Local sciences: viewing the design of human-computer systems as cognitive science
Designing interaction
Guerrilla HCI: using discount usability engineering to penetrate the intimidation barrier
Cost-justifying usability
The Multimedia Forum Kiosk and SpeakEasy
Proceedings of the third ACM international conference on Multimedia
The knowledge integration environment: theory and design
CSCL '95 The first international conference on Computer support for collaborative learning
A multimedia interface for knowledge building and collaborative learning
CHI '93 INTERACT '93 and CHI '93 Conference Companion on Human Factors in Computing Systems
Scaffolding scientific discussion using socially relevant representations in networked multimedia
Scaffolding scientific discussion using socially relevant representations in networked multimedia
Human Problem Solving
Anonymity options and professional participation in an online community of practice
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Collaborative learning through augmented reality role playing
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Designing an online service for a math community
ICLS '06 Proceedings of the 7th international conference on Learning sciences
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Restructuring activity and place: augmented reality games on handhelds
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
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One of the biggest challenges in helping students learn via CSCL is embedding their work in appropriate social contexts and helping create a culture of inquiry and collaboration. This article describes how design-based research allowed the deliberate evolution of a set of tools and practices to help students collaborate effectively. The SpeakEasy, one of the earliest Web-based discussion boards, was evolved from prior discussion tools, adapted to an Internet-based science learning environment, and evolved to work with both online and offline classroom projects and practices. Research conducted as part of the evolution shows how social cues can be used to help students develop an integrated understanding of science. Implications for the design of socio-technical systems are discussed.