List of Contributors
Introduction to Electronic Collaborators
Part I: Theoretical and Technological Foundations
1. Computer Conferencing and Collaborative Writing Tools: Starting a Dialogue About Student Dialogue.
2. Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools.
3. Critical thinking in a distributed environment: A pedagogical base for the design of conferencing systems.
Part II: Stand-Alone System Collaboration
4. Bubble Dialogue: Tools for Supporting Literacy and Mind.
5. Fostering Ownership for Learning with Computer Supported Collaborative
Writing in an Undergraduate Business
Part III: Asynchronous Electronic Conferencing
6. Student Role Play in the World Forum: Analyses of an Arctic Adventure Learning Apprenticeship.
7. Models of Asynchronous Computer Conferencing for Collaborative Learning in Large College Classes.
8. On the Pedagogy of Electronic Instruction.
9. Electronic Teaching: Extending Classroom Dialogue and Assistance Through E-mail Communication.
10. Learning and Mentoring: Electronic Discussion in a Distance Learning Course.
Part IV: Multi-Conferencing: Asynchronous and Synchronous Classrooms
11. Sharing Aspects Within Aspects: Real-time Collaboration in the High School English Classroom.
12. Time to "Connect:" Synchronous and Asynchronous Case-Based Dialogue Among Preservice Teachers.
13. The Use of Computer-Mediated Communication: Electronic Collaboration and Interactivity.
Part V: Looking Back and Glancing Ahead
14. Adventure Learning as a Vision of the Digital Learning Environment.
15. Designing 21st Century Educational Networlds: Structuring Electronic Social Spaces.
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Charoula Angeli is a doctoral candidate in the Department of Instructional Systems Technology at Indiana University. She is involved in research related to critical thinking theory. Charoula also has interests in instructional theories, instructional design, curriculum development, problem-based learning, and the design of computer supported learning environments. She can be reached via the Internet at firstname.lastname@example.org.
Curt Bonk is an associate professor in the Learning, Cognition, and Instruction Program within the Department of Counseling and Educational Psychology at Indiana University. He is currently a Faculty Fellow for Research at the Center for Excellence in Education at Indiana University. As a former accountant and CPA, Curt is interested in enhancing college and K-12 pedagogy with technological supports, scaffolded instruction, and alternative instructional strategies which he seldom observed in business school. His other professional interests include nontraditional learning and distance education, interactive learning environments, learning in a social context, electronic mentoring, social cognition, and writing theory and collaborative writing technologies. Curt directed or guided many of the research projects reported in this book and is currently teleapprenticing preservice teachers on the World Wide Web. He can be reached via the Internet at email@example.com. Dr. Bonk's Web homepage can be found at http://php.indiana.edu/~cjbonk, while his recent Web course in undergraduate educational psychology is located at http://www.indiana.edu/~smartweb.
Siat-Moy Chong is presently a consulting project manager and instructional designer for CARA Corporation in Oak brook, Illinois. During the past year, she has been developing and testing training programs for Andersen Worldwide. Her primary interests are in distance learning and training, distributed education, groupwork strategies, and electronic performance support systems. Dr. Chong can be reached via the Internet at firstname.lastname@example.org.
Don Cunningham is a professor in the Learning, Cognition, and Instruction Program within the Department of Counseling and Educational Psychology at Indiana University. Don was the founder of the Centre for Research into Educational Application of Multimedia at the University of New England at Armidale in Australia. He has an active program of research and development in computer-mediated instruction and is a leading contributor to the development of semiotic/constructivist theories of learning and instruction. He is currently Associate Dean for Graduate Studies at Indiana University and is a member of the interdisciplinary cognitive science program at IU. He can be reached via the Internet at email@example.com, while his Web homepage can be found at http://php.indiana.edu/~cunningh/.
Bill Dueber is a doctoral student within the Department of Instructional Systems Technology at Indiana University. Bill is presenting developing and piloting the Asynchronous Collaborative Tool (ACT) with Tom Duffy and Chandra Hawley. His interests are in asynchronous group work, problem-based learning, small group interaction, and artificial intelligence. Bill has also worked as an instructional designer at the Center for Excellence in Education. He can be reached via the Internet at firstname.lastname@example.org, while his Web homepage is located at http://www.cs.indiana.edu/hyplan/wdueber/.
Tom Duffy is professor in Cognitive and Information Science, Instructional Systems Technology, and Language Education at Indiana University. He has published books on the design of online help systems and the design of constructivist learning environments. Tom is currently directing the development of the Asynchronous Collaborative Tool (ACT) with Bill Dueber and Chandra Hawley, while also spearheading efforts to create the new Center for Research on Learning and Technology (CRLT) at Indiana University. His interests are in learning theory, the design of inquiry-based learning environments, and distributed collaborative inquiry. He can be reached via the Internet at email@example.com.
Melissa Grabner-Hagen is a doctoral student in the Department of Counseling and Educational Psychology at Indiana University. Melissa is a campus learning disabilities service coordinator who has professional interests in learning disabilities and teacher education. She can be reached via the Internet at firstname.lastname@example.org.
Edmund Hansen is an assistant professor at Emporia State University in Emporia, Kansas. As Director of the Teaching Enhancement Center, Edmund's interests are in student development, including students' development of cognitive learning skills and their motivational dispositions toward college. He work also focuses on how this development can be facilitated through interactive and learner-centered mediated instruction. He can be reached via the Internet at email@example.com and the homepage of the Teaching Enhancement Center is http://www.emporia.edu/tec/homepage.htm.
