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Date: Wed, 08 Jan 1997 21:34:23 GMTServer: NCSA/1.4.2Content-type: text/html<HTML><head><title>CSE 590D Autumn 1996 List of Papers)</title></head><body><h1>CSE 590D (Autumn 1996): Technology for Collaborative Learning</h1><h2>Reading List</h2>These papers cover a variety of aspects of computersupport for collaborative learning.<H3>Background Papers</H3><DL><DT> SIGCUE Outlook on Computer Supported Collaborative Learning, Spring1992 (Volume 21, number 3). <DD> Included in this journal is an introduction: "Computer Supportfor Collaborative Learning: Design, Theory and Research Issues" by TimKoschmann.<P><DT> CACM, Volume 39 Number 4.<DD> Recent CACM issue on Learner Centered Design.<P><DT> Journal of the Learning Sciences, 1993/1994 - Volume 3, number 3:Special Issue: Computer Support for Collaborative Learning.   <DD> Included in this journal are two articles by Tim Koschmann:"Toward a Theory of Computer Supported Collaborative Learning", and"Using Technology to Assist in Realizing Effective Learning andInstruction: A Principled Approach to the Use of Computers inCollaborative Learning". (Both are pretty thick papers, but may shedsome light on "how to do" CSCL.)<P><DT> Clements, D. H and Nastasi, B. K. The Role of Social Interaction in  the Development of Higher-Order Thinking in Logo Environments, in  Computer-Based Learning Environments and Problem Solving. E. de-Corte  and M. C. Linn and H. Mandl and L. Verschaffel, ed. Springer-Verlag,  1992, pp. 229-247.<DD> Clements and Nastasi tested Logo with children in a cooperativeenvironment where two kids used one keyboard in order to determine howconflict and successful resolution helps or hinders learning.  Theirconclusion was that Logo seems to help conflict resolution anddevelopment of higher order thinking.  Co-present, synchronous.<P><DT> Dockterman, D. A. Cooperative Learning and Computers, in SIGQUE  Outlook.  21, 2 (1991), pp 39-43.  <DD>Collaborative learning for social studies and history.  He states thatcooperative learning has been overused.  The article also states thatthere are obstacles to cooperative learning, such as lack of teacherexperience, too much material to cover, and that computers may help toovercome these obstacles by assisting in class management, informationflow and record keeping.<P><DT> Inkpen, K. Booth, K. S.  Klawe, M. and Upitis, R. Playing Together  Beats Playing Apart, Especially for Girls, in Proc. CSCL'95  (Bloomington, October 17-20, 1995), ACM Press, N.Y., pp 177-181.<DD>This study compared children using "The Incredible Machine" in varioussituations: two together on one machine (in same sex and mix sexedpairs), vs children working independently.  There are other papersthat can be used for back up material, including the E-GEMS techreport 94-5.  Co-present, synchronous.<P><DT> Palmer, J. D. and Fields, N. A. Guest Editor's Introduction: Computer  Supported Cooperative Work.  IEEE Computer. 27, 5 (May 1994), pp   15-17.  <DD>A good introduction to computer supported cooperative work.Categorizes CSCW modes, and gives a glossary of terms.<P><DT> Vockell, E. L. Group Size for Computerized Instruction, in Educational  Technology   29, 9 (1989), pp.  30-32.<DD>This paper begins by describing the three types of learning -individualistic, competitive, cooperative and the two phases oflearning, learning phase where students receive feed back andclarifications, and the practice phase, where computers can be useful.The paper also discusses what group size is good for different phasesand types of learning.</DL><H3>Systems and applications papers</H3>Background papers on the different types of systems in CSCW.  How canwe classify these systems?<DL><DT> Bier, E. and Freeman, S.  MMM: A User Interface Architecture for  Shared Editors on a Single Screen,  in UIST'91, (Hilton Head, November  11-13, 1991), ACM Press, N.Y., pp 79-86.<dd>MMM stands for Multi-Device Multi-User Multi-Editor.  This is the onlyother work I've found where they use multiple mice on a singlemachine.  It's a good paper and talks about some of the problems ofsharing screen space, etc.  Co-present, synchronous.<P><DT> Bricker, L., Tanimoto, S., Rothenberg, A., Hutama, D., Wong, T.  