Foreword
References
Introducing Theoretical Investigations
Introducing Part I
Introducing Part II
Introducing Part III
References
Contents
List of Figures
List of Tables
Part I: Overview
Investigation 1. Advancing a CSCL Vision
Defining a CSCL Vision
Extending the CSCL Vision
Conceptualizing the CSCL Vision
Analyzing the CSCL Vision
Delivering the CSCL Vision
Propagating the CSCL Vision
References
Investigation 2. A Theory of Group Cognition in CSCL
A Theory of Extended Cognition
Theoretical Investigations of Group Cognition
Conceptualizing the Intersubjective Group
Cooperative Action
The Conditions of the Possibility of Intersubjectivity
Intersubjective Learning to Learn
Intersubjective Engagement
Intersubjective Metadiscourse
Ethnomethodologically Informed
The Historical Traditions of CSCL Research
The Theoretical Framing of CSCL Research
The Ubiquity of Methods
Group Practices
Artifacts and Collective Minds
Traversing Planes of Learning
Planes of Learning in CSCL
The Theory of Interconnected Planes
Resources Across Levels in CSCL
Resources for Collaboration and for Mathematics
Scientific Representations Across Levels
Referential Resources for a Math Problem
Roles as Interactional Resources for Community Meaning-Making
Annotations as Resources for Individual Learning
The CSCL Agenda on Levels of Analysis
References
Part II: A Vision of CSCL
Investigation 3. A Relational, Indirect, Meso-level Approach to CSCL Design in the Next Decade
Introduction
Background
Technology, Affordances, Institutions, and Infrastructure
Affordance
Institutions
Infrastructure
Conditions for Productive Learning: Networks, Places, and Ethics
Networks and Networked Learning
Space and Place in Networked Environments
Ethical Issues in CSCL
A Relational Approach and Indirect Design
Future Perspectives for CSCL
References
Investigation 4. Technology Affordances for Intersubjective Meaning Making: A Research Agenda for CSCL
Introduction
CL: Learning and Meaning Making
Epistemologies for Collaborative Learning
The Case for Studying Intersubjective Learning
Learning as a Scientific Concept
Intersubjective Meaning Making
Clarifications and Implications
CS: Computer “Support” or Mediation
Technology as Interaction Medium
Technology as Constraint and Guide
Technology Affordances for Intersubjective Meaning Making
(Im)mutable Mobiles
Negotiation Potentials
Referential Resource
Integration
Trajectories of Participation
Adaptiveness
Reflector of Subjectivity
Methodological Considerations
Methodological Diversity and Synthesis
Unit of Study
Eclectic Analysis of Uptake
Conclusions
References
Investigation 5. Recalibrating Reference Within a Dual-Space Interaction Environment
Introduction
Virtual Math Teams
The Calibration of Reference as Problem-Solving in VMT
Specifying the Sense of Objects and Texts as a Sequential Achievement
Recalibration of Reference as Discovering Work in VMT
Appendices
Appendix 1 (Log 5.1)
Appendix 2 (Log 5.2)
References
Investigation 6. How to Bring a Technical Artifact into Use: A Micro-developmental Perspective
Introduction
Goal and Relevance of This Study
Theoretical Perspectives
From Artifact to Artifact-in-Use
Instrumental Genesis
Classroom Practice and Situational Resources
Plan
Methods
Educational Context
Participants and Course
The Planning Problem
Methodological Approach
Data
Analytic Approach
Analyses
Part 1: Making a Plan for the Flower Project
Log 6.1. Interview
Part 2: Bringing the Shared Workspace into Use
“Oh, You Do It Like That…” (Episode 1)
(Episode 2)
“What’s That a Part of?” (Episode 3)
“But, We Are Now, Eh...Per Part...” (Episode 4)
“We’ll Just Do Planning for a Day” (Episode 5)
Micro-development of Activity
Discussion
Resistance and Accommodation
Conclusion
Appendices
Appendix 1: “The Kitchen Project” Syllabus (Fragment)
Appendix 2: Plan for the “Flower Project” by Lucas and Oscar
Appendix 3: Excerpts from the Protocol (L = Lucas, O = Oscar)
Episode 1
Episode 2
Episode 3
Episode 4
Episode 5
References
Investigation 7. Instrumental Genesis in Technology-Mediated Learning: From Double Stimulation to Expansive Knowledge Practices
Introduction
Epistemic Mediation and Technology-Mediated Collaborative Learning
Double Stimulation and Instrumental Genesis: The Microgenesis of a Cultural-Cognitive Operating System
