Adaptive human guidance of computer-mediated group work

Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences

Volumn 2, Issue , 2010, Pages 149-156

  Schwarz, Baruch ^a   Wang, Christine ^b   Chiu, Ming M ^b   Ching, Cynthia Carter ^c   Walker, Erin ^d   Koedinger, Kenneth ^d   Rummel, Nikol ^e   Asterhan, Christa S C ^f   Baker, Michael ^g   Palincsar, Annemarie ^h  

^a HEBREW UNIVERSITY OF JERUSALEM   (Israel)

^b UNIVERSITY AT BUFFALO   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

^d CARNEGIE MELLON UNIVERSITY   (United States)

^e UNIVERSITY OF FREIBURG   (Germany)

^f LRDC   (United States)

^g CNRS   (France)

^h UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84880541182     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (8)

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2. Baker, M.J. (2009). Argumentative interactions and the social construction of knowledge. In N. Muller Mirza & A.-N. Perret-Clermont (Eds.) Argumentation and Education: Theoretical Foundations and Practices, pp. 127-144. New York: Springer.
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7. Schwarz, B. & Glassner, A. (2003). The blind and the paralytic: fostering argumentation in social and scientific domains. In J. Andriessen, M. Baker, and D. Suthers (Eds.) Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning environments, pp. 227-260. Dordrecht : Kluwer Academic Publishers.
8. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17, 89-100.