Front Cover

    Preface [Full Text]
    Paul Kirschner, et al.

    Chapter One
    Simon Buckingham Shum

    Chapter Two
    Jan van Bruggen, et al.

    Chapter Three
    Gellof Kansellar, et al.

    Chapter Four
    Chad Carr

    Chapter Five
    Tim van Gelder

    Chapter Six
    Jeff Conklin

    Chapter Seven
    Albert Selvin

    Chapter Eight
    Robert Horn

    Chapter Nine
    Simon Buckingham Shum
    et al.

    Afterword
    Douglas Engelbart

    Index
 

 




Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making.
Paul A. Kirschner, Simon J. Buckingham Shum and Chad S. Carr (Eds.)
Springer-Verlag: London
2003
ISBN 1-85233-6641-1
www.VisualizingArgumentation.info


Recommend to a Friend
Purchase Now
 


Chapter 2

A Cognitive Framework for Cooperative Problem Solving with Argument Visualization


Jan M. van Bruggen, Henny P. A. Boshuizen and Paul A. Kirschner
Open University of the Netherlands, the Netherlands


Cited References/Websites

Alpay, L., Giboin, A., & Dieng, R. (1998). Accidentology: an example of problem solving by multiple agents with multiple representations. In M. W. Van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 152-174). Amsterdam: Pergamon

Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. Journal of the Learning Sciences, 9, 403-36.

Boshuizen, H. P. A., & Tabachneck-Schijf, H. J. M. (1998). Problem solving with multiple representations by multiple and single agents: an analysis of the issues involved. In M. W. Van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 137-151). Amsterdam: Pergamon.

Bromme, R., Nückles, M., & Rambow, R. (1999). Adaptivity and anticipation in expert-laypeople communication. In S. E. Brennan, A. Giboin, & D. Traum (Eds.), Psychological models of communication in collaborative systems. Papers from the 1999 fall symposion (pp. 17-24). Menlo Park, CA: AAAI.

Buckingham Shum, S., & Hammond, N. (1994). Argumentation-based design rationale: what use at what cost? International Journal of Man-Machine Studies, 40, 603-652.

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8, 293-332.

Chryssafidou, E. (1999). Computer-supported formulation of argumentation: a dialectical approach. Presentation at the symposium 'Belvedere: review and new applications', Heerlen, 29-9-1999.

Cohen, A.L., Cash, D. & Muller, M.J. (2000). Designing to support adversarial collaboration. CSCW 2000, December 2-6, Philadelphia: PA.

De Jong, T., Ainsworth, S., Dobson, M., van der Hulst, A., Levonen, J., Reimann, P., Sime, J. -A., Van Someren, M. W., Spada, H., & Swaak, J. (1998). Acquiring knowledge in science and mathematics: the use of multiple representations in technology-based learning environments. In M. W. Van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 9-40). Amsterdam: Pergamon.

Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 170-198). New York: Macmillan Library Reference USA.

Duffy, T. M., Dueber, B., & Hawley, C. (1998). Critical thinking in a distributed environment: a pedagogical base for the design of conferencing systems (CRLT Technical report No 5-98). Bloomington, IN: Indiana University, Center for Research on Learning and Technology.

Edelson, D., & O’Neill, D. K. (1994). The CoVis Collaboratory Notebook: computer support for scientific inquiry. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Erkens, G. (1997). Coöperatief probleemoplossen met computers in het onderwijs; het modelleren van coöperatieve dialogen voor de ontwikkeling van intelligente onderwijssystemen. Dissertatie Universiteit Utrecht. (UBU DOBI O-36-ERK). Universiteit Utrecht

Goel, V., & Pirolli, P. (1992). The structure of design problem spaces. Cognitive Science, 16, 395-429.

Herring, S. (1999) Interactional coherence in CMC. Journal of Computer-Mediated Communication, 4. Retrieved August 10, 2002, from http://jcmc.huji.ac.il/vol4/issue4/herring.htm

Hewitt, J., Scardamalia, M., & Webb, J. (1997). Situative design issues for interactive learning environments: the problem of group coherence. Paper presented at the Annual Meeting of the American Educational Association, Chicago.

Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall.

Kanselaar, G., Erkens, G., & Jaspers, J. (2001). Computer supported collaborative learning. Teaching and Teacher Education, 17, 123-129.

Kolodner, J., & Guzdial, M. (1996). Effects with and of CSCL: tracking learning in a new paradigm. In T. D. Koschmann (Ed.), CSCL, theory and practice of an emerging paradigm (pp. 307-320). Mahwah, N.J.: L. Erlbaum Associates.

Lee, J. (1990). SIBYL: A qualitative decision management system. In P. H. Winston & S. A. Shellard (Eds.), Artificial Intelligence at MIT; expanding horizons (pp. 105-133). Cambridge, MA: MIT Press.

Miao, Y., Holst, S., Haake, J. M., & Steinmetz, R. (2000a). PBL-protocols: Guiding and controlling problem based learning processes in virtual learning environments. Proceedings of the Fourth International Conference of the Learning Sciences (ICLS2000), Ann Arbor, MI, June 14-17.