The Space-Time of Technology-Mediated Learning Practices
Collaborative Emergence of Innovative Knowledge Practices
Discussion
References
Investigation 8. Thinking as Communicating: Human Development, the Growth of Discourses and Mathematizing
Understanding Math Objects
Routines of Math Discourse
Situating Math Discourse
Continuing the Discourse
References
Investigation 9. Tracing the Change in Discourse in a Collaborative Dynamic-Geometry Environment: From Visual to More Mathematical
Introduction
Constructing Dependencies with Dynamic Geometry
Theoretical Framework
Method
The Context and Participants
Data Collection and Analysis
Analysis
Episode 1: Constructing the Perpendicular Bisector (3:32:15–3:40:20)
Episode 2: Drawing a Perpendicular-Looking Line (3:40:27–3:55:30)
Episode 3: Drawing the Perpendicular Using the PBC as Straightedge (3:55:55–3:58:26)
Episode 4: Use of Circles with No Dependencies (3:58:27–3:59:52)
Episode 5: Constructing Dependencies (3:59:53–4:14:15)
Episode 6: Discussing Why the Construction Worked (4:14:29–4:16:17)
Discussion
References
Investigation 10. Time Is Precious: Variable- and Event-Centered Approaches to Process Analysis in CSCL Research
Time (and Order) Matters
The Unit of Analysis: Variables Versus Events
Variable-Based Account
Event-Based Account
Causation and Generalization in the Event-Centered Approach
Causation: Covering Laws Versus Narrative Structures
Generalizing by Pattern Extraction
Generalizing by Process Modeling
Combining Variable-Centered and Event-Centered Methods
Conclusions
References
Investigation 11. The Multilayered Nature of Small-Group Learning: Productive Interactions in Object-Oriented Collaboration
Theoretical and Empirical Perspectives
Learning as a Process of Co-construction of Knowledge
Productive Interactions
Knowledge Objects
Shared Epistemic Agency
An Integrative Analytic Framework
Methods
Research Context
Participants
Design Iterations and Pedagogical Scenarios
Collaborative Research Projects
Technology Support
Data Collection and Analysis
Results
Overview of Interaction Types at the Group Level
Productiveness Through Discursive Interaction
Productiveness Through Iterative Co-construction
Expression of Shared Epistemic Agency
Integration of Findings
Discussion
Multilayeredness and Temporality
Implications for Research and Practice
Conclusion
Appendix (Table 11.3)
References
Investigation 12. The Joint Organization of Interaction Within a Multimodal CSCL Medium
The Problem of Group Organization in CSCL
A Case Study of a Virtual Math Team
Availability of Production Processes
Mutability of Chat and Whiteboard Contents
Monitoring Joint Attention
Past and Future Relevancies Implied by Shared Drawings
Methods for Referencing Relevant Objects in the Shared Visual Field
Whiteboard Visualizations, Chat Narratives, and Wiki Symbolisms
Using Representations of Specific Instances as a Resource for Generalization
Chat Versus Whiteboard Contributions as Persistent Referential Resources
Implications for CSCL Chat Interaction Analysis
The Group as the Unit of Analysis
Other Approaches in CSCL to Analyzing Multimodal Interaction
Grounding Through Interactional Organization
Sequential Analysis of the Joint Organization of Interaction
References
Investigation 13. The Singapore Experience: Synergy of National Policy, Classroom Practice, and Design Research
Introduction
The Policy Imperatives in Singapore
Singapore’s Systemic Reform Initiatives for ICT Integration
Implications of Systemic Change Perspectives
Creating Readiness
Phasing Changes
Institutionalization and Creative Renewal
Research Supporting the Policy Imperative: The Learning Sciences Lab
Remaining Issues: How to Impact CSCL Practices in School
Meso-Level Issues
Scaling Up CSCL Practices and Empowering Teachers
Example of School-Based CSCL Research from a Design-Research Perspective
Interventionist Strategies
Context of Intervention
Creating Readiness
Cycle 1
Cycle 2
Scaling Up by Achieving “Spread”
Cycle 3
Scaling Up by Achieving “Depth”
Scaling Up by Achieving Sustainability, Spread, and “Shift” in Ownership
Iteration of Design Principles
Ongoing Evaluation and Creative Renewals
Designing Curricular Products
Shared Accountability with Meso-Level Actors
Professional Development of the Teachers
Capacity Building