Multiplayer Activities Which Develop Mathematical Coordination, in  Proc. CSCL'95 (Bloomington, October 17-20, 1995), ACM Press, N.Y., pp  32-39. <dd>Our work from a couple of years ago. Co-present, Synchronous.<P><DT> Bricker, L., Baker, M., and Tanimoto, S. Support for Cooperatively  Controlled Objects in Multimedia Applications.  Work in progress.   <dd>This paper presents amethodology for designing objects that encourage close collaborationin multimedia environments. A definition is given for cooperativelycontrolled objects which distinguishes them from objects whosecomponents are shared.  Co-present, synchronous.<P><DT> Cockburn, A. and Greenberg, S. Children's Collaboration Styles in a  Newtonian MicroWorld, in Proc. Proceedings of CHI'96 Human Factors in  Computing Systems (April 13-18, Vancouver, BC), ACM/SIGCHI , N.Y.,  1996, pp. 181-182. <dd>This paper describes Turbo Turble - a distributed animated multi-usermicroworld.  Each user has a presence on the screen indicated by acolored cursor.  There's another paper on this in CSCL'95.  Distance,Synchronous.<P><DT> Gisi, M. A., and Sacchi, C. Co-CAD: A Collaborative Mechanical CAD  System, in PRESENCE. 3, 4 (1995), p 341-350. <dd>Describes general features of CSCW systems, including shared designdata (semantic view), customizable views vs WYSIWIS (but also addsview synchronization), Shared pointer vs individual pointers,ownership of objects like Unix, joining/leaving sessions.<P><DT> Gutwin, C, Stark, G., and Greenberg, S.  Support for Workspace  Awareness in Educational Groupware, in Proceedings of CSCL'95  (Bloomington, October 17-20, 1995), ACM Press, N.Y., pp 147-156. <dd>GroupKit is a set of controls designed to give distance cooperativeusers an awareness of their collaborators workspace. This paperdescribes "workspace awareness" and some of the controls.  There isalso a suite of papers in CHI'96 which describes more of the controlsand how they can be used.  Distance, synchronous.<P><DT> Patterson, J. F., Hill, R. D. and Rohall, S. L. Rendezvous: An  Architecture for Synchronous Multi-User Applications, in Proceedings  of CSCW'90, (Los Angeles, CA, October 7-10, 1990), ACM Press, N.Y.,  pp. 317-328. <dd>Actually there is also another paper from UIST '91 which alsodescribes this system. Distance, Synchronous.<P><DT> Pozzi, S.,  Peterc, D., Concoliino, P., Di Nitto, E., and Moninaro, A.  ImageAnnotator: An Image-Based Cooperative Application, in ??? pp  192-197. <dd>A cooperative image processing application.<P><DT> Shen, H. and Dewan, P.  Access Control for Collaborative Environments,  in Proceedings of CSCW'92 (Toronto, October 31-November 4, 1992), ACM  Press, N.Y., pp 51-58.<DD>Using access control methods to support sharing in a collaborativeenvironment.  They discuss the rules and architecture used in adistributed collaborative environment.  They also talk some about user"roles."  Distant, Synchronous.<P><DT> Smith, R. B.  What You See is What I Think You See, in SIGCUE Outlook.  21, 3 (Spring 1992).<DD>Defines WYSIWITYS (see title above), and SharedArk, a collaborativeMicroworld system.</DL><H3>Additional References</H3><DL><P> <DT> Cohen, E. G. 1994a. Designing Groupwork:Strategies for the Heterogeneous Classroom, 2d ed.New York: Teachers College Press. (actually a book, not a paper!)<P> <DT> Cohen, E. G. 1994b.Restructuring the classroom:  Conditions for productive small groups,Review of Educational Research, Vol. 64, No. 1, pp.1-35.<P> <DT> diSessa, A. 1993.Toward an epistemology of physics.  Cognition and Instruction,Vol. 10, Nos. 2 & 3, pp.105-225.<P> <DT> Duda, R. O. and Hart, P. E. 1973.Pattern Classification and Scene Analysis.New York: Wiley. (a book).<P> <DT> Fayyad, U. M., Piatetsky-Shapiro, G., Smyth, P., and Uthurusamy, R. 1996.Advances in Knowledge Discovery and Data Mining,Cambridge, MA: MIT Press. (a book).<P> <DT> Garfield, J. 1993.Teaching statistics using small-group collaborative learning.J. Statistics Education, Vol. 1, No. 1,online at<a href="http://www2.ncsu.edu/ncsu/pams/stat/info/jse/v1n1/garfield.html">http://www2.ncsu.edu/ncsu/pams/stat/info/jse/v1n1/garfield.html</a>.<P> <DT> Garfield, J. 1995.How students learn statistics. International Statistics Review,Vol. 63, No. 1, pp.25-34.