CSCL 2, carrying forward the conversation

CSCL 2: Carrying Forward the Conversation is a thorough and up-to-date survey of recent developments in Computer Supported Collaborative Learning, one of the fastest growing areas of research in the learning sciences. A follow-up to CSCL: Theory and Practice of an Emerging Paradigm (1996), this volume both documents how the field has grown and fosters a meaningful discussion of how the research program might be advanced in substantive ways.

Recognizing the long-standing traditions of CSCL work in Europe and Japan, the editors sought to broaden and expand the conversation both geographically and topically. The 45 participating authors represent a range of disciplinary backgrounds, including anthropology, communication studies, computer science, education, psychology, and philosophy, and offer international perspectives on the field. For each chapter, the goal was not only to show how it connects to past and future work in CSCL, but also how it contributes to the interests of other research communities. Toward this end, the volume features a "conversational structure" consisting of target chapters, invited commentaries, and author responses. The commentaries on each chapter were solicited from a diverse collection of writers, including prominent scholars in anthropology of education, social studies of science, CSCW, argumentation, activity theory, language and social interaction, ecological psychology, and other areas.
The volume is divided into three sections:
*Part I explores four case studies of technology transfer involving CSILE, one of the most prominent CSCL projects.
*Part II focuses on empirical studies of learning in collaborative settings.
*Part III describes novel CSCL technologies and the theories underlying their design.

Historically, there has been a certain amount of controversy as to what the second "C" in CSCL should represent. The conventional meaning is "collaborative" but there are many C-words that can be seen as relevant. With the publication of this volume, "conversational" might be added to the list and, in this spirit, the book might be viewed as an invitation to join a conversation in progress and to carry it forward.

Naomi Miyake and Timothy KoschmannJim HewittAllan CollinsJim HewittJun Oshima and Ritsuko OshimaJames A. LevinXiaodong Lin and Giyoo HatanoJun Oshima and Ritsuko OshimaFrank P. C. M. de Jong and Else Veldhuis-Diermanse and Gaby LutgensKai Hakkarainen and Lasse Lipponen and Sanna JarvelaEarl WoodruffGerry StahlRogers HallDavid Williamson ShafferReed R. StevensRicardo NemirovskySusan Leigh StarDavid Williamson ShafferReed StevensHideyuki Suzuki and Hiroshi KatoVictor Kaptelinin and Michael ColeDouglas MacbethRay McDermott and James G. GreenoHideyuki Suzuki and Hiroshi KatoVictor Kaptelinin and Michael ColeTimothy KoschmannVanessa ColellaJim Garrison and Rebecca K. SchecklerDavid HammerVanessa ColellaHiroshi Kato and Keiichi Yamazaki and Hideyuki Suzuki and Hideaki Kuzuoka and Hiroyuki Miki and Akiko YamazakiRandall SmithCurtis D. LeBaronCharles CrookHiroshi Kato and Keiichi Yamazaki and Hideyuki Suzuki and Hideaki Kuzuoka and Hiroyuki Miki and Akiko YamazakiPhilip BellRichard A. DuschlMark Felton and Deanna KuhnPhilip BellGeri Gay and Robert Rieger and Tammy BenningtonBonnie A. NardiSasha A. BarabTammy Bennington and Geraldine Gay and Robert Rieger

Contributors	p. xiii
Series Editors' Comments	p. xvi
Preface	p. xix
I Case Studies of Technology Transfer: Realizations of CSCL Conversations: Technology Transfer and the CSILE Project	p. 1
1 From a Focus on Tasks to a Focus on Understanding: The Cultural Transformation of a Toronto Classroom	p. 11
Commentary: The Balance Between Task Focus and Understanding Focus: Education as Apprenticeship Versus Education as Research	p. 43
Response: Striking a Balance Between a Task Focus and an Understanding Focus	p. 49
2 Coordination of Asynchronous and Synchronous Communication: Differences in Qualities of Knowledge Advancement Discourse Between Experts and Novices	p. 55
Commentary: Tracking the Evolution of Technology Uses	p. 85
Commentary: Cross-Cultural Adaptation of Educational Technology	p. 89
Response: Next Step in Design Experiments With Networked Collaborative Learning Environments: Instructional Interventions in the Curriculum	p. 99
3 Computer-Supported Collaborative Learning in University and Vocational Education	p. 111
4 Epistemology of Inquiry and Computer-Supported Collaborative Learning	p. 129
Commentary (Chap. 3 and 4): CSCL Communities in Post-Secondary Education and Cross-Cultural Settings	p. 157
Commentary (Chap. 3 and 4): Rediscovering CSCL	p. 169
II Empirical Studies of Learning in Collaborative Settings: Collaboration and Learning as Contingent Responses to Designed Environments	p. 185
5 Design, Collaboration, and Computation: The Design Studio as a Model for Computer-Supported Collaboration in Mathematics	p. 197
6 Divisions of Labor in School and in the Workplace: Comparing Computer- and Paper-Supported Activities Across Settings	p. 223
Commentary (Chap. 5 and 6): Designing Design Activities: Dilemmas Bound to Occur	p. 253
Commentary (Chap. 5 and 6): "Betweeness" in Design Education	p. 259
Response: The Design Studio: A Promising Model for Learning to Collaborate	p. 263
Response: Keeping It Complex in an Era of Big Education	p. 269
7 Identity Formation/Transformation as a Process of Collaborative Learning of Programming Using AlgoArena	p. 275
8 Individual and Collective Activities in Educational Computer Game Playing	p. 297
Commentary (Chap. 7 and 8): Theorizing the Vernacular	p. 311
Commentary (Chap. 7 and 8): Learning Together, Visibly so, and Against the Odds	p. 325
Response: Going Beyond Description	p. 335
Response: Ending the Conversation Just Begun	p. 341
III Technologies for Collaboration and Learning: Becoming More Articulate About the Theories That Motivate Our Work	p. 347
9 Participatory Simulations: Building Collaborative Understanding Through Immersive Dynamic Modeling	p. 357
Commentary: Participatory Simulation: Prospects and Possibilities	p. 393
Commentary: Powerful Technology and Powerful Instruction	p. 399
Response: Defining and Exploring Roles in Participatory Simulations	p. 405
10 Designing a Video-Mediated Collaboration System Based on a Body Metaphor	p. 409
Commentary: Awareness in Video-Mediated Communication	p. 425
Commentary: Technology Does Not Exist Independent of Its Use	p. 433
Commentary: Managing Intersubjectivity in Video-Mediated Collaboration	p. 441
Response: On Awareness of Shared Orientation, and Other Matters	p. 443
11 Using Argument Map Representations to make Thinking Visible for Individuals and Groups	p. 449
Commentary: Making Scientific Thinking Visible: The Role of Evidence Diversity and Theory Articulation	p. 487
Commentary: Science as Argument	p. 493
Response: Science Is Argument: Toward Sociocognitive Supports for Disciplinary Argumentation	p. 499
12 Using Mobile Computing to Enhance Field Study	p. 507
Commentary: Activity Theory and Design	p. 529
Commentary: Human-Field Interaction as Mediated by Mobile Computers	p. 533
Response: Digging Deeper into Mobile Computing: Uncovering the Complexities of Activity Theory	p. 539
Author Index	p. 543
Subject Index	p. 553

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