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CSCL '95 The first international conference on Computer support for collaborative learning
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HCI International '97 Proceedings of the Seventh International Conference on Human-Computer Interaction-Volume 1 - Volume I
Scaffolding scientific discussion using socially relevant representations in networked multimedia
Scaffolding scientific discussion using socially relevant representations in networked multimedia
Cognitive facilitation: a method for promoting reflective collaboration
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
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CSCW '00 Proceedings of the 2000 ACM conference on Computer supported cooperative work
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International Journal of Computer Applications in Technology
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ITHET'10 Proceedings of the 9th international conference on Information technology based higher education and training
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In this paper, I develop strategies for designing and assessing collaborative learning environments from a knowledge integration perspective. I identify strengths and weaknesses associated with collaborative learning, linking them to the instructional approaches used in an eighth-grade science curriculum where students design a desert house. The house design activity provides a context for connecting instructional goals and technical innovations. Focusing on how students specializing in different areas can share ideas and provide feedback for each other, I show how social and technical supports can work to achieve common goals. I examine two assumptions about how an expanded repertoire of models contributes to knowledge integration. First, I provide evidence that considering more alternatives leads to improved designs only if students have a framework for organizing those alternatives and selecting between them. Then, I provide evidence that encouraging students to iteratively refine their ideas contributes to knowledge integration. Finally, I show how these cognitive goals can be pursued through social and technical innovations which seek to encourage knowledge integration by making thinking visible for students.