Series Editors' Comments
xvi
I Case Studies of Technology Transfer
Realizations of CSCL Conversations: Technology Transfer and the CSILE Project
Naomi Miyake and
Timothy Koschmann1
10
From a Focus on Tasks to a Focus on Understanding: The Cultural Transformation of a Toronto Classroom
Jim Hewitt11
44
Commentary
The Balance Between Task Focus and Understanding Focus: Education as Apprenticeship Versus Education as ResearchAllan Collins43
6
Response
Striking a Balance Between a Task Focus and an Understanding FocusJim Hewitt49
6
Coordination of Asynchronous and Synchronous Communication: Differences in Qualities of Knowledge Advancement Discourse Between Experts and Novices
Jun Oshima and
Ritsuko Oshima55
56
Commentary
Tracking the Evolution of Technology UsesJames A. Levin85
4
Commentary
Cross-Cultural Adaptation of Educational TechnologyXiaodong Lin and
Giyoo Hatano89
10
Response
Next Step in Design Experiments With Networked Collaborative Learning Environments: Instructional Interventions in the CurriculumJun Oshima and
Ritsuko Oshima99
12
Computer-Supported Collaborative Learning in University and Vocational Education
Frank P. C. M. de Jong Else Veldhuis-Diermanse and
Gaby Lutgens111
18
Epistemology of Inquiry and Computer-Supported Collaborative Learning
Kai Hakkarainen Lasse Lipponen and
Sanna Jarvela129
68
Commentary (Chap. 3 & 4)
CSCL Communities in Post-Secondary Education and Cross-Cultural SettingsEarl Woodruff157
12
Commentary (Chap. 3 & 4)
Rediscovering CSCLGerry Stahl169
16
II Empirical Studies of Learning in Collaborative Settings
Collaboration and Learning as Contingent Responses to Designed Environments
Rogers Hall185
12
Design, Collaboration, and Computation: The Design Studio as a Model for Computer-Supported Collaboration in Mathematics
David Williamson Shaffer197
26
Divisions of Labor in School and in the Workplace: Comparing Computer- and Paper-Supported Activities Across Settings
Reed R. Stevens223
52
Commentary (Chap 5 & 6)
Designing Design Activities: Dilemmas Bound to OccurRicardo Nemirovsky253
6
Commentary (Chap 5 & 6)
``Betweeness'' in Design EducationSusan Leigh Star259
4
Response
The Design Studio: A Promising Model for Learning to CollaborateDavid Williamson Shaffer263
6
Response
Keeping It Complex in an Era of Big EducationReed Stevens269
6
Identity Formation/Transformation as a Process of Collaborative Learning of Programming Using AlgoArena
Hideyuki Suzuki and
Hiroshi Kato275
22
Individual and Collective Activities in Educational Computer Game Playing
Victor Kaptelinin and
Michael Cole297
60
Commentary (Chap 7 & 8)
Theorizing the VernacularDouglas Macbeth311
14
Commentary (Chap 7 & 8)
Learning Together, Visibly so, and Against the OddsRay McDermott and
James C. Greeno325
10
Response
Going Beyond DescriptionHideyuki Suzuki and
Hiroshi Kato335
6
Response
Ending the Conversation Just BegunVictor Kaptelinin and
Michael Cole341
6
III Technologies for Collaboration and Learning
Becoming More Articulate About the Theories That Motivate Our Work
Timothy Koschmann347
10
Participatory Simulations: Building Collaborative Understanding Through Immersive Dynamic Modeling
Vanessa Colella357
52
Commentary
Participatory Simulation: Prospects and PossibilitiesJim Garrison and
Rebecca K. Scheckler393
6
Commentary
Powerful Technology and Powerful InstructionDavid Hammer399
6
Response
Defining and Exploring Roles in Participatory SimulationsVanessa Colella405
4
Designing a Video-Mediated Collaboration System Based on a Body Metaphor
Hiroshi Kato Keiichi Yamazaki Hideyuki Suzuki Hideaki Kuzuoka Hiroyuki Miki and
Akiko Yamazaki409
40
Commentary
Awareness in Video-Mediated CommunicationRandall Smith425
8
Commentary
Technology Does Not Exist Independent of Its UseCurtis D. LeBaron433
8
Commentary
Managing Intersubjectivity in Video-Mediated CollaborationCharles Crook441
2
Response
On Awareness of Shared Orientation, and Other MattersHiroshi Kato Keiichi Yamazaki Hideyuki Suzuki Hideaki Kuzuoka Hiroyuki Miki and
Akiko Yamazaki443
6
Using Argument Map Representations to make Thinking Visible for Individuals and Groups
Philip Bell449
58
Commentary
Making Scientific Thinking Visible: The Role of Evidence Diversity and Theory ArticulationRichard A. Duschl487
6
Commentary
Science as ArgumentMark Felton and
Deanna Kuhn493
6
Response
Science Is Argument: Toward Sociocognitive Supports for Disciplinary ArgumentationPhilip Bell499
8
Using Mobile Computing to Enhance Field Study
Geri Gay Robert Rieger and
Tammy Bennington507
36
Commentary
Activity Theory and DesignBonnie A. Nardi529
4
Commentary
Human-Field Interaction as Mediated by Mobile ComputersSasha A. Barab533
6
Response
Digging Deeper into Mobile Computing: Uncovering the Complexities of Activity TheoryTammy Bennington Geraldine Gay and
Robert Rieger539
4
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