Identity formation/transformation as a process of collaborative learning of programming using algoarena

Cscl 2: Carrying Forward the Conversation

Volumn , Issue , 2013, Pages 275-296

  Suzuki, Hideyuki ^a   Kato, Hiroshi ^b  

^a IBARAKI UNIVERSITY   (Japan)

^b NATIONAL INSTITUTE OF MULTIMEDIA EDUCATION   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84864046439     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410601544-18     Document Type: Chapter

References (10)

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3. Engeström, Y. (1986). The zone of proximal development as the basic category of educational psychology. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 8(1), 23-42.
4. Kato, H., & Ide, A. (1995). Using a game for social setting in a learning environment: AlgoArena-A tool for learning software design. CSCL’95 Proceedings, pp. 195-199.
5. Koschmann, T. (1996). CSCL: Theory and practice of an emerging paradigm. Hillsdale, NJ: Lawrence Erlbaum Associates.
6. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
7. Sacks, H. (1972a). On the analyzability of stories by children. In J.J.Gumperz and D.Hymes (Eds.), Directions in sociolinguistics: The ethnography of communication (pp. 329-345). New York: Holt, Reinhart and Winston.
8. Sacks, H. (1972b). An initial investigation of the usability of conversational data for doing sociology. In D.N.Sudnow (Ed.), Studies in social interaction (pp. 31-74). New York: Free Press.
9. Sacks, H. (1992). Lectures on conversation (Vol. 1). Oxford: Basil Blackwell.
10. Watson, D.R. (1997). The presentation of victim and motive in discourse: The case of police interrogations and interviews. In. Travers, M. & Manzo, J.F. (eds.). Law in Action: Ethnomethodological & Conversation Analytic Approaches to Law (pp. 77-97). Aldershot, UK: Dartmouth Publishing Co.