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Research | Resources | Books

 

Research Centers
Browse research centers in the Learning Sciences.

Online Resources
Links to important info and online resources related to the Learning Sciences.
 

Discount on MIT Press books for ISLS members
MIT Press is offering ISLS members a 20% discount on all books. ISLS members ordering books through the ISLS MIT Press Book Portal will receive this discount at checkout. The portal site features the new MIT Press series, Acting with Technology, and other titles which may be of particular interest to ISLS members. More Information.

To Order Proceedings of ICLS and CSCL conferences
Bound versions of the proceedings for CSCL '95, CSCL '97, CSCL '99, ICLS-2000, Euro-CSCL '01, ICLS-2002, CSCL '02, and ICLS-2004 are available through Lawrence Erlbaum Associates.

The proceedings of CSCL 2003 are available at a reduced rate to ISLS members through Springer.

Call for Manuscripts in Springer CSCL series
Any author interested in publishing a book on CSCL or a related topic in the Springer CSCL series may contact Pierre Dillenbourg.

Discount on Springer CSCL books for ISLS members
Springer is offering ISLS members a 25% discount on books from its CSCL series. The proceedings of CSCL 2003 are included in this deal.
 
 

Submit a Publications Announcement:
To list a publication, please send an email with the subject of "ISLS BOOKS" to the ISLS webmasters@isls.org with the following information:

(1) Publication title

(2) Brief description (60 words or less)

(3) URL for further details and/or an email address for contact person

 

 
 
 

Books

New Books of Note


Analyzing Collaborative Interactions in CSCL: Methods, Approaches, and Issues

Springer (2011)
Sadhana Puntambekar, Gijsbert Erkens, and Cindy Hmelo-Silver, editors.

In more than two decades of research in CSCL (Computer-Supported Collaborative Learning), researchers have used several methods to understand how individuals learn in groups and how groups of learners construct knowledge. The individual and group learning processes have been studied using a variety of methods. Analyzing Collaborative Interactions in CSCL reveals the wide range of this research: qualitative and quantitative methods, studies of the learning process as well as outcomes, and the measurement of group and individual members’ learning. Focusing on three major research areas—group processes, learning within groups, and frameworks for analyzing CSCL—leading scholars present models, methods, and tools that readers can adapt to fit their own projects. Basic research issues such as defining the unit of analysis, determining the grain size of the data, and representing the temporality of interactions are discussed in the context of these methods addressing issues such as: • Studying group cognition through the lens of social order. • Using visualization methods to assess group members’ individual progress. • Analyzing collaborative interactions with data mining methods. • Assessing student project groups online and offline. • Using multilevel analysis in text-based communication. • Analyzing collaborative interactions across settings and domains. Together, the chapters in Analyzing Collaborative Interactions in CSCL model a range of methods for CSCL researchers in education, education technology, and cognitive science.  
(more)


Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching
IGI Global (2010)
Edited by Mark J. W. Lee, Charles Sturt University, Australia; Catherine McLoughlin, Australian Catholic University, Australia

Educational communities today are rapidly increasing their interest in Web 2.0 and e-learning advancements for the enhancement of teaching practices. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching provides a useful and valuable reference to the latest advances in the area of educational technology and e-learning. This innovative book offers an excellent resource for any practitioner, researcher, or academician with an interest in the use of the Web for providing meaningful learning experiences. (more)


Studying Virtual Math Teams
Stahl, G. (2009). Springer.
A comprehensive, integrated report on a major CSCL research effort, including chapters by 29 authors from the project team and 10 collaborating centers. It includes sections on project philosophy, pedagogy and technology; interaction analysis; methodology; software design; interaction representations; and theory. This is a follow-up to Stahl, G. (2006) "Group Cognition: Computer Support for Building Collaborative Knowledge", MIT Press, 510 pages—carrying out the kinds of development, interventions, analysis and theory building proposed there. You can download the book’s table of contents or a flyer with order form. The book is available in hardback and ebook (including as individual chapters) from Springer Press with a 25% discount for ISLS members, or from Amazon.


WISE Science: Inquiry and the Internet in the Science Classroom
Slotta, J. D. & Linn, M. C. (2009). Teachers College Press.
This book shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a new technology-enhanced learning environment known as WISE: The Web-Based Inquiry Science Environment. WISE offers a collection of free, customizable curriculum projects on topics central to the science standards as well as guidance for teachers on how these Internet-based projects can be used to improve learning and instruction in their science classrooms (grades 6-12). Hundreds of teachers and over 100,000 students have learned from WISE projects taught in English, Norwegian, Dutch, German, Hebrew, Chinese, and Korean.


Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America Allan Collins and Richard Halverson (2009). Teachers College Press
Allan Collins and Richard Halverson argue that the way computers have transformed our workplaces and lives can and should be adapted to transform American education. This groundbreaking book offers a vision for the future that goes well beyond the walls of the classroom to include online social networks, distance learning, digital home schooling models, video games, and more.

Argumentation and Education: Theoretical Foundations and Practices
Muller Mirza, Nathalie; Perret-Clermont, Anne-Nelly (Eds.) Springer 2009
During the last decade, argumentation has attracted growing attention as a means to elicit processes (linguistic, logical, dialogical, psychological, etc.) that can sustain or provoke reasoning and learning. Constituting an important dimension of daily life and of professional activities, argumentation plays a special role in democracies and is at the heart of philosophical reasoning and scientific inquiry. Argumentation, as such, requires specific intellectual and social skills. Hence, argumentation will have an increasing importance in education, both because it is an important competence that has to be learned, and because argumentation can be used to foster learning in philosophy, history, sciences and in many other domains. However, learning argumentation and learning by arguing, at school, still raise theoretical and methodological questions such as: How do learning processes develop in argumentation? How to design effective argumentative activities? How can the argumentative efforts of pupils can be sustained? What are the psychological issues involved when arguing with others? How to evaluate and analyze the learners' productions? Argumentation and Education answers these and other questions by providing both theoretical backgrounds, in psychology, education and theory of argumentation, and concrete examples of experiments and results in school contexts in a range of domains. It reports on existing innovative practices in education settings at various levels.

 

 

   
   

 
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