Computer-supported collaborative learning for knowledge creation

TL;DR: In this article, an analysis of web tracking statistics and content analysis techniques were used to examine data from web server logs when 60 teachers participated in a nine-month online, collaborative, professional learning community development programme.

TL;DR: In this paper , a pesquisa exploratória-descritiva a partir das 10 obras mais citadas do autor na base de dados do Google Acadêmico.

TL;DR: This study explores online collaborative critiquing for educational video production, designing a four-step critique model to scaffold novice learners in critiquing professional and student work, enhancing their progress towards expertise in video production.

TL;DR: The paper shows that researchers in the field themselves acknowledge its weak grammar, and calls for commensurability of approaches to be acknowledged in order for robust knowledge to be developed and the legitimacy of the field to be enhanced.

TL;DR: This chapter discusses the emergence of learning activity as a historical form of human learning and the zone of proximal development as the basic category of expansive research.

TL;DR: A collection of classic essays written throughout Popper's illustrious career, expounding and defending his 'fallibilist' theory of knowledge and scientific discovery.

TL;DR: In this article, a practical approach to assess the nature and quality of critical discourse and thinking in a computer conference is described, where a model of a critical community of inquiry frames the research.

TL;DR: The conceptual bases of computer-supported intentional learning environments (CSILE) as mentioned in this paper come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities, and combine to support the following propositions: schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge building communities outside school walls.