Chandra Hawley is doctoral student in the Department of Instructional Systems Technology at Indiana University. Chandra's professional interests include critical thinking, problem solving, constructivism, technology in education, teacher training, and effective learning environments. She can be reached via the Internet at firstname.lastname@example.org, while her Web homepage is located at http://php.ucs.indiana.edu/~chawley/home.html.
Deborah Hoogstrate-Cooney is the Director of Technology Training at Park Tudor School; a private school in Indianapolis, Indiana. Park Tudor is noted for being one of the most technologically sophisticated schools in the State of Indiana and the nation. Deborah's interests include electronic communication, instructional design and development, WWW support, and collaborative learning. She can be reached via the Internet at email@example.com, while her Web homepage is located at http://www.parktudor.pvt.k12.in.us.
Inae Kang is an assistant professor at Kyung Hee University in Korea. As a result of significant educational changes taking place in Korea today, Inae's interests and experience in teaching and learning using computer-mediated communication, constructivist design of instruction, and problem-based learning are in high demand. She can be reached via the Internet at firstname.lastname@example.org.
Kira King is a recent doctoral graduate of the Department of Instructional Systems Technology at Indiana University and also has a master's in Computers and Education from Teachers College, Columbia. As a former elementary teacher, Dr. King is interested in designing learning environments that are hands-on, learner-generated, and fun. Her research is focused on bridging informal and formal learning through the creation of a new alternative educational system, the museum school. Kira has also done work in educational systems design, systems thinking, instructional and educational design, and educational software design. She can be reached via the Internet at email@example.com, while her Web homepage is located at http://www.iag.net/~ksking/home.html.
Sonny Kirkley is Assistant Director of Research and Development at the Center for Excellence in Education at Indiana University. Sonny has interests in human-computer interface and interaction design, the use of technology to support social-constructivist learning environments, the design of "fun" in learning, and the application of virtual and augmented reality to learning. Sonny can be reached via the Internet at firstname.lastname@example.org. His Web homepage can be found at http://www.wisdomtools.com/staff_sonny.html or find staff listings at http://www.wisdomtools.com.
Shannon Lazar is a doctoral candidate in the Department of Counseling and Educational Psychology at Indiana University. Shannon's interests are in child development, cognitive and social development of children with autism, and teacher education. She can be reached via the Internet at email@example.com.
Julia Matuga is an associate instructor in the Department of Counseling and Educational Psychology. As former art teacher, Julia is interested in the impact of peer interaction and instructional scaffolding on artistic development. Her other interests are in sociocultural theory (especially issues of private speech), sociocultural instructional strategies, simulated technology environments, and creative behavior. Julia can be reached via the Internet at firstname.lastname@example.org.
Christina Mirabelli is a school counselor at Harlan Elementary School in Indiana. She has interests in academically and emotionally at-risk children. She can be reached via the Internet at email@example.com.
Margaret Riel is an internationally known scholar and pioneer in collaborative learning technology and virtual learning communities. She began her career as a researcher studying interactive learning environments at the University of California, San Diego and is now Associate Director of the Center for Collaborative Research in Education at the University of California, Irvine as well as Director of InterLearn. In the latter role, she has researched and developed various network learning environments for "cross-classroom collaboration" and "electronic travel." Moreover, Dr. Riel has designed, coordinated, and evaluated a global networking program for elementary and secondary schools called "Learning Circles" initially for the AT&T Learning Network and currently for the International Education And Resource Network (I*EARN). She was also involved in the initial design and evaluation of an electronic fieldtrip called Passport to Knowledge which combines live television, electronic networking of scientists and students, online resources and in-class materials to involve students in the collaborative processes of scientific discovery. Dr. Riel has a number of journal articles and book chapters on research related to these interactive technology environments. She can be reached via the Internet at firstname.lastname@example.org, and her Web office is located at http://www.igc.apc.org/iearn/circles/riel.html.
John Savery is an adjunct faculty member in the Computer Science and Telecommunications Department at DePaul University. He is also the lead instructional application designer with the Academic Technology Development group. In these roles, he is designing faculty training programs to encourage the use of learner-centered instructional principles and the incorporation of instructional technology across teaching/learning settings. John also has published and presented work related to problem-based learning and issues of learning ownership. He can be reached via the Internet at email@example.com, while his Web homepage is located at http://www.depaul.edu/~jsavery.
Marty Siegel is currently a professor in the Instructional Systems Technology Department at Indiana University and is the Director of the Laboratory for Research and Development in Teaching and Learning at the Center for Excellence in Education at IU. Also of note, Marty was the first Faculty Fellow at Microsoft Corporation. His interests are in human-computer interface design, the design of digital environments, and the design of Internet-based interactive instructional tools. Recent projects includes work with Jim Spohrer at Apple Computer in the creation of the WorldBoard, a planetary augmented reality system, creating "just in place" learning. In addressing the emergence of digital learning environments, Marty has spearheaded the WisdomTools project at Indiana University. He can be reached via the Internet at firstname.lastname@example.org, while his Web homepage can be found at http://www.wisdomtools.com under the staff listings.
Bill Sugar is an assistant professor in the Department of Library Science and Instructional Technology at Southern Connecticut State University. Bill's interests are in developing suitable usability techniques to ensure user-centered design. He is also intrigued by issues related to the design of effective computer mediated communications environments, democratizing information issues, and facilitating student-centered learning environments. He can be reached via the Internet at email@example.com.
Erping Zhu is leading various course and faculty development projects within the Office of Instructional Technology at the newly established Florida Gulf Coast University. She has interests in the design of hypermedia, the development of Web-based instruction, and the use of technology in problem-based and distance learning environments. Dr. Zhu can be reached via the Internet at firstname.lastname@example.org.
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