In the age of the smart machine: the future of work and power
In the age of the smart machine: the future of work and power
Why CSCW applications fail: problems in the design and evaluationof organizational interfaces
CSCW '88 Proceedings of the 1988 ACM conference on Computer-supported cooperative work
Technology and groups: assessments of the empirical research
Intellectual teamwork
Intertwining perspectives and negotiation
GROUP '99 Proceedings of the international ACM SIGGROUP conference on Supporting group work
Design at Work: Cooperative Design of Computer Systems
Design at Work: Cooperative Design of Computer Systems
CRIWG '01 Proceedings of the Seventh International Workshop on Groupware
WWW Based Collaboration with the BSCW System
SOFSEM '99 Proceedings of the 26th Conference on Current Trends in Theory and Practice of Informatics on Theory and Practice of Informatics
Knowledge Negotiation in Asynchronous Learning Networks
HICSS '03 Proceedings of the 36th Annual Hawaii International Conference on System Sciences (HICSS'03) - Track1 - Volume 1
Contributions to a theoretical framework for CSCL
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
The STEP environment for distributed problem-based learning on the World Wide Web
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
The design of peer feedback and reflection tools in a CSCL environment
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Group awareness of social and cognitive behavior in a CSCL environment
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
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Groupware for cooperative work (CSCW) and for collaborative learning (CSCL) have many important commonalities as well as different requirements. By transforming a generic CSCW platform into an environment to support a particular vision of education as collaborative knowledge building, we discovered how functionality had to be adopted, transformed and refined to meet the specific educational social setting. By "taking groupware to school", we learned how to extend the original system into a CSCL application that could facilitate collaborative learning, knowledge building, perspective intertwining, knowledge negotiation, portfolio sharing and knowledge artifact production in active, structured virtual learning places. In this paper, we describe the resulting system and reflect on issues of design and implementation that differentiate our CSCL approach from its closely related CSCW basis.