| Description |
1 online resource (viii, 510 pages) : illustrations |
| Series |
Acting with technology |
|
Acting with technology.
|
| Contents |
Introduction : essays on technology, interaction, and cognition -- I. Design of computer support for collaboration -- Studies of technology design -- 1. Share globally, adapt locally -- 2. Evolving a learning environment -- 3. Armchair missions to Mars -- 4. Supporting situated interpretation -- 5. Collaboration technology for communities -- 6. Perspectives on collaborative learning -- 7. Groupware goes to school -- 8. Knowledge negotiation online -- II. Analysis of collaborative knowledge building -- Studies of interaction analysis -- 9. A model of collaborative knowledge building -- 10. Rediscovering the collaboration -- 11. Contributions to a theory of collaboration -- 12. In a moment of collaboration -- 13. Collaborating with relational references -- III. Theory of group cognition -- Studies of collaboration theory -- 14. Communicating with technology -- 15. Building collaborative knowing -- 16. Group meaning / individual interpretation |
| Summary |
Innovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In Group Cognition Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building--group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyzes empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis. Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work |
| Analysis |
COMPUTER SCIENCE/Human Computer Interaction |
| Bibliography |
Includes bibliographical references (pages 479-498) and indexes |
| Notes |
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL |
|
English |
|
Print version record |
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digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL |
| Subject |
Computer-assisted instruction.
|
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Computer networks.
|
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Computer-Assisted Instruction
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Computer Communication Networks
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54.61 development and management of information systems.
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81.68 computers in education.
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Computing and Information Technology.
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COMPUTERS -- Educational Software.
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Computer-assisted instruction
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Computer networks
|
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Computerunterstützter Unterricht
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Netzwerk
|
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Computergestuurd onderwijs.
|
| Genre/Form |
Electronic books
|
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Computer-assisted instruction.
|
| Form |
Electronic book
|
| LC no. |
2005052047 |
| ISBN |
9780262257022 |
|
0262257025 |
|
1423774507 |
|
9781423774501 |
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9786612096778 |
|
6612096772 |
|
128209677X |
|
9781282096776 |
|
0262292629 |
|
9780262292627 |
|