<P> <DT> Garfield, J. and Ahlgren, A. 1988.Difficulties in learning basic concepts in probability andstatistics: Implications for research.J. Res. in Mathematics Education, Vol. 19, No. 1, pp.44-63.<P> <DT> Gruber, T. R. 1993.Toward principles for the design of ontologies used forknowledge sharing.Technical Report KSL 93-04, Knowledge Systems Laboratory,Stanford University.<P> <DT> Hawkins, A., Jolliffe, F., and Glickman, L. 1992.Teaching Statistical Concepts.New York: Longman Publishing. (a book).<P> <DT> Hunt, E., and Minstrell, J. 1994.A cognitive approach to the teaching of physics.In McGilly, K. (ed.), Classroom Lessons.Cambridge, MA: MIT Press, pp.51-74.<P> <DT> Keeler, C. M. and Steinhorst, R. K. 1995.Using small groups to promoteactive learning in the introductory statistics course: A report from thefield. J. Statistics Education, Vol 3, No. 2,online at <a href="http://www2.ncsu.edu/ncsu/pams/stat/info/jse/v3n2/keeler.html">http://www2.ncsu.edu/ncsu/pams/stat/info/jse/v3n2/keeler.html</a>.<P> <DT> Kolodner, J. L. 1993.Case-Based Reasoning.San Mateo, CA: Morgan Kaufman. (a book).<P> <DT> Lajoie, S. P., Lavigne, N. C., Muncie, S., and Wilkie, T. V. 1996.Monitoring student progress in statistical comprehension and skill.In Lajoie, S. (ed.), Reflections on Statistics:Agendas for Learning, Teaching, and Assessment in K-12.Hillsdale, NJ: Erlbaum Associates (forthcoming).<P> <DT> Laughlin, P. 1978, Ability and group problem solvingJ. Research and Development in Education, Vol. 12, No. 1, pp.114-120.<P> <DT> Lesh, R. and Lamon, S. (eds.) 1992.  Assessment ofAuthentic Performance in School Mathematics.  Washington, DC:American Association for the Advancement of Science. (a book).<P> <DT> Levidow, B., Hunt, E., and McKee, C. 1991.The DIAGNOSER: A Hypercard tool for building theoreticallybased tutorials.Behavioral Research Methods, Instrumentation and Computers,Vol. 23, pp.249-252.<P> <DT> Mathematical Sciences Education Board. 1993.Measuring What Counts: A Conceptual Guide for MathematicsAssessment. National Research Council.Washington, DC: National Academy Press. (a book).<P> <DT> Minstrell, J. 1992.Facets of students' knowledge and relevant instruction.In Duit, R., Goldberg, F., and Niedderer, H. (eds.),Research in Physics Learning: Theoretical Issuesand Empirical Studies. Kiel, Germany: Kiel University, Institute forScience Education.<P> <DT> Minstrell, J., and Stimpson, V. 1996.A classroom environment for learning: Guding students' reconstructionof understanding and reasoning.In Glaser, R., and Schauble, L. (eds.),The Contributions of Instructional Innovation toUnderstanding Learning, Lawrence Earlbaum Associates, pp.171-198.<P> <DT> Moore, D. 1991. Uncertainty.In Steen, L. (ed.), On the Shoulders of Giants.Washington, DC: National Academy Press, pp.95-137.<P> <DT> Moore, D. S.,  Cobb, G. W.,  Garfield, J., and Meeker, W. Q. 1995.Statistics education Fin de Siecle.American Statistician, Vol. 49, No. 3, pp.250-60.<P> <DT> NCTM 1995.Assessment Standards for School Mathematics.Reston, VA: National Council of Teachers of Mathematics. (a book).<P> <DT> Scardamalia, M. and Bereiter, C. 1993.Technologies for knowledge-building discourse.Communications of the ACM, Vol. 36, No. 5, pp.37-41. <P> <DT> Scardamalia, M. and Bereiter, C. 1994. Computer support forknowledge-building communities. J. of the Learning Sciences, Vol. 3,pp.265-283.<P> <DT> Scardamalia, M. and Bereiter, C. 1996.Student communities for the advancement of knowledge.Communications of the ACM, Vol. 39, No. 4, pp.36-37. <P> <DT> Schaffner, A., Graf, E. A., Hunt, E., Madigan, D.,Minstrell, J., and Mason, M. 1996.Benchmark lessons and the World-Wide Web: Tools forteaching statistics.  Proc. Int'l. Conf. on the LearningSciences '96. Evanston, IL (to appear).<P> <DT> Weaver, C. A. and Kintsch, W.Enhancing students' comprehension of the conceptual structureof algebra word problems.J. Educational Psychology, Vol. 84, No. 4,pp.419-428.</DL><hr>Copyright Notice:  The material in this course web is subjectto copyright.  While it may be viewed by the public,it should not be installed at any web site otherthan the one at the University of Washington.<hr>This list was compiled by Lauren Bricker and Steve Tanimoto.<address>(Last Update: 25 September 1996,  S. Tanimoto)</address></body></html>
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