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International Journal of Computer-Supported Collaborative Learning

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01-03-2014

Analyzing the multidimensional construction of knowledge in diverse contexts

Authors: Gerry Stahl, Ulrike Cress, Nancy Law, Sten Ludvigsen

Published in: International Journal of Computer-Supported Collaborative Learning | Issue 1/2014

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This year’s International Conference of the Learning Sciences (www.isls.org/icls2014) will feature the theme of “practices encompassing the range of contexts and processes in which people learn.” In this first issue of 2014 of ijCSCL, we present four explorations of that theme. We begin with a consideration of Activity Theory as a framework for analyzing the systemic contexts of CSCL practices. This is followed by detailed qualitative and quantitative analyses of knowledge building across the age spectrum of schooling: from primary school (4th and 5th grade) to tertiary school (first year college). Finally, the collaborative construction of knowledge is studied at the global level of adults posting to Wikipedia. …

next article The dialectical potential of Cultural Historical Activity Theory for researching sustainable CSCL practices

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Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. International Journal of Computer-Supported Collaborative Learning, 6(2), 147–186.CrossRef

Cress, U. (2008). The need for considering multilevel analysis in CSCL research: An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69–84.

Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with Wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105–122.CrossRef

Furberg, A., Kluge, A., & Ludvigsen, S. (2013). Student sensemaking with science diagrams in a computer-based setting. International Journal of Computer-Supported Collaborative Learning, 8(1), 41–64.CrossRef

Looi, C. K., So, H. J., Toh, Y., & Chen, W. L. (2011). The Singapore experience: Synergy of national policy, classroom practice and design research. International Journal of Computer-Supported Collaborative Learning, 6(1), 9–37.CrossRef

Oner, D. (2013). Analyzing group coordination when solving geometry problems with dynamic geometry software. International Journal of Computer-Supported Collaborative Learning, 8(1), 13–39.CrossRef

Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249–268). Hillsdale: Lawrence Erlbaum Associates.

Stahl, G. (2012). Traversing planes of learning. International Journal of Computer-Supported Collaborative Learning, 7(4), 467–473.CrossRef

Stahl, G. (2013a). Learning across levels. International Journal of Computer-Supported Collaborative Learning, 8(1), 1–12.CrossRef

Stahl, G. (2013b). Transactive discourse in CSCL. International Journal of Computer-Supported Collaborative Learning, 8(2), 145–147.CrossRef

Stahl, G. (2013c). Translating Euclid: Designing a human-centered mathematics (paperback & ebook ed.). San Rafael, CA: Morgan & Claypool Publishers. 221 pages. Web: http://gerrystahl.net/elibrary/euclid.

Suthers, D. D., Lund, K., Rosé, C. P., Teplovs, C., & Law, N. (Eds.). (2013). Productive multivocality in the analysis of group interactions. New York, NY: Springer. CSCL book series. doi:10.1007/978-1-4614-8960-3.

Zemel, A., & Koschmann, T. (2013). Recalibrating reference within a dual-space interaction environment. International Journal of Computer-Supported Collaborative Learning, 8(1), 65–87.CrossRef

Title: Analyzing the multidimensional construction of knowledge in diverse contexts
Authors: Gerry Stahl
Ulrike Cress
Nancy Law
Sten Ludvigsen
Publication date: 01-03-2014
Publisher: Springer US
Published in: International Journal of Computer-Supported Collaborative Learning / Issue 1/2014
Print ISSN: 1556-1607
Electronic ISSN: 1556-1615
DOI: https://doi.org/10.1007/s11412-014-9189-4

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Other articles of this Issue 1/2014

Multi-player epistemic games: Guiding the enactment of classroom knowledge-building communities

The dialectical potential of Cultural Historical Activity Theory for researching sustainable CSCL practices

Fostering collective and individual learning through knowledge building

Explaining authors’ contribution to pivotal artifacts during mass collaboration in the Wikipedia’s knowledge base

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