June 22 8:30 AM – 10:00 AM

Supporting individual engagement during collective activity

Mediating Access: How Visually Impaired Users Leverage Collaborative Learning to Keep Up with Mobile Phone Innovations
Joyojeet Pal, Anandhi Viswanathan, Aditya Johri

Anchored Annotation as a Support for Collaborative Knowledge Construction
Justin Plevinski, Jennifer Weible, Michael Deschryver

Collaborative Learning on Multi-Touch Interfaces: Scaffolding Elementary School Students
Lara Johanna Schmitt, Armin Weinberger

Innovative assessment in STEM

Examining the Flow of Ideas During Critique Activities in a Design Project
Elizabeth McBride, Jonathan Vitale, Lauren Applebaum, Marcia Linn

Making the Invisible Visible: A New Method for Capturing Student Development in Makerspaces
Richard Lee Davis, Bertrand Schneider, Paulo Blikstein

Learning Biology Coherently through Complex Systems, Scientific Practices, and Agent-based Simulations
Miyoung Park, Emma Anderson, Susan Yoon

Examining the development of interest and skills in computational sciences

Who Signs Up and Who Stays? Attraction and Retention in an After-School Computer-Supported Program
Maggie Renken, Jonathan Cohen, Tugba Ayer, Brendan Calandra, Aeslya Fuqua

Mobile City Science: Technology-Supported Collaborative Learning at Community Scale
Katie Headrick Taylor, Deborah Silvis

Girls’ Interest in Computing: Types and Persistence
Michelle Friend

June 22 10:30 AM – 12:00 PM

CSCL in K-12 science education: Implications for technology orchestration and use

Investigating immersion in relation to students’ learning during a collaborative location-based augmented reality activity
Yiannis Georgiou, Eleni Kyza

Using Rotating Leadership to Visualize Students’ Epistemic Agency and Collective Responsibility for Knowledge Advancement
Leanne Ma, Samuel Tan, Chew Lee Teo, Muhamad Ansar B. Kamsan

How middle school students construct and critique graphs to explain cancer treatment
Camillia Matuk, Jiayuan Zhang, Marcia Linn

Cross-Community Interaction for Knowledge Building in Two Grade 5/6 Classrooms
Jianwei Zhang, Maria Bogouslavsky, Guangji Yuan

Considerations for the scoring of dialogue across levels of scale

High accuracy detection of collaboration from log data and superficial speech features
Sree Aurovindh Viswanathan, Kurt Vanlehn

Collaborative and Individual Scientific Reasoning of Pre-Service Teachers: New Insights through Epistemic Network Analysis (ENA)
Andras Csanadi, Brendan Eagan, David Shaffer, Ingo Kollar, Frank Fischer

Scoring Qualitative Informal Learning Dialogue: The SQuILD Method for Measuring Museum Learning Talk
Jessica Roberts, Leilah Lyons

The dangers of assuming before analysis: three case studies of argumentation and cognition
Kristine Lund, Matthieu Quignard

Examining the utility of different forms of CSCL support in higher education

Self-organizing Collaborations as Blueprints for CSCL Design
Uzi Brami, Iris Tabak

Building Arguments Together or Alone? Using Learning Analytics to Study the Collaborative Construction of Argument Diagrams
Irene-Angelica Chounta, Bruce McLaren, Maralee Harrell

Challenges in Implementing Small Group Collaboration in Large Online Courses
Julia Erdmann, Nikol Rummel, Nina Christmann, Malte Elson, Tobias Hecking, Thomas Herrmann, H. Ulrich Hoppe, Nicole C. Krämer, Elias Kyewski, Astrid Wichmann

Collaborative Intelligent Tutoring Systems: Comparing Learner Outcomes Across Varying Collaboration Feedback Strategies
Rachel Harsley, Barbara Di Eugenio, Nick Green, Davide Fossati

Preparing Pre-service Early Childhood Teachers to Teach Mathematics with Robots
Chanmin Kim, Jiangmei Yuan, Cory Gleasman, Minyoung Shin, Roger Hill

Examining knowledge building practices and communities

Exercising the heart of history education: Negotiating the past through a principle-based, technological driven Knowledge Building Culture
Melvin Chan, Chew Lee Teo

Productive Knowledge Building Discourse Through Student-Generated Questions
Ahmad Khanlari, Monica Resendes, Gaoxia Zhu, Marlene Scardamalia

Fostering a knowledge building community in a primary social study class to develop humanistic perspectives in solving real world problem
Andy Ng, Chew Lee Teo, Zahirah Sedik, Yu Ling Lee

How did a Grade 5 science community co-construct collective structures of inquiry?
Dan Tao, Jianwei Zhang

A preliminary study of university students’ collaborative learning behavior patterns in the context of online argumentation learning activities: The role of idea-centered collaborative argumentation instruction
Ying-Tien Wu, Li-Jen Wang, Teng-Yao Cheng

Evaluating the Distribution of Students’ Contributions in Theorizing: Idea Evenness in Knowledge Building Communities
Gaoxia Zhu, Marlene Scardamalia, Ahmad Khanlari, Haipeng Wan