Computer-support for collaborative learning: learning to support student engagement
Journal of Interactive Learning Research
Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Computers & Education - Documenting collaborative interactions: Issues and approaches
ICLS '04 Proceedings of the 6th international conference on Learning sciences
A reflective analysis of instructional practice in an online environment
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Problem-based learning online: multiple perspectives on collaborative knowledge construction
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Making a mesh of it: a STELLAR approach to teacher professional development
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Of black and glass boxes: scaffolding for doing and learning
ICLS '96 Proceedings of the 1996 international conference on Learning sciences
CSCL '97 Proceedings of the 2nd international 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
Problem-based learning online: multiple perspectives on collaborative knowledge construction
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Using an online community of practice to foster inquiry as pedagogy amongst student teachers
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Productive use of learning resources in an online problem-based learning environment
Computers in Human Behavior
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In this paper, we describe the evolution of the eSTEP system. The eSTEP system is an integrated online learning environment for teacher education that provides videocases of classroom practice, an online learning sciences hypertext, and a collaborative problem-based learning environment. The central tool in the problem-based learning environment is the group whiteboard. In face-to-face PBL activities, a whiteboard serves to focus negotiation and represent current understanding. Seeking to offer the same functionality online, we adapted the structure and functionality of a basic whiteboard to easily allow students to exchange and develop ideas online, and effectively represent current understanding. This tool serves as the focus of negotiation in face-to-face PBL but required considerable adaptation to serve this function in an online environment. This paper describes the refinement of the whiteboard and the concomitant refinement of our theory of how students learn through meshing the conceptual ideas of the learning sciences with perceptual information from the problems of practice.