External representation of argumentation in CSCL and the management of cognitive load

Learning and Instruction

Volumn 12, Issue 1, 2002, Pages 121-138

  Van Bruggen, J M ^a   Kirschner, P A ^a,b   Jochems, W ^a  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Argumentation; Cognitive load theory; Computer Supported collaborative learning; External representations

Indexed keywords

EID: 0038811360     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0959-4752(01)00019-6     Document Type: Article

References (59)

1. Baddeley, A. D. (1986). Working memory. Oxford: Clarendon Press.
2. Baker, M., Hansen, T., Joiner, R., & Traum, D. (1999). The role of grounding in collaborative learning tasks. In P. Dillenbourg (Ed.), Collaborative learning: cognitive and computational approaches (pp. 31-63). Amsterdam: Pergamon Press.
3. Baker, M., & Lund, K. (1997). Promoting reflective interactions in a CSCL environment. Journal of Computer Assisted Learning, 13, 175-193.
4. Bell, P. (1997). Using argument representations to make thinking visible for individuals and groups. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of CSCL '97: The Second International Conference on Computer Support for Collaborative Learning (pp. 10-19). Toronto: University of Toronto Press.
5. Boshuizen, H. P. A., & Schijf, H. J. M. (1998). Problem solving with multiple representations by multiple and single agents: an analysis of the issues involved. In M. W. van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 137-151). Amsterdam: Pergamon Press.
6. Boshuizen, H. P. A., & van der Wiel, W. J. (1998). Using multiple representations in medicine: how students struggle with them. In M. W. van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 237-262). Amsterdam: Pergamon Press.
7. Buckingham Shum, S., & Hammond, N. (1993). Argumentation-based design rationale: what use at what cost? International journal of man-machine studies, 40, 603-652.
8. Buckingham Shum, S. J., MacLean, A., Bellotti, V. M. E., & Hammond, N. V. (1997). Graphical argumentation and design cognition. Human-Computer Interaction, 12, 267-300.
9. Caroll, J. M., & Moran, T. P. (1991). Introduction to this special issue on design rationale. Human-Computer Interaction, 6, 197-200.
10. Carr, C. S. (1999). CSCA in legal education. In Computer Supported Collaborative Learning '99, Stan-ford, CA.
11. Conklin, E. J., & Begeman, M. L. (1988). gIBIS: a hypertext tool for the exploratory policy discussion. ACM Transactions on Office Information Systems, 6, 303-331.
12. Conklin, E. J., & Yakemovic, K. B. (1991). A process-oriented approach to design rationale. Human-Computer Interaction, 6, 357-391.
13. Cox, R. (1999). Representation construction, externalised cognition and individual differences. Learning and Instruction, 9, 343-363.
14. de Jong, T., Ainsworth, S., Dobson, M., van der Hulst, A., Levonen, J., Reimann, P., Sime, J.-A., van Someren, M. W., Spada, H., & Swaak, J. (1998). Acquiring knowledge in science and mathematics: the use of multiple representations in technology-based learning environments. In M. W. van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 9-40). Amsterdam: Pergamon Press.
15. Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 170-198). New York: Macmillan Library Reference USA.
16. Edelson, D., & O'Neill, D. K. (1994). The CoVis collaboratory notebook: computer support for scientific inquiry. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 1994. New Orleans.
17. Edelson, D. C., O'Neill, D. K., Gomez, L. M., & D'Amico, L. (1995). A design for effective support of inquiry and collaboration. In CSCL 95, Bloomington, IN.
18. Goel, V., & Pirolli, P. (1992). The structure of design problem spaces. Cognitive Science, 16, 395-429.
19. Guzdial, M. (1997). Information ecology of collaborations in educational settings: influence of tool. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of CSCL '97: The Second International Conference on Computer Support for Collaborative Learning (pp. 83-91). Toronto: University of Toronto Press.
