year project on collaborative learning, technology enhanced learning and cooperative work. It details strategies for and potential pitfalls in group work and takes an innovative approach to collaborative academic knowledge building.