B. Wasson and S. Ludvigsen and U. HoppeR. SaljoM. SugimotoM. Amelsvoort and J. AndriessenM.J. Baker and M. Quignard and K. Lund and A. SejourneC.K.K. Chan and J. Van AalstJ. Dai and M. Wu and J. Cohen and M. KlaweT. Koschmann and A. Zemel and M. Conlee-Stevens and N. Young and J. Robbs and A. BarnhartV. Lally and M. De LaatN. Law and E. WongS. Ludvigsen and A. MorchJ Van Der Pol and W. Admiraal and R.J. SimonsP. Reyes and P. TchounikineJ. Van Drie and C. Boxtel and G. Erkens and G. KanselaarX. Vamvakoussi and G. Kargiotakis and V.P. Kollias and N.G. Mamalougos and S. VosniadouL. Louca and A. Druin and D. Hammer and D. DreherR. Anderson and R. Anderson and T. Vandegrift and S. Wolfman and K. YasuharaJ. Haake and T. SchummerA. MoshaiovG. AyalaR. Baggetun and S. DragsnesJ. Dolonen and W. Chen and A. MorchP. Kirschner and J. Van Bruggen and T. DuffyD. Suthers and L. Girardeau and C. HundhausenY. Cao and J. GreerK. Pata and S. SarapuuN. Rummel and H. Spada and F. Caspar and J.G. Ophoff and K. SchornsteinM.H. UlicsakJ. Zumbach and P. ReimannW. BeuschelC. Iacucci and H. Pain and J. LeeN. Jensen and S. Seipel and W. Nejdl and S. OlbrichL. MadrazoM. Okada and A. Yamada and H. Tarumi and M. Yoshida and K. MoriyaH. Van Oostendorp and I. JuvinaA. Basu and D. CavalloI. Solheim and B. Foyn and E. MausD. Stanton and C. O'Malley and K. Huing and M. Fraser and S. BenfordM. Sugimoto and F. Kusunoki and S. Inagaki and K. Takatoki and A. YoshikawaR.J. Beck and W.J. Fitzgerald and B. PauksztatP.A. Kirschner and K. Kreijns and W. JochemsK. Nurmela and T. Palonen and E. Lehtinen and K. HakkarainenC. Reffay and T. ChanierH. Allert and C. Richter and W. NejdlM. Caeiro and L. Anido and M. LlamasK. Gassner and M. Jansen and A. Harrer and K. Herrmann and U. HoppeF. Martinez and P. de la Fuente and Y. DimitriadisF. Guribye and E.F. Andreassen and B. WassonP. Hakkinen and S. Jarvela and K. MakitaloV. Hodgson and M. ZeniosV. Komis and N. Avouris and C. FidasI. Mulder and M. Graner and J. Swaak and J. KesselsK. Allmendinger and H. Troitzsch and F.W. Hesse and H. SpadaA. Petrou and A. DimitracopoulouJ. Poysa and K. Makitalo and P. HakkinenT. Hubscher-Younger and N.H. NarayananT. Fiehn and T. Lauer and J. Lienhard and T. Ottmann and S. Trahasch and B. ZupanicM. Ratto and R.B. Shapiro and T. Mihn Truong and W.G. GriswoldM. Wessner and P. Dawabi and A. FernandezF. Fisher and L. Bouillion and H. Mandl and L. GomezS. Puntambekar and M.F. YoungS. Price and Y. Rogers and D. Stanton and H. SmithG. Stahl

Organisation	p. xi
Sponsors	p. xv
Introduction: Designing for change in networked learning environments	p. xvii
1. Keynotes
1.1 Representational tools and the transformation of learning	p. 1
1.2 How sensing and mobile technologies can enhance collaborative learning in classrooms and museums	p. 3
2. Knowledge Building
2.1 Comparing graphical and textual preparation tools for collaborative argumentation-based learning	p. 5
2.2 Computer-supported collaborative learning in the space of debate	p. 11
2.3 Assessing and scaffolding knowledge building: Pedagogical knowledge building principles and electronic portfolios	p. 21
2.4 Primeclimb: Designing to facilitate mediated collaborative inquiry	p. 31
2.5 Problematizing the problem: A single case analysis in a dPBL meeting	p. 37
2.6 A quartet in E: Investigating collaborative learning and tutoring as knowledge creation processes	p. 47
2.7 Developmental trajectory in knowledge building: An investigation	p. 57
2.8 Categorisation in knowledge building: Task specific argumentation in a co-located CSCL environment	p. 67
2.9 Grounding in electronic discussion: Standard (threaded) versus anchored discussion	p. 77
2.10 Supporting emergence of threaded learning conversations through augmenting interactional and sequential coherence	p. 83
3. Collaborative Learning in Specific Domains
3.1 Supporting historical reasoning in CSCL	p. 93
3.2 Collaborative modelling of rational numbers	p. 103
3.3 Students' collaborative use of computer-based programming tools in science: A descriptive study	p. 109
4. Collaboration in Distance Learning
4.1 Promoting interaction in large classes with computer-mediated feedback	p. 119
4.2 Some experiences with collaborative exercises	p. 125