20. Guzdial, M., Hmelo, C., Hübscher, R., Nagel, K., Newstetter, W., Puntambekar, S., Shabo, A., Turns, J., & Kolodner, J. (1997). Integrating and guiding collaboration: lessons learned in computer-supported collaborative learning research at Georgia Tech. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of CSCL '97: The Second International Conference on Computer Support for Collaborative Learning (pp. 91-100). Toronto: University of Toronto Press.
21. Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: a constructivist perspective. Upper Saddle River, NJ: Prentice Hall.
22. Kolodner, J., & Guzdial, M. (1996). Effects with and of CSCL: tracking learning in a new paradigm. In T. D. Koschmann (Ed.), CSCL, theory and practice of an emerging paradigm (pp. 307-320). Mahwah, NJ: Erlbaum (Lawrence).
23. Koschmann, T. D. (1996). Paradigm shifts and instructional technology: an introduction. In T. D. Kosch-mann (Ed.), Computers, cognition, and work: CSCL, theory and practice of an emerging paradigm (pp. 1-21). Mahwah, NJ: Erlbaum (Lawrence).
24. Larkin, J. H., & Simon, H. A. (1995). Why a diagram is (sometimes) worth ten thousand words. In J. Glasgow, N. N. Narayanan, & B. Chandrasekaran (Eds.), Diagrammatic reasoning; cognitive and computational perspectives (pp. 69-109). Menlo Park, CA: AAAI Press/MIT Press. (Reprinted from Cognitive Science, 1987, 11, 65-99)
25. Larkin, J. H., & Simon, H. A. (1995). Why a diagram is (sometimes) worth ten thousand words. In J. Glasgow, N. N. Narayanan, & B. Chandrasekaran (Eds.), Diagrammatic reasoning; cognitive and computational perspectives (pp. 69-109). Menlo Park, CA: AAAI Press/MIT Press. (Reprinted from Cognitive Science, 1987, 11, 65-99)
26. Lee, J., & Lai, K.-Y. (1991). What's in design rationale? Human-Computer Interaction, 6, 251-280.
27. Lesgold, A. (1998). Multiple representations and their implications for learning. In M. W. van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 307-319). Amsterdam: Pergamon Press.
28. Lesgold, A., Katz, S., Greenberg, S., Hughes, E., & Eggan, G. (1991). Extensions of intelligent tutoring paradigms to support collaborative learning. In S. Dijkstra, H. P. M. Krammer, & J. J. G. van Merriën-boer (Eds.), Instructional models in computer-based learning environments (pp. 291-311). Berlin: Springer.
29. MacLean, A., Young, R., Bellotti, V., & Moran, T. P. (1991a). Design space analysis: bridging from theory to practice via design rationale (EPC-1991-128). Cambridge: Rand Xerox Research Centre Cambridge Laboratory.
30. MacLean, A., Young, R. M., Bellotti, V. M. E., & Moran, T. P. (1991b). Questions, options and criteria: elements of design space analysis. Human-Computer Interaction, 6, 201-250.
31. Paas, F. G. W. C., & van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351-371.
32. Paolucci, M., Suthers, D., & Weiner, A. (1995). Belvedere: stimulating students' critical discussion. CHI95 Conference Companion, Interactive Posters, 7-11 May Denver CO (pp. 123-124).
33. Paolucci, M., Suthers, D., Weiner, A., & Lesgold, A. (1996). Automated advice-giving strategies for scientific inquiry. In C. Frasson, G. Gauthier, & A. Lesgold (Eds.), Lecture notes in computer science. Intelligent Tutoring Systems, Third International conference, ITS '96, Montreal, Canada (pp. 372-381). New York: Springer.
34. Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognition: psychological and educational considerations (pp. 47-87). Cambridge: Cam-bridge University Press.
35. Rittel, H. W. J. (1984). Second-generation design methods (interview by Donald P. Grant and Jean-Pierre Protzen). In N. Cross (Ed.), Developments in design methodology (pp. 317-328). Chichester: Wiley. (Reprinted from The DMG 5th anniversary Report, DMG Occasional paper No. 1, 1972, pp. 5-10.)
36. Rittel, H. W. J. (1984). Second-generation design methods (interview by Donald P. Grant and Jean-Pierre Protzen). In N. Cross (Ed.), Developments in design methodology (pp. 317-328). Chichester: Wiley. (Reprinted from The DMG 5th anniversary Report, DMG Occasional paper No. 1, 1972, pp. 5-10.)
37. Rittel, H. W. J., & Webber, M. M. (1984). Planning problems are wicked problems. In N. Cross (Ed.), Developments in design methodology (pp. 135-144). Chichester: Wiley. (Reprinted from Policy Sciences, 4, 1973, 155-169)
