CSCL, Theory and Practice of an Emerging Paradigm
Timothy D. Koschmann
Routledge, 1996 - Education - 353 pages
This book, about a newly emerging area of research in instructional technology, has as its title the acronym "CSCL." Initially, CSCL was chosen as an acronym for Computer-Supported Collaborative Learning. However, some would argue that "collaborative" is often not a descriptive term for what learners do in instructional settings; further, as the field develops, the technology used to support collaboration may not always involve computers, at least not in the direct ways they have been used to support instruction in the past. To avoid getting bogged down in this terminological debate, this book uses CSCL as a designation in its own right, leaving open to interpretation precisely what words it stands for.
The authors talk a great deal about the theory underlying their work. In part, this is because that is what they were asked to do, but it is also an indication of the state of the field. In an established paradigm in which the theories and methods are well agreed upon, such discussion is less central. CSCL, however, has not yet reached the stage of "normal" science. There is much to be worked out yet. This book is offered with the hope that it will help to define a direction for future work in this field.
The chapters appear in alphabetical order (except for the introductory chapter and the afterword) -- not for lack of a better way to organize the chapters, but rather because the organizational possibilities are too numerous and this order does not privilege one over another. By not imposing a topical organizing structure on this collection, it is hoped that readers will feel freer to explore the chapters in a way that best suits their needs.
COPY FOR BIND-CARD CD-ROM info ................................. There is an accompanying CD-Rom for this proceedings that will become available September 1998. Purchasers of the proceedings may obtain a copy of this CD-ROM at no cost by contacting Lawrence Erlbaum Associates, Inc. phone: (201) 236-9500 toll-free: 1-800-9-BOOKS-9 (1-800-926-6579) 9am-5pm EST fax: (201) 236-0072 e-mail: firstname.lastname@example.org Web site: www.erlbaum.com address: 10 Industrial Avenue, Mahwah, NJ 07430-2262
The CD-ROM was funded through a grant from the National Science Foundation.
An Introduction Timothy Koschmann
Mastering Complexity Individually and in Groups Paul J Feltovich Rand J Spiro Richard L Coulson and Joan Feltovich
Collaboration on High School Science Activities Shelley V Goldman
A Principled Approach to the Use of Computers in Collaborative Learning Timothy Koschmann Ann C Kelson Paul J Feltovich and Howard S Barrows
The Role of Local Information Infrastructures in School Reform Donald Morrison and Bruce Goldberg
Computer Support for a Cooperative Process Christine M Neuwirth and Patricia G Wojahn
Distributed Multimedia Learning Environments for Transformative Communications Roy D Pea
Communication and Education Margaret Riel
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acceleration activities analysis arrow Bereiter black arrow Cambridge CaPPs Carol and Dana chapter classroom Cognitive Flexibility Theory Cognitive Science collaborative learning communication complex Computer Chronicles computer support concepts conceptual change construction constructivist context Conversation Analysis conversations cooperative learning Coulson CSCL CSILE curriculum Dana’s deep features described discourse discussion domains Dynagrams Educational Research effects electronic Episode example Feltovich focus goals Hillsdale hypertext ill-structured individual instruction interaction Journal knowledge-building Koschmann Lawrence Erlbaum Associates learners Learning Circle learning environments local area networks loosely coupled metaphors multiple paradigm participation peer perspective physics PIViT practice PREP Editor problem-based learning project-based science PSNet question reﬂect representations role Roy Pea Scardamalia shared knowledge simulation Situated cognition situation skills social social Constructivism Spiro structure teachers teaching teams tion understanding University Press velocity writing