Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Extending the joint problem space: time and sequence as essential features of knowledge building
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
Questioning and responding in online small groups engaged in collaborative math problem solving
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
How online small groups co-construct mathematical artifacts to do collaborative problem solving
How online small groups co-construct mathematical artifacts to do collaborative problem solving
Studying Virtual Math Teams
It's about time: purpose, methods, and challenges of temporal analyses of multiple data streams
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
Modelling symmetry of activity as an indicator of collocated group collaboration
UMAP'11 Proceedings of the 19th international conference on User modeling, adaption, and personalization
Modelling and identifying collaborative situations in a collocated multi-display groupware setting
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
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While there is evidence that collaborative learning consists largely of group-level practices, there has been little analysis and description of these processes as such; learning has generally been studied at the individual unit of analysis. Our research, in contrast, focuses on describing the interactional small-group practices that take place in learning contexts. This paper considers these practices and how they work together to form the foundation for effective collaborative learning activities. It analyzes collaborative learning activities in a paradigmatic CSCL setting to discuss such small-group practices as: resolving cognitive conflict, pursuing inquiry, maintaining a group problem space and coordinating multiple modes of reasoning. These have broad implications for foundational issues of temporality, indexicality and group cognition.