Extending the joint problem space: Time and sequence as essential features of knowledge building

Computer-Supported Collaborative Learning Conference, CSCL

Volumn , Issue PART 2, 2008, Pages 295-302

  Sarmiento, Johann W ^a   Stahl, Gerry ^a  

^a DREXEL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COLLABORATIVE PROBLEM SOLVING; ESSENTIAL FEATURES; KNOWLEDGE BUILDING; LEARNING SCIENCE; MEANING MAKINGS; PROBLEM SPACE;

COMPUTER SCIENCE;

COMPUTER AIDED INSTRUCTION;

EID: 84880404358     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (37)

1. Arrow, H., Poole, M. S., Henry, K. B., Wheelan, S., & Moreland, R. (2004). Time, change, and development: The temporal perspective on groups Small Group Research, 35 (1), 73-105.
2. Bales, R. F. (1953). The equilibrium problem in small groups. In T. Parsons, R. F. Bales & E. A. Shils (Eds.), Working papers in the theory of action (pp. 111-161): Free Press.
3. Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. Journal of The Learning Sciences, 9 (4), 403-436.
4. Barron, B. (2003). When smart groups fail. Journal Of The Learning Sciences, 12 (3), 307-359.
5. Brown, A., & Campione, J. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press.
6. Dillenbourg, P., Baker, M., Blaye, A., & O'Malley, C. (1995). The evolution of research on collaborative learning. In P. Reimann & H. Spada (Eds.), Learning in humans and machines: Towards an interdisciplinary learning science (pp. 189-211). Oxford, UK: Elsevier.
7. Engle, R. A. (2006). Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15 (4), 451-498.
8. Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20 (4), 399-483.
9. Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
10. Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.
11. Hausmann, R., Chi, M., & Roy, M. (2004). Learning from collaborative problem solving: An analysis of three hypothesized mechanisms. Paper presented at the 26nd annual conference of the Cognitive Science society.
12. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
13. Kirsch, D. (forthcoming). Problem solving and situated cognition. In P. Robbins & M. Aydede (Eds.), Cambridge handbook of situated cognition. Cambridge: Cambridge University Press.
14. Koschmann, T., Zemel, A., Conlee-Stevens, M., Young, N., Robbs, J., & Barnhart, A. (2005). How do people learn? In F. H. R. Bromme & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication. Amsterdam: Kluwer.
15. Kotovsky, K., & Simon, H. A. (1990). Why are some problems really hard: Explorations in the problem space of difficulty. Cognitive Psychology, 22, 143-183.
16. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge Univ. Press.
17. Lemke, J. L. (2001). The long and the short of it: Comments on multiple timescale studies of human activity. Journal Of The Learning Sciences, 10 (1-2), 17-26.
18. McGrath, J. E. (1991). Time, interaction, and performance (tip): A theory of groups. Small Group Research, 22 (2), 147-174.
19. Newell, A. (1980). Reasoning, problem solving and decision processes: The problem space as a fundamental category. In R. Nickerson (Ed.), Attention and performance viii. Hillsdale, NJ:: Erlbaum.
20. Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
21. Perkins, D. N. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 88-110). Cambridge, UK: Cambridge University Press.
22. Poole, M. S., & Van de Ven, A. H. (2004). Central issues in the study of change and innovation. In M. S. Poole & A. H. V. d. Ven (Eds.), Handbook of organizational change and innovation (pp. 3-31). Oxford: Oxford University Press.
23. Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining, and representing problems. In J. E. D. a. R. J. Sternberg (Ed.), The psychology of problem solving (pp. 3-30). Cambridge, UK: Cambridge University Press.
24. Reimann, P. (2007). Time is precious: Why process analysis is essential for cscl, International Conference on Computer-supported Collaborative Learning 2007. New Brunswick, NJ.
25. Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2 (3), 235-276.
26. Salomon, G. (1993). Distributed cognition. Cambridge, UK: Cambridge University Press.
27. Sarmiento, J., & Stahl, G. (2007). Group creativity in virtual math teams: Interactional mechanisms for referencing, remembering and bridging, Creativity & Cognition 2007 (pp. 37-44). Washington, DC: ACM Press.
28. Sawyer, R. K. (2003). Group creativity: Music, theater, collaboration. Mahwah, NJ: Lawrence Erlbaum.
29. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37-68.
30. Schwartz, D. L. (1995). The emergence of abstract representations in dyad problem solving. Journal Of The Learning Sciences, 4 (3), 321-354.
31. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27 (2), 4-13.
32. Stahl, G. (2006a). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press.
33. Stahl, G. (2006b). Sustaining group cognition in a math chat environment. Research and Practice in Technology Enhanced Learning, 1 (2), 85-113.
34. Stahl, G., Zemel, A., Sarmiento, J., Cakir, M., Weimar, S., Wessner, M., et al. (2006). Shared referencing of mathematical objects in online chat. Paper presented at the International Conference of the Learning Sciences (ICLS 2006).
35. Teasley, S. D., & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools (pp. 229-258). Mahwah, NJ: Lawrence Erlbaum.
36. Wegerif, R. (2006). A dialogic understanding of the relationship between cscl and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning (ijCSCL), 1 (1), 143-157.
37. Wessner, M., Shumar, W., Stahl, G., Sarmiento, J., Muhlpfordt, M., & Weimar, S. (2006). Designing an online service for a math community. Paper presented at the International Conference of the Learning Sciences (ICLS 2006).