Miao, Y., Holst, S., Holmer, T., Fleschutz, J., & Zentel, P. (2000b). An activity-oriented approach to visually structured knowledge representation for problem-based learning in virtual learning environments. Paper presented at Fourth International Conference on the Design of Cooperative Systems (COOP 2000), Sophia Antipolis, France, 23-5-2000.

Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.

Norman, D. (1998). The invisible computer: Why good products can fail, the personal computer is so complex, and information appliances are the answer. Cambridge, MA: The MIT Press.

Paas, F., Renkl, A., & Sweller, J. (in press). Cognitive Load Theory. Educational Psychologist.

Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed. ), Distributed cognition: psychological and educational considerations (pp. 47-87). Cambridge: Cambridge University Press.

Reitman, W. (1965). Cognition and thought. New York: Wiley.

Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4, 155-169.

Rittel, H. W. J., & Webber, M. M. (1984). Planning problems are wicked problems. In N. Cross (Ed. ), Developments in design methodology (pp. 135-144). Chichester: John Wiley & Sons. (published earlier as part of 'Dilemmas in a general theory of planning', Policy Sciences,4, 1973, 155-169)

Selvin, A., Buckingham Shum, S., Sierhuis, M., Conklin, J., Zimmermann, B., Palus, C., Drath, W., Horth, D., Domingue, J., Motta, E., & Li, G. (2001). Compendium: Making Meetings into Knowledge Events. Knowledge Technologies 2001, March 4-7, Austin, TX. Retrieved August 10, 2002 from http://compendium.open.ac.uk/compendium/papers/Selvin-KT2001.pdf

Stahl, G. (2001) WebGuide: Guiding collaborative learning on the web with perspectives. Journal of Interactive Media in Education. Accessed: 06-08-2002.

Stenning, K. (1998). Representation and conceptualisation in educational communication. In M. W. van Someren, P. Reimann, H. P. A. Boshuizen, & T. de Jong (Eds.), Learning with multiple representations (pp. 320-333). Amsterdam: Pergamon.

Stenning, K., & Oberlander, J. (1995). A cognitive theory of graphical and linguistic reasoning: logic and implementation. Cognitive Science, 19, 97-140.

Suthers, D. (1995). Designing for internal vs external discourse in groupware for developing critical discussion skills. CHI’ 95 research symposium, Denver.

Suthers, D. (2001). Towards a systematic study of representational guidance for collaborative learning discourse. Journal of Universal Computer Sciences, 7, 254-277.

Suthers, D. D. (1999). Effects of alternate representations of evidential relations on collaborative learning discourse. In C. Hoadley & J. Roschelle (Eds.), Computer Support for Collaborative Learning; designing new media for a new millenium: collaborative technology for learning, education, and training. CSCL 99, December 12-15, Palo Alto, CA (pp. 611-620). Palo Alto, CA: Stanford University.

Suthers, D., Toth, E., & Weiner, A. (1997). An integrated approach to implementing collaborative inquiry in the classroom. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of CSCL ’97: The Second International Conference on Computer Support for Collaborative Learning (pp. 272-279). Toronto: University of Toronto Press.

Suthers, D., Weiner, A., Connelly, J., & Paolucci, M. (1995). Belvédère: Engaging students in critical discussion of science and public policy issues. 7th World conference on Artifical Intelligence in Education (AI-ED 95), Washington.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.

Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.

Van Bruggen, J., Kirschner, P., & Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. Learning and Instruction, 12(1), 121-138.

Veerman, A. (2000). Computer-supported collaborative learning through argumentation. PhD dissertation University of Utrecht.

Veerman, A., Andriessen, J., & Kanselaar, G. (1999). Co-constructing meaning through diagram-mediated electronic discussion. Paper presented at the 8th conference for European Research on Learning and Instruction, 24-28 August, 1999, Gothenburg, Sweden.

Veerman, A. L., & Treasure-Jones, T. (1999). Software for problem solving through collaborative argumentation. In J. Andriessen & P. Coirier (Eds.), Foundations of argumentative text processing (pp. 203-229). Amsterdam: University of Amsterdam Press.

Visser, W. (1990) More or less following a plan during design: opportunistic deviations in specification. International Journal of Man-Machine Studies, 33, 247-278.

Voss, J. F. (1991). Informal reasoning and international relations. In J. F. Voss & D. N. Perkins (Eds.), Informal reasoning and education (pp. 37-58). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Voss, J. F., Greene, T. R., Post, T. A., & Penner, C. (1983). Problem-solving skill in the social sciences. In G. H. Bower (Ed.), The psychology of learning and motivation: Vol. 17. Advances in research and theory (pp. 165-213). New York: Academic Press.

Voss, J. F., & Post, T. A. (1988). On the solving of ill-structured problems. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. 261-285). Hillsdale, NJ: Lawrence Erlbaum Associates.

Voss, J. F., Wiley, J., & Sandak, R. (1999). Reasoning in the construction of argumentative texts. In J. Andriessen & P. Coirier (Eds.), Foundations of argumentative text processing (pp. 29-41). Amsterdam: University of Amsterdam Press.

Zolin, R., Fruchter, R., & Levitt, R. E. (2002). Simulating the process of trust: using simulation to test and explore a social process. Retrieved August 10, 2002 from http://www.cacos.ece.cmu.edu/conference2000/pdf/Roxanne-Zolin.pdf


Other Related Resources



Back to Top

Back to Front Cover