Participation in knowledge building "revisited": reflective discussion and information design with advanced digital video technology

Authors:
Carmen Zahn;Karsten Krauskopf;Friedrich W. Hesse;Roy Pea
Affiliations:
Knowledge Media Research Center, Tuebingen, Germany;Knowledge Media Research Center, Tuebingen, Germany;Knowledge Media Research Center, Tuebingen, Germany;Stanford Center for Innovations in Learning, Stanford, CA
Venue:
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
Year:
2009

Citing 5
Cited 2

Learning by designing hypermedia documents

Computers in the Schools - Special issue: multimedia and megachange—new roles for educational computing, part 1
Advanced digital video technologies to support collaborative learning in school education and beyond

CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Computer-supported collaborative video analysis

ICLS '06 Proceedings of the 7th international conference on Learning sciences
I tube, you tube, everybody tubes: analyzing the world's largest user generated content video system

Proceedings of the 7th ACM SIGCOMM conference on Internet measurement
The Diver Project: Interactive Digital Video Repurposing

IEEE MultiMedia

Digital video tools in the classroom: empirical studies on constructivist learning with audio-visual media in the domain of history

ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology

Computers & Education

Quantified Score

Hi-index	0.00

Visualization

Abstract

Advanced tools in the realm of Web 2.0 applications have pushed forward a new paradigm for using (audio)visual media. This paradigm shift marks a starting point for theoretical reflections and empirical research on the changing nature of participation in modern knowledge building communities involving digital video. We propose a simplified model of collaborative dual-space problem solving, distinguishing online discussion from online design. Directions for future research and the educational implications of this perspective are discussed.