4.3 New breed of computer supported student contests: Learning by and for tele-collaboration	p. 135
5. Software Agents in CSCL Environments
5.1 Towards lifelong learning environments: Agents supporting the collaborative construction of knowledge in virtual communities	p. 141
5.2 Designing pedagogical agents for CSCL	p. 151
5.3 Integrating software agents with FLE3	p. 157
6. Shared External Representations
6.1 Validating a representational notation for collaborative problem solving	p. 163
6.2 Deictic roles of external representation in face-to-face and online collaboration	p. 173
7. Reflection, Awareness and Scaffolding
7.1 Supporting awareness to facilitate collaborative learning in an online learning environment	p. 183
7.2 Framework for scaffolding the development of problem representations by collaborative design	p. 189
7.3 Instructional support for computer-mediated collaboration: Results from process analyses	p. 199
7.4 Group skill usage: the accuracy and impact of self-assessment and feedback	p. 209
7.5 Influence of feedback on distributed problem based learning	p. 219
8. Design of Collaborative Multimedia and 3D Environments
8.1 From face-to-face to virtual space	p. 229
8.2 Practices of collaborative authoring with video episodes	p. 239
8.3 CoVASE: Collaborative visualization for constructivist learning	p. 249
8.4 SDR: networking	p. 255
8.5 Digital-EE II: RV-augmented interface design for networked collaborative environmental learning	p. 265
8.6 Role of icons and chat boxes in computer supported collaborative learning	p. 275
9. Innovative Technologies and Scenarios
9.1 Full-contact poetry: Creating space for poetic collaboration	p. 281
9.2 Solving Meno's paradox: Task sematics and narratives in multimediated educational environments	p. 287
9.3 Situating historical events through mixed reality	p. 293
9.4 Epro2: Design of a system and a curriculum to support group learning for school children	p. 303
10. Empirical Studies and Models of Social Relations in CSCL
10.1 Individual behaviors and social structure in the development of communication networks of self-organizing online discussion groups	p. 313
10.2 Measuring the perceived quality of social space in distributed learning groups	p. 323
10.3 Developing tools for analyzing CSCL process	p. 333
10.4 How social network analysis can help to measure cohesion in collaborative distance learning	p. 343
11. Computational Modelling and Analysis
11.1 Extending the scope of the current discussion on metadata towards situated models	p. 353
11.2 A critical analysis of IMS learning design	p. 363
11.3 Analysis methods for collaborative models and activities	p. 369
11.4 Towards an XML-based representation of collaborative action	p. 379
12. Designing and Analysing Group Interaction
12.1 The organisation of interaction in ditributed collaborative learning	p. 385
12.2 Sharing perspectives in virtual interaction: Review of methods of analysis	p. 395
12.3 Designing networked environments to support dialogical learning	p. 405
12.4 A study on heterogeneity during real-time collaborative problem solving	p. 411
12.5 Stimulating questioning behaviour: a study on learning and understanding in video-based design teams	p. 421
12.6 Nonverbal signs in virtual environments	p. 431
12.7 Is synchronous computer mediated collaborative problem-solving 'justified' only when by distance? 'Teacher's points of view and interventions with co-located groups, during everyday class activities	p. 441
12.8 A participant experience method for illustrating individuals' experiences in the course of an evolving virtual learning community	p. 451
12.9 Designing for divergence	p. 461
13. Integrated Learning Scenarios
13.1 From lecture recording towards personalized collaborative learning	p. 471
13.2 The activeclass project: Experiments in encouraging classroom participation	p. 477
13.3 Supporting face-to-face learning with handheld devices	p. 487
14. Conceptual and Foundational Issues
14.1 Scientific principles in Pasteur's quadrant: Integrating goals of understanding and use in learning environments research	p. 493
14.2 Moving toward a theory of CSCL	p. 503
14.3 A new conceptual framework for CSCL	p. 513
14.4 Meaning and interpretation in collaboration	p. 523
Index	p. 533