Comparing simple and advanced video tools as supports for complex collaborative design processes

Journal of the Learning Sciences

Volumn 19, Issue 3, 2010, Pages 403-440

  Zahn, Carmen ^a   Pea, Roy ^b   Hesse, Friedrich W ^a   Rosen, Joe ^b  

^a KNOWLEDGE MEDIA RESEARCH CENTER   (Germany)

^b STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77954635348     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1080/10508401003708399     Document Type: Article

References (70)

1. Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12, 307-359.
2. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
3. Carver, S. M., Lehrer, R., Connell, T., & Erickson, J. (1992). Learning by hypermedia design: Issues of assessment and implementation. Educational Psychologist, 27, 385-404.
4. Chambel, T., Zahn, C., & Finke, M. (2006). Hypervideo and cognition: Designing video-based hypermedia for individual learning and collaborative knowledge building. In E. M. Alkhalifa (Ed.), Cognitively informed systems: Utilizing practical approaches to enrich information presentation and transfer (pp. 26-49). Hershey, PA: Idea Group.
5. Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 127-149). Washington, DC: American Psychological Association.
6. Clark, H. H., & Schaefer, E. F. (1989). Contributing to discourse. Cognitive Science, 13, 259-294.
7. Goel, V., & Pirolli, P. (1992). The structure of design problem spaces. Cognitive Science, 16, 395-429.
8. Goldman, R. (2004). Video perspectivity meets wild and crazy teens: Design ethnography. Cambridge Journal of Education, 2(4), 147-169.
9. TM, an online digital video data analysis tool: Changing our perspectives as an interpretative community. In R. Goldman, R. D. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 507-520). Mahwah, NJ: Erlbaum.
10. Goldman-Segall, R. (1991). A multimedia research tool for ethnographic investigation. In I. Harel & S. Papert (Eds.), Constructionism (pp. 467-496). Norwood, NJ: Ablex.
11. Goldman-Segall, R. (1994). Challenges facing researchers using multimedia tools. Computer Graphics, 28(1), 48-52.
12. Goldman-Segall, R. (1998). Points of viewing children's thinking: A digital ethnographer's journey. Mahwah, NJ: Erlbaum.
13. Greeno, J. (2006). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79-96). New York, NY: Cambridge University Press.
14. Harel, I. (1990). Children as software designers: A constructionist approach for learning mathematics. Journal of Mathematical Behavior, 9, 3-93.
15. Harel, I., & Papert, S. (1991). Software design as a learning environment. In I. Harel & S. Papert (Eds.), Constructionism (pp. 19-50). Norwood, NJ: Ablex.
16. Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In M. Levy & G. E. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Erlbaum.
17. Hennessey, S., & Murphy, P. (1999). The potential for collaborative problem solving in design and technology. International Journal of Technology and Design Education, 9(1), 1-36.
18. Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9, 247-298.
19. Hobbs, R. (2006). Non-optimal uses of video in the classroom. Learning, Media and Technology, 31(1), 35-50.
20. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
21. Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. An occasional paper on digital media and learning. Retrieved from http://digitallearning. macfound.org/atf/of/%7B7E45C7E0-4B89-AC9C-E807E1B0AE4E%D/JENKINS-WHITE-PAPER.pdf
22. Jenkins, J. (2009). What happened before YouTube? In J. Burgess & J. Green (Eds.), YouTube: Online video and participatory culture (pp. 109-125). Malden, MA: Polity Press.
23. Kafai, Y. B. (1996). Learning design by making games: Children's development of design strategies in the creation of a complex computational artifact. In Y. B. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking, and learning in a digital world (pp. 71-96). Mahwah, NJ: Erlbaum.
24. Kafai, Y. B., & Ching, C. C. (2001). Affordances of collaborative software design planning for elementary students' science talk. Journal of the Learning Sciences, 10, 323-363.
25. Kafai, Y. B., Ching, C. C., & Marshall, S. (2004). Learning affordances of collaborative software design. In M. Rabinowitz, F. C. Blumberg, & H. Everson (Eds.), The impact of media and technology on instruction (pp. 77-100). Mahwah, NJ: Erlbaum.
26. Kafai, Y. B., & Resnick, M. (Eds.). (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Mahwah, NJ: Erlbaum.
27. Katz, S. D. (1991). Film directing shot by shot-Visualizing from concept to screen. Studio City, CA: Michael Wiese Productions, in conjunction with Focal Press.
28. Kenny, D. A., Kashy, D. A., & Cook, W. L. (2006). Dyadic data analysis. New York, NY: Guilford Press.
29. TM into practice. Journal of the Learning Sciences, 12, 495-547.
30. Kolodner, J. L., Gray, J., & Fasse, B. B. (2003). Promoting transfer through case-based reasoning: Rituals and practices in learning by design classrooms. Cognitive Science Quarterly, 3(2), 183-232.
31. Krammer, R. (2006). Filme im Geschichtsunterricht-Analysieren-Interpretieren-Dekonstruieren [Films in history education-Analysis-Interpretation-Deconstruction]. Historische Sozialkunde, 3, 26-33.
32. Lehrer, R., Erickson, J., & Connell, T. (1994). Learning by designing hypermedia documents: Hypermedia and multimedia in the schools. Computers in the Schools, 10, 227-254.
33. Maldonado, H., Lee, B., Klemmer, S., & Pea, R. (2007). Patterns of collaboration in design courses: Team dynamics affect technology appropriation, artifact creation, and course performance. In Proceedings of CSCL-2007 (pp. 486-495). Mahwah, NJ: Erlbaum.
34. Moran, T. P., & Carroll, J. M. (Eds.). (1996). Design rationale: Concepts, techniques, and use. Mahwah, NJ: Erlbaum.
