Understanding Computers and Cognition: A New Foundation for Design
Understanding Computers and Cognition: A New Foundation for Design
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Interaction Design: Beyond Human Computer Interaction
Interaction Design: Beyond Human Computer Interaction
The integration of synchronous communication across dual interaction spaces
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Understanding and analyzing chat in CSCL as reading's work
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Integrating CMC and verbal discussions in students' collaborative learning in a F2F classroom
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
International Journal of Web Based Communities
A Comparison of Four Post-Cognitive Theories in Collaboration Context
C5 '10 Proceedings of the 2010 Eighth International Conference on Creating, Connecting and Collaborating through Computing
| Hi-index | 0.00 |
The Virtual Math Teams (VMT) environment has recently integrated a wiki component into its text chat and shared whiteboard system. The wiki component serves a number of purposes, such as summarizing synchronous small-group interactions and sharing the results among groups in an asynchronous knowledge-building community. The VMT project is part of an effort to investigate group cognition--the accomplishment of problem-solving and knowledge-building tasks by small groups, particularly in online, distributed contexts. This paper is an experience report on the use of the VMT system with middle-school, high-school and junior college math students, with masters-level information science students and with research teams. It synthesizes findings from the analysis in many published case studies of VMT system usage and describes recent extensions to the system, integrating a social-networking portal, a knowledge-building wiki, a group-cognition chat room and a shared whiteboard with history, awareness and referencing tools.