38. Rittel, H. W. J., & Webber, M. M. (1984). Planning problems are wicked problems. In N. Cross (Ed.), Developments in design methodology (pp. 135-144). Chichester: Wiley. (Reprinted from Policy Sciences, 4, 1973, 155-169)
39. Scaife, M., & Rogers, Y. (1996). External Cognition: how do graphical representations work? International journal of human-computer studies, 45, 185-213.
40. Scardamalia, M. A., & Bereiter, C. (1994). Computer support for knowledge building communities. The journal of the learning sciences, 3, 265-283.
41. Scardamalia, M. A., Bereiter, C., Maclean, R. S., Swallow, J., & Woodruff, E. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research, 5, 51-68.
42. Schijf, H. J. M., & Simon, H. A. (1998). One person: multiple representations: an analysis of a simple, realistic multiple representation learning task. In M. W. van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 197-236). Amsterdam: Perga-mon Press.
43. Smolensky, P., Fox, B., King, R., & Lewis, C. (1988). Computer-aided reasoned discourse or, how to argue with a computer. In R. Guindon (Ed.), Cognitive science and its applications for human-computer interaction (pp. 109-162). Hillsdale, NJ: Erlbaum (Lawrence).
44. Stenning, K. (1998). Representation and conceptualisation in educational communication. In M. W. van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 320-333). Amsterdam: Pergamon Press.
45. Stenning, K., & Oberlander, J. (1995). A cognitive theory of graphical and linguistic reasoning: logic and implementation. Cognitive science, 19, 97-140.
46. Suthers, D. (1995). Designing for internal vs external discourse in groupware for developing critical discussion skills. In CHI'95 Research Symposium, Denver.
47. Suthers, D. (1998a) Representations for scaffolding collaborative inquiry on ill-structured problems. http://advlearn.lrdc.pitt.edu/advlearn/papers/ aera98.pdf. (Accessed: 26-11-1998.)
48. Suthers, D. (1998b). Technical report computer aided education and training initiative. Pittsburgh: Learning Research and Development Center, University of Pittsburgh.
49. Suthers, D., & Weiner, A. (1995) Groupware for developing critical discussion skills. http://www-cscl95.indiana.edu/cscl95/suthers.html. (Accessed: 14-07-1998.)
50. Suthers, D. D., Toth, E. E., & Weiner, A. (1997). An integrated approach to implementing collaborative inquiry in the classroom. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of CSCL '97: The Second International Conference on Computer Support for Collaborative Learning (pp. 272-279). Toronto: University of Toronto Press.
51. Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
52. Toth, J. A., Suthers, D., & Weiner, A. (1997). Providing expert advice in the domain of collaborative scientific inquiry. In B. Du Boulay, & R. Misoguchi (Eds.), Artificial intelligence in education; knowledge and media in learning systems. Proceedings of AI-ED 97 World Conference on Artificial Intelligence in Education (pp. 301-308). Amsterdam: IOS Press.
53. Toulmin, S. E. (1958). The uses of argument. Cambridge: Cambridge University Press.
54. Toulmin, S. E., Rieke, R. D., & Janik, A. (1984). An introduction to reasoning (2nd ed.). New York: Macmillan.
55. Veerman, A. (2000). Computer-supported collaborative learning through argumentation. PhD dissertation, University of Utrecht
56. Veerman, A. L., & Treasure-Jones, T. (1999). Software for problem solving through collaborative argumentation. In J. Andriessen, & P. Coirier (Eds.), Foundations of argumentative text processing (pp. 203-229). Amsterdam: University of Amsterdam Press.
57. Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science, 21, 179-217.
58. Zhang, J., & Norman, D. A. (1994). Representations in distributed cognitive tasks. Cognitive Science, 18, 87-122.
59. Zumbach, J., & Reimann, P. (1999). Combining computer-supported collaborative argumentation and problem-based learning: an approach for designing online learning environments. In Computer Supported Collaborative Learning '99, Stanford, CA.