Theoretical investigations : philosophical foundations of group cognition / Gerry Stahl, editor.
Stahl, Gerry, editor.
2021
LB1028.5
Available Online

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Title Theoretical investigations : philosophical foundations of group cognition / Gerry Stahl, editor.
ISBN 9783030491574 (electronic bk.)
3030491579 (electronic bk.)
9783030491567 (print)
DOI https://doi.org/10.1007/978-3-030-49157-4
Published Cham, Switzerland : Springer, [2021]
Language English
Description 1 online resource (xxvii, 597 pages) : illustrations
Other Standard Identifiers 10.1007/978-3-030-49157-4 doi
Call Number LB1028.5
Dewey Decimal Classification 371.33/4
Summary Computers have transformed how we think, discuss and learn -- as individuals, in groups, within cultures and globally. However, social media are problematic, fostering flaming, culture wars and fake news. This volume presents an alternative paradigm for computer support of group thinking, collaborative learning and joint knowledge construction. This requires expanding concepts of cognition to collectivities, like collaborative groups of networked students. Theoretical Investigations explores the conditions for group cognition, supplying a philosophical foundation for new models of pedagogy and methods to analyze group interaction. Twenty-five self-contained investigations document progress in research on computer-supported collaborative learning (CSCL) -- both in Stahl's own research and during the first decade of the CSCL journal. The volume begins with two new reflections on the vision and theory that result from this research. Representing both ethnomethodological and social-constructivist research paradigms, the investigations within this volume comprise a selection of seminal and influential articles and critical commentaries that contribute to an understanding of concepts and themes central to the CSCL field. The book elaborates an innovative theory of group cognition and substantiates the pedagogical potential of CSCL. Theoretical Investigations: Philosophical Foundations of Group Cognition is essential as a graduate text for courses in educational theory, instructional design, learning and networked technologies. The investigations will also appeal to researchers and practitioners in those areas.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed April 27, 2021).
Added Author Stahl, Gerry, editor.
Series Computer-supported collaborative learning ; v. 18. 1573-4552
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Part I
Theory: Broadening the scope of CSCL
Chapter 1: A relational, indirect and meso level approach to CSCL design in the next decade
Chapter 2: Technology affordances for intersubjective meaning making: A research agenda for CSCL
Chapter 3: Recalibrating reference within a dual-space interaction environment
Chapter 4: How to bring a technical artifact into use: A micro-developmental perspective
Chapter 5: Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices
Chapter 6: A systemic and cognitive view on collaborative knowledge building with wikis
Chapter 7: ncing understanding using Nonaka's model of knowledge creation and problem-based learning
Part II
Methodology: Analyzing the mechanisms of CSCL
Chapter 8: Group practices
Chapter 9: Book review: Exploring thinking as communicating in CSCL
Chapter 10: The joint organization of interaction within a multimodal CSCL medium
Chapter 11: Analyzing group coordination when solving geometry problems with dynamic-geometry software
Chapter 12: Time is precious: Variable- and event-centred approaches to process analysis in CSCL research
Chapter 13: The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration
Part III
Practices: Innovative applications of CSCL
Chapter 14: Productive failure in CSCL groups
Chapter 15: Real-time mutual gaze perception enhances collaborative learning and collaboration quality
Chapter 16: Advancing knowledge building discourse through judgments of promising ideas
Chapter 17: The Singapore experience: Synergy of national policy, classroom practice and design research.

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