Achieving Sustainability by Ensuring Coherence
Innovation Is Utility-Oriented
Critical Reflections of the GS Innovation
Conclusion
References
Investigation 14. Bridging Research and Practice: Implementing and Sustaining Knowledge Building in Hong Kong Classrooms
Introduction
Examining Impacts of CSCL Research in Classrooms
Problems and Challenges of Implementing CSCL Research in Classrooms
Conceptual Themes for Examining Research-Practice Gaps
The Macro-Context: Educational Reforms and Sociocultural Context in Hong Kong
The Meso-Context: The Knowledge-Building Teacher Network
Phase One (2006–2008): Context and Participants
Phase One (2006–2008): Design and Reflection on Teacher Collaboration
Phase One (2006–2008): Analysis and Ongoing Evaluation
Student Participation in Knowledge Forum
Examining Student and Teacher Beliefs
Phase Two (2008–2010): Context and Participants
Phase Two (2008–2010): Designing for Teacher Collaboration and Knowledge Building
Principle-Based Design and Understanding
Teacher-Researcher Collaboration and Community Building
Technology-Enhanced Inquiry
Phase Two (2006–2008): Analysis and Ongoing Evaluation
Changes in the Quality of Student Discourse
Changes of Student Participation
The Micro-Context: Knowledge-Building Practice in the Classroom
Background
Classroom Design Integrating Principles with the Sociocultural Context
Epistemic Agency
Community Knowledge
Idea Improvement
Constructive Use of Authoritative Information
Concurrent and Embedded Assessment
Analysis and Ongoing Evaluation
Key Themes and Lessons Learned for Integrating CSCL Research and Practice
Context and Systemic Changes
Education Policy, Curriculum Reform, and Cultural Beliefs (Macro-Level Processes)
Enabling Structure and Partnership (Meso-Level Processes)
Alignment of Cognition, Design, and Context (Micro-Level Classroom Processes)
Building Capacity and Community Building
Socio-Cognitive and Community Dynamics
Principle-Based Understanding and Epistemological Shifts
Technology-Supported Inquiry and Innovation
Classroom Innovation as Inquiry for Knowledge Creation
Design-Based Research and Hybrid Culture
Classroom Innovation as a Process of Inquiry
Conclusions
References
Part III: A Theory of Group Cognition
Investigation 15. A Paradigmatic Unit of Analysis
A Participant’s View of LS and CSCL
Did CSCL or LS Adopt a New Paradigm?
The Post-cognitive Philosophical Paradigm
Toward a Post-cognitive Educational Paradigm
The Need for a Post-cognitive CSCL Paradigm
A CSCL Researcher’s Agenda
The Foundational Relationship of CSCL to the Learning Sciences
References
Investigation 16. Adopting Group Practices
A New Method for CSCL
Studies of Group Practices
The Structure of Group Discourse
Theory of Group Practices
Enacting Group Practices
Study 1: A Group Practice of Referencing
Study 2: Group Practices over Time and Across Individuals
Study 3: A Group Practice Supporting Collaboration
Study 4: A Group Practice of Mathematical Problem-Solving
Designing for Group Practices
Analyzing Group Practices
Group Practices in CSCL
References
Investigation 17. Co-experiencing a Shared World
The Shared World of Meaning
Constructing a Shared Virtual World
Questioning to Share Understanding
See What I Mean
Dimensions of a Virtual World
Grounding Group Cognition
Appendix
References
Investigation 18. From Intersubjectivity to Group Cognition
The Issue of Intersubjectivity
The Philosophy of Subjectivity: Plato, Descartes, and Kant
The Phenomenology of Intersubjectivity: Husserl
The Social Science of Intersubjectivity: Schutz
The Being of Intersubjectivity: Heidegger
The Corporeality of Intersubjectivity: Merleau-Ponty
The Dialectic of Intersubjectivity: Hegel and Marx
The Mediation of Intersubjectivity: Vygotsky
The Evolution of Intersubjectivity: Tomasello
Intersubjectivity in CSCW
Intersubjectivity in CSCL
Intersubjectivity as Group Cognition
References
Investigation 19. The Constitution of Group Cognition
Cognition at Multiple Levels
Virtual Math Teams
Constructing Diamonds
Visualizing Hexagons
Inscribing Triangles
Contributing to Group Cognition
The Constitution of Group Cognition
References
Investigation 20. Theories of Shared Understanding
The Problem of Shared Meaning
A Conflict of Paradigms
The Range of Views
Common Ground or Group Cognition?
