Connections: new ways of working in the networked organization
Connections: new ways of working in the networked organization
Representational Support for Collaborative Inquiry
HICSS '99 Proceedings of the Thirty-Second Annual Hawaii International Conference on System Sciences-Volume 1 - Volume 1
Distributed problem-based learning at Southern Illinois University School of Medicine
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Effects of alternate representations of evidential relations on collaborative learning discourse
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Collaborative ways of knowing: issues in facilitation
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
CRIWG '02 Proceedings of the 8th International Workshop on Groupware: Design, Implementation and Use
Computer software support for CSCL
What we know about CSCL and implementing it in higher education
Patterns for designing planning mechanisms in CSCL environments
International Journal of Computer Applications in Technology
Groupware goes to school: adapting BSCW to the classroom
International Journal of Computer Applications in Technology
IEICE - Transactions on Information and Systems
Learning teamwork skills in university programming courses
Computers & Education
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
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Successful elementary and secondary educational reform requires analogous reform in teacher education; however, the standard undergraduate setting in schools of education poses considerable obstacles. In this paper, we describe the STEP environment for distributed problem-based learning (www.eSTEPweb.org), which represents one of many efforts to create a viable model for teacher education reform. Here, we describe our approach to creating a socio-technical infrastructure designed to help foster a knowledge-building community among preservice teachers, practicing teachers, and instructional staff. We highlight the online environment that supports student and staff coursework in the learning sciences component of a secondary teacher education curriculum.