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	<title>BookPasta.net &#187; Education</title>
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	<description>and eBookz for all</description>
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		<title>Group Cognition: Computer Support for Building Collaborative Knowledge</title>
		<link>http://bookpasta.net/blog/2009/12/24/group-cognition-computer-support-for-building-collaborative-knowledge/</link>
		<comments>http://bookpasta.net/blog/2009/12/24/group-cognition-computer-support-for-building-collaborative-knowledge/#comments</comments>
		<pubDate>Thu, 24 Dec 2009 21:41:20 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[Networking]]></category>
		<category><![CDATA[Networks]]></category>
		<category><![CDATA[cognition]]></category>
		<category><![CDATA[collaboration]]></category>
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		<guid isPermaLink="false">http://bookpasta.net/?p=516</guid>
		<description><![CDATA[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&#8217;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&#8217;s outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the [...]]]></description>
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		<title>Cases on Collaboration in Virtual Learning Environments: Processes and Interactions</title>
		<link>http://bookpasta.net/blog/2009/11/10/cases-on-collaboration-in-virtual-learning-environments-processes-and-interactions/</link>
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		<pubDate>Tue, 10 Nov 2009 14:50:15 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[collaboration]]></category>
		<category><![CDATA[training]]></category>
		<category><![CDATA[virtual]]></category>

		<guid isPermaLink="false">http://bookpasta.net/?p=228</guid>
		<description><![CDATA[As emerging technologies increase the potential for constructivist learning processes and responses, it is critical that educational researchers, instructional designers, cognitive scientists, and information scientists become more aware of advances in these correlating fields. Cases on Collaboration in Virtual Learning Environments: Processes and Interactions provides a systematic response to this highly innovative and rapidly evolving field for enhanced education and training. Containing unique research cases on experiences, implementations, and applications of virtual learning environments, this publication offers a critical collection of leading explorations useful to educational practitioners, researchers, and those involved in related fields of study.]]></description>
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