Empirical Inquiry into Group Cognitive Practices
Issues for Investigation
References
Investigation 21. Academically Productive Interaction
An Excerpt of Computer-Supported Discourse
“Wait… I Don’t Really See”: Establishing Co-presence
“Like This”: Building Intersubjective Shared Understanding
“To Get 6n2”: Accomplishing Group Cognition
Intersubjective Shared Understanding
Co-presence
Intersubjective Shared Understanding
Group Cognition
Consequences for Computer Support of Discourse
Invasiveness
Automated Agent
Over-Scripting
References
Investigation 22. Supporting Group Cognition with a Cognitive Tool
The Problem of Supporting Group Cognition
An Experiment in Designing an Online Chat Community
Technology for Referencing in a Chat Environment
An Analysis of a Case of Referencing
Methods of Making Referential Sense
Epistemology of Referencing
Pedagogy of Referencing Math Objects
References
Investigation 23. Sustaining Interaction in a CSCL Environment
Sustaining Interaction in a CSCL Environment
Doing Mathematics Together Online
Math-Proposal Adjacency Pairs
A Failed Proposal
Designing Computer Support
References and Threading
Sustaining the Group Interaction
Replies, Uptake, Pairs, and Triplets
Longer Sequences
Constructing Proofs
The Stream of Group Consciousness
Constructing the Group Experience
Conclusion
References
Investigation 24. Viewing Learning and Thinking in Groups
Views of Learning and Thinking
An Example of Learning and Thinking
The Event: VMT Spring Fest 2006 Team B
The Session: Session 3, May 16, 7:00–8:00 pm
The Theme: “I have an interesting way to look at this problem”
A Move: Showing How to View the Problem
An Interaction: Question/Response—“Can you see how it fits inside a square?” / “Yes”
An Utterance: Question—“Can you see how it fits inside a square?”
A Reference: “It”
Viewing the Learning and Thinking
Unpacking the Group Learning and Thinking
Reference: Network of Meaning, Indexical Ground, Joint Problem Space
Utterance: Recipient Design for Reading’s Work
Response Pair: Projection and Uptake
Move: Getting the Problem-Solving Work Done
Theme: Coherent Interactional Sequence
Session: Temporal Structuring and Re-member-ing
Event: Forming Groups and Co-constructing Knowledge Artifacts
CSCL as a New Approach to Computers in Education
Afterword: Notes on Group Cognition
References
Investigation 25. Structuring Problem-Solving
Structuring Group Cognition at Multiple Levels
An Analytic Method
The Case Study
Problem-Solving Moves
The Sequence of Pairs
Collaborative Mathematical Meaning-Making
The Structure of Group Cognition
Addendum: Coding Scheme for Sequential Discourse
References
Appendices
Notes on the Investigations
Introduction
Investigation 1
Investigation 2
Investigation 3
Investigation 4
Investigation 5
Investigation 6
Investigation 7
Investigation 8
Investigation 9
Investigation 10
Investigation 11
Investigation 12
Investigation 13
Investigation 14
Investigation 15
Investigation 16
Investigation 17
Investigation 18
Investigation 19
Investigation 20
Investigation 21
Investigation 22
Investigation 23
Investigation 24
Investigation 25
References for Notes
Index