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Designing for Change in Networked Learning Environments

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Cover of 'Designing for Change in Networked Learning Environments'

Table of Contents

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    Book Overview
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    Chapter 1 Representational Tools and the Transformation of Learning
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    Chapter 2 How Sensing and Mobile Technologies can Enhance Collaborative Learning in Classrooms and Museums?
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    Chapter 3 Comparing Graphical and Textual Preparation Tools for Collaborative Argumentation-Based Learning
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    Chapter 4 Computer-Supported Collaborative Learning in the Space of Debate
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    Chapter 5 Assessing and Scaffolding Knowledge Building: Pedagogical Knowledge Building Principles and Electronic Portfolios
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    Chapter 6 Primeclimb: Designing to Facilitate Mediated Collaborative Inquiry
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    Chapter 7 Problematizing the Problem
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    Chapter 8 A Quartet in E
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    Chapter 9 Developmental Trajectory in Knowledge Building: An Investigation
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    Chapter 10 Categorisation in Knowledge Building
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    Chapter 11 Grounding in Electronic Discussions: Standard (Threaded) Versus Anchored Discussion
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    Chapter 12 Supporting Emergence of Threaded Learning Conversations Through Augmenting Interactional and Sequential Coherence
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    Chapter 13 Supporting Historical Reasoning in CSCL
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    Chapter 14 Collaborative Modelling of Rational Numbers
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    Chapter 15 Students’ Collaborative use of Computer-Based Programming Tools in Science:
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    Chapter 16 Promoting Interaction in Large Classes with Computer-Mediated Feedback
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    Chapter 17 Some Experiences with Collaborative Exercises
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    Chapter 18 New Breed of Computer Supported Student Contests:
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    Chapter 19 Towards Lifelong Learning Environments: Agents Supporting the Collaborative Construction of Knowledge in Virtual Communities
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    Chapter 20 Designing Pedagogical Agents for CSCL
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    Chapter 21 Integrating Software Agents with FLE3
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    Chapter 22 Validating a Representational Notation for Collaborative Problem Solving
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    Chapter 23 Deictic Roles of External Representations in Face-to-Face and Online Collaboration
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    Chapter 24 Supporting Awareness to Facilitate Collaborative Learning in an Online Learning Environment
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    Chapter 25 Framework for Scaffolding the Development of Problem Representations by Collaborative Design
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    Chapter 26 Instructional Support for Computer-Mediated Collaboration
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    Chapter 27 Group Skill Usage: The Accuracy and Impact of Self-Assessment and Feedback
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    Chapter 28 Influence of Feedback on Distributed Problem Based Learning
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    Chapter 29 From Face-to-Face to Virtual Space
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    Chapter 30 Practices of Collaborative Authoring with Video Episodes
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    Chapter 31 Covase: Collaborative Visualization for Constructivist Learning
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    Chapter 32 SDR: Networking
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    Chapter 33 Digital-EE II: RV-Augmented Interface Design for Networked Collaborative Environmental Learning
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    Chapter 34 Role of Icons and Chat Boxes in Computer Supported Collaborative Learning
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    Chapter 35 Full-Contact Poetry
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    Chapter 36 Solving Meno’ S Paradox: Task Semantics and Narratives in Multimediated Educational Environments
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    Chapter 37 Situating Historical Events Through Mixed Reality
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    Chapter 38 Epro2: Design of a System and a Curriculum to Support Group Learning for School Children
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    Chapter 39 Individual Behaviors and Social Structure in the Development of Communication Networks of Self-Organizing Online Discussion Groups
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    Chapter 40 Measuring the Perceived Quality of Social Space in Distributed Learning Groups
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    Chapter 41 Developing Tools for Analyzing CSCL Process
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    Chapter 42 How Social Network Analysis can help to Measure Cohesion in Collaborative Distance-Learning
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    Chapter 43 Extending the Scope of the Current Discussion on Metadata Towards Situated Models
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    Chapter 44 A Critical Analysis of IMS Learning Design
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    Chapter 45 Analysis Methods for Collaborative Models and Activities
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    Chapter 46 Towards an XML-Based Representation of Collaborative Action
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    Chapter 47 The Organisation of Interaction in Distributed Collaborative Learning
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    Chapter 48 Sharing Perspectives in Virtual Interaction: Review of Methods of Analysis
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    Chapter 49 Designing Networked Environments to Support Dialogical Learning
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    Chapter 50 A Study on Heterogeneity During Realtime Collaborative Problem Solving
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    Chapter 51 Stimulating Questioning Behaviour
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    Chapter 52 Nonverbal Signs in Virtual Environments
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    Chapter 53 Is Synchronous Computer Mediated Collaborative Problem-Solving ‘Justified’ Only When by Distance? Teachers’ Points of Views and Interventions with CO-Located Groups, during Everyday Class Activities
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    Chapter 54 A Participant Experience Method for Illustrating Individuals’ Experiences in the Course of an Evolving Virtual Learning Community
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    Chapter 55 Designing for Divergence
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    Chapter 56 From Lecture Recording Towards Personalized Collaborative Learning
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    Chapter 57 Designing for Change in Networked Learning Environments
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    Chapter 58 Supporting Face-to-Face Learning with Handheld Devices
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    Chapter 59 Scientific Principles in Pasteur’s Quadrant: Integrating Goals of Understanding and Use in Learning Environment Research
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    Chapter 60 Moving Toward a Theory of CSCL
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    Chapter 61 A New Conceptual Framework for CSCL
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    Chapter 62 Meaning and Interpretation in Collaboration
Overall attention for this book and its chapters
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Mentioned by

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1 Wikipedia page

Citations

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21 Dimensions

Readers on

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45 Mendeley
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Title
Designing for Change in Networked Learning Environments
Published by
Springer Netherlands, June 2013
DOI 10.1007/978-94-017-0195-2
ISBNs
978-9-04-816321-2, 978-9-40-170195-2
Editors

Wasson, Barbara, Ludvigsen, Sten, Hoppe, Ulrich

Mendeley readers

The data shown below were compiled from readership statistics for 45 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 5 11%
United Kingdom 2 4%
Vietnam 1 2%
Norway 1 2%
Indonesia 1 2%
Australia 1 2%
Colombia 1 2%
Canada 1 2%
Portugal 1 2%
Other 0 0%
Unknown 31 69%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 10 22%
Researcher 6 13%
Other 5 11%
Student > Master 5 11%
Lecturer 4 9%
Other 13 29%
Unknown 2 4%
Readers by discipline Count As %
Social Sciences 21 47%
Computer Science 8 18%
Arts and Humanities 4 9%
Linguistics 3 7%
Psychology 2 4%
Other 2 4%
Unknown 5 11%