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Cover for 9780805857818 Cover for 9780805857825 Cover for 9780805835007 Cover for 9780805835014 Cover for 9780805813456 Cover for 9780805813463 Cover for 9780805898057 Cover for 9781441975812 Cover for 9781461428671
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Hardcover:

9780805857818 | Cdr edition (Routledge, June 22, 2005), cover price $155.00

Paperback:

9780805857825 | Routledge, July 30, 2005, cover price $122.95

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.
By Rogers Hall (editor) and Timothy Koschmann (editor)

Hardcover:

9780805835007 | Routledge, March 1, 2002, cover price $195.00 | About this edition: 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.

Paperback:

9780805835014 | Routledge, April 1, 2002, cover price $103.95 | About this edition: 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.

Miscellaneous:

9780585418414 | Routledge, April 12, 2002, cover price $125.00

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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: orders@erlbaum.com 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. (view table of contents)
By Timothy Koschmann (editor)

Hardcover:

9780805813456 | Routledge, September 1, 1996, cover price $165.00 | About this edition: This book, about a newly emerging area of research in instructional technology, has as its title the acronym "CSCL.

Paperback:

9780805813463 | Routledge, December 1, 1996, cover price $75.95

cover image for 9781461428671
Product Description: Taking the area of instructional practice as their principle object of study, the authors eschew the conventional primacy of pedagogical theory over practice. The chapters then explore the role theories of learning can play in illuminating these procedures.
By Timothy Koschmann (editor)

Hardcover:

9781441975812 | Springer Verlag, April 30, 2011, cover price $289.00

Paperback:

9781461428671 | Springer Verlag, May 29, 2013, cover price $289.00 | About this edition: Taking the area of instructional practice as their principle object of study, the authors eschew the conventional primacy of pedagogical theory over practice.

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