Book Review: CSCL 2: Carrying Forward the Conversation

Brown A. L. Ash D. Rutherford M. Nakaguwa K. Gordon A. Campione J. C. (1993). Distributed expertise in the classroom. In Saloman G. (Ed.), Distributed cognition: Psychological and educational considerations. Cambridge, England: Cambridge University Press.

diSessa A. (1991). Local sciences: Viewing the design of human-computer systems as cognitive science. In. Carroll J. M. (Ed.), Designing interaction: Psychology at the human-computer interface (pp. 162–202). Cambridge, England: Cambridge University Press.

Hogan K. Pressley M. (1997). Becoming a scaffolder of student learning. In Pressley M. (Ed.), Scaffolding student learning. Cambridge, MA: Brookline Books.

Luckin R. Plowman L. Laurillard D. Stratfold M. Taylor J. Corben S. (2001). Narrative evolution: Learning from students' talk about species variation. International Journal of Artificial Intelligence in Education, 12, 100–123.

Puntambekar S. Nagel K. Hübscher R. Guzdial M. Kolodner J. L. (1997). Intragroup and intergroup: An exploration of learning with complementary collaboration tools. In Hall R. Miyake N. Enyedy N. (Eds.), Proceedings of Computer Supported Collaborative Learning Conference, CSCL 97 (pp. 207–215), Toronto, Canada.

Schwartz D. L. (1999). The productive agency that drives collaborative learning. In Dillenbourg P. (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 197–219). Amsterdam: Elsevier Science, Ltd.

Tabak I. Reiser B. (1997). Complementary roles of software-based scaffolding and teacher-student interactions in inquiry learning. In Enyedy N. (Ed.), Proceedings of the CSCL conference (pp. 289–298), Toronto, Canada.