35. Nelson, D. (1982). City building education: A way to learn. Los Angeles, CA: Center for City Building Education Programs.
36. Nelson, D., & Sundt, J. (1993). Changing the architecture of teachers' minds. Children's Environments, 10(2), 88-103.
37. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books.
38. Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 161-191). Norwood, NJ: Ablex.
39. Pea, R. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167-182.
40. Pea, R. D. (1991). Learning through multimedia. IEEE Computer Graphics and Applications, 11(4), 58-66.
41. Pea, R. D. (1992). Augmenting the discourse of learning with computer-based learning environments. In E. de Corte, M. Linn, & L. Verschaffel (Eds.), Computer-based learning environments and problem-solving (pp. 313-343). New York, NY: Springer-Verlag.
42. Pea, R. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47-87). Cambridge, England: Cambridge University Press.
43. Pea, R. D. (2006). Video-as-data and digital video manipulation techniques for transforming learning sciences research, education and other cultural practices. In J. Weiss, J. Nolan, J. Hunsinger, & P. Trifonas (Eds.), International handbook of virtual learning environments (pp. 1321-1393). Dordrecht, The Netherlands: Kluwer Academic.
44. Pea, R. D., & Gomez, L. (1992). Distributed multimedia learning environments: Why and how? Interactive Learning Environments, 2(2), 73-109.
45. Pea, R. D., & Kurland, D. M. (1987). Cognitive technologies for writing development. In L. Frase (Ed.), Review of Research in Education (Vol. 14, pp. 277-326). Washington, DC: AERA Press.
46. Pea, R., Lindgren, R., & Rosen, J. (2008). Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks. Social Science Information, 47, 355-372.
47. Pea, R., Mills, M., Rosen, J., Dauber, K., Effelsberg, W., & Hoffert E. (2004). The DIVER™ Project: Interactive digital video repurposing. IEEE Multimedia, 11(1), 54-61.
48. Resnick, M., Martin, F., Sargent, R., & Silverman, B. (1996). Programmable bricks: Toys to think with. IBM Systems Journal, 35, 443-452.
49. Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2, 235-276.
50. Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer supported collaborative learning (pp. 69-97). Berlin, Germany: Springer-Verlag.
51. Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76, 647-658.
52. Salomon, G. (1993). No distribution without individuals' cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 113-137). Cambridge, England: Cambridge University Press.
53. Salomon, G. (1994). Interaction of media, cognition and learning: An exploration of how symbolic forms cultivate mental skills and affect knowledge acquisition. Hillsdale, NJ: Erlbaum.
54. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL: Open Court.
55. Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14, 293-305.
56. Smith, B., & Blankinship, E. (2000). Justifying imagery: Multimedia support for learning through explanation. IBM Systems Journal, 39, 749-767.
57. Smith, B., & Reiser, B. J. (2005). Explaining behavior through observational investigation and theory articulation. Journal of the Learning Sciences, 14, 315-360.
58. Spiro, R. J., Collins, B. P., & Ramchandran, A. (2007). Reflections on a post-Gutenberg epistemology for video use in ill-structured domains: Fostering complex learning and cognitive flexibility. In R. Goldman, R. D. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 93-100). Mahwah, NJ: Erlbaum.
59. Stahl, E., Finke, M., & Zahn, C. (2006). Knowledge acquisition by hypervideo design: An instructional program for university courses. Journal of Educational Multimedia and Hypermedia, 15(3), 285-302.
60. Stahl, E., Zahn, C., Schwan, S., & Finke, M. (2006). Knowledge acquisition by designing hypervideos: Different roles of writing during courses of "new" media production. In L. van Waes, M. Leijten, & C. M. Neuwirth (Eds.), Writing and digital media (pp. 77-88). Amsterdam, The Netherlands: Elsevier.
61. Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press.
62. Suthers, D. D. (2001). Towards a systematic study of representational guidance for collaborative learning discourse. Journal of Universal Computer Science, 7(3). Retrieved from http://www.jucs.org/ jucs_7_3/towards_a_systematic_study
63. Suthers, D. D., & Hundhausen, C. (2003). An empirical study of the effects of representational guidance on collaborative learning. Journal of the Learning Sciences, 12, 183-219.
64. Vygotsky, L. S. (1978). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79-91). Cambridge, MA: Harvard University Press. (Original work published 1930)
65. Wetzel, C. D., Radtke, P. H., & Stern, H. W. (1994). Instructional effectiveness of video media. Hillsdale, NJ: Erlbaum.
66. Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
67. youtube.com. (n.d.). Retrieved from http://tinyurl.com/d39an8
68. Zahn, C., Barquero, B., & Schwan, S. (2004). Learning with hyperlinked videos-Design criteria and efficient strategies for using audiovisual hypermedia. Learning and Instruction, 14(3), 275-291.
69. Zahn, C., & Finke, M. (2003). Collaborative knowledge building based on hyperlinked video. In B. Wasson, R. Baggetun, U. Hoppe, S. Ludvigsen (Eds.), CSCL 2003-Community events, communication and interaction (pp. 173-175). Bergen, Norway: University of Bergen, Intermedia.
70. Zahn, C., Pea, R., Hesse, F., Mills, M., Finke, M., & Rosen, J. (2005). Advanced video technologies to support collaborative learning in school education and beyond. In T. Koschmann, D. Suthers, & T-W. Chan (Eds.), Computer supported collaborative learning 2005: The next 10 years (pp. 737-742). Mahwah, NJ: Erlbaum.