Publications with keyword "1representational guidance"

Scaife & Rogers, 1996Scaife, M., & Rogers, Y. (1996). External cognition: how do graphical representations work?. International journal of human-computer studies, 45(2), 185--213. Scaife, M., & Rogers, Y. (1996). External cognition: how do graphical representations work?. International journal of human-computer studies, 45(2), 185–213.
Shipman & Marshall, 1999Shipman, F. M., & Marshall, C. C. (1999). Formality considered harmful: Experiences, emerging themes, and directions on the use of formal representations in interactive systems. Computer Supported Cooperative Work (CSCW), 8(4), 333--352. Shipman, F. M., & Marshall, C. C. (1999). Formality considered harmful: Experiences, emerging themes, and directions on the use of formal representations in interactive systems. Computer Supported Cooperative Work (CSCW), 8(4), 333–352.
Conklin et al., 2001Conklin, J., Selvin, A. M., Buckingham Shum, S., & Sierhuis, M. (2001). Facilitated hypertext for collective sensemaking: 15 years on from gIBIS. In Proceedings of the 12th ACM conference on Hypertext and Hypermedia (123--124). Conklin, J., Selvin, A. M., Buckingham Shum, S., & Sierhuis, M. (2001). Facilitated hypertext for collective sensemaking: 15 years on from gIBIS. In Proceedings of the 12th ACM conference on Hypertext and Hypermedia (123–124).
Bruggen, Kirschner & Jochems, 2002van Bruggen, J. M., Kirschner, P. A., & Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. Learning and Instruction, 12(1), 121--138. van Bruggen, J. M., Kirschner, P. A., & Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. Learning and Instruction, 12(1), 121–138.
Buckingham Shum, 2003Buckingham Shum, S. (2003). The roots of computer supported argument visualization. In (3--24). London, UK: Springer-Verlag. Buckingham Shum, S. (2003). The roots of computer supported argument visualization. In (3–24). London, UK: Springer-Verlag.
Suthers, 2005Suthers, D. D. (2005). {Collaborative Knowledge Construction through Shared Representations}. Proceedings of the 38th Annual Hawaii International Conference on System Sciences, 5a--5a. doi:10.1109/HICSS.2005.151 Suthers, D. D. (2005). {Collaborative Knowledge Construction through Shared Representations}. Proceedings of the 38th Annual Hawaii International Conference on System Sciences, 5a–5a. doi:10.1109/HICSS.2005.151
Lee & Kim, 2005Lee, M., & Kim, D. (2005). The effects of the collaborative representation supporting tool on problem-solving processes and outcomes in web-based collaborative problem-based learning (PBL) environments. Journal of Interactive Learning Research, 16(3), 273. Lee, M., & Kim, D. (2005). The effects of the collaborative representation supporting tool on problem-solving processes and outcomes in web-based collaborative problem-based learning (PBL) environments. Journal of Interactive Learning Research, 16(3), 273.
Anderson et al., 2005Anderson, R., Anderson, R., Hoyer, C., Prince, C., Su, J., Videon, F., & Wolfman, S. (2005). A study of diagrammatic ink in lecture. Computers \& Graphics, 29(4), 480--489. Anderson, R., Anderson, R., Hoyer, C., Prince, C., Su, J., Videon, F., & Wolfman, S. (2005). A study of diagrammatic ink in lecture. Computers \& Graphics, 29(4), 480–489.
Buckingham Shum et al., 2006Buckingham Shum, S., Selvin, A. M., Sierhuis, M., Conklin, J., Haley, C. B., & Nuseibeh, B. (2006). Hypermedia support for argumentation-based rationale: 15 years on from {gIBIS} and {QOC}. In A. Dutoit, R. McCall, I. Mistrik & B. Paech (Eds.), Rationale Management in Software Engineering (111-132). Book Chapter, Springer Verlag. Buckingham Shum, S., Selvin, A. M., Sierhuis, M., Conklin, J., Haley, C. B., & Nuseibeh, B. (2006). Hypermedia support for argumentation-based rationale: 15 years on from {gIBIS} and {QOC}. In A. Dutoit, R. McCall, I. Mistrik & B. Paech (Eds.), Rationale Management in Software Engineering (111-132). Book Chapter, Springer Verlag.
Slof et al., 2010Slof, B., Erkens, G., Kirschner, P. A., & Jaspers, J. (2010). Design and effects of representational scripting on group performance. Educational Technology Research and Development, 1--20. Slof, B., Erkens, G., Kirschner, P. A., & Jaspers, J. (2010). Design and effects of representational scripting on group performance. Educational Technology Research and Development, 1–20.
Liddo & Buckingham Shum, 2010Liddo, A. D., & Buckingham Shum, S. (2010, February). Cohere: A prototype for contested collective intelligence. Conference Item. Liddo, A. D., & Buckingham Shum, S. (2010, February). Cohere: A prototype for contested collective intelligence. Conference Item.
Bell, 1997Bell, P. (1997). Using argument representations to make thinking visible for individuals and groups. In Proceedings of the 2nd international conference on Computer support for collaborative learning (10--19). Bell, P. (1997). Using argument representations to make thinking visible for individuals and groups. In Proceedings of the 2nd international conference on Computer support for collaborative learning (10–19).
Hearst, 1999Hearst, M. A. (1999). User interfaces and visualization. Modern information retrieval, 257--323. Hearst, M. A. (1999). User interfaces and visualization. Modern information retrieval, 257–323.
Soller, 2001Soller, A. (2001). Comprehensive Exam. Soller, A. (2001). Comprehensive Exam.
Brna, Cox & Good, 2001Brna, P., Cox, R., & Good, J. (2001). Learning to think and communicate with diagrams: 14 questions to consider. Artificial Intelligence Review, 15(1), 115--134. Brna, P., Cox, R., & Good, J. (2001). Learning to think and communicate with diagrams: 14 questions to consider. Artificial Intelligence Review, 15(1), 115–134.
Fischer & Mandl, 2002Fischer, F., & Mandl, H. (2002). Facilitating knowledge convergence in videoconferencing environments: the role of external representation tools. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community, CSCL '02 (623--624). International Society of the Learning Sciences. Fischer, F., & Mandl, H. (2002). Facilitating knowledge convergence in videoconferencing environments: the role of external representation tools. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community, CSCL '02 (623–624). International Society of the Learning Sciences.
Toth, Suthers & Lesgold, 2002Toth, E. E., Suthers, D. D., & Lesgold, A. M. (2002). “Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry. Science Education, 86(2), 264--286. Toth, E. E., Suthers, D. D., & Lesgold, A. M. (2002). “Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry. Science Education, 86(2), 264–286.
Puntambekar et al., 2002Puntambekar, S., Stylianou, A., Suthers, D. D., Hundhausen, C. D., & Hübscher-YoungerTeresa. (2002). External representations for collaborative learning and assessment. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (714--715). Puntambekar, S., Stylianou, A., Suthers, D. D., Hundhausen, C. D., & Hübscher-YoungerTeresa. (2002). External representations for collaborative learning and assessment. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (714–715).
Fischer et al., 2002Fischer, F., Bruhn, J., GräselC., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12(2), 213--232. Fischer, F., Bruhn, J., GräselC., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12(2), 213–232.
Munneke, Amelsvoort & Andriessen, 2003Munneke, L., van Amelsvoort, M., & Andriessen, J. (2003). The role of diagrams in collaborative argumentation-based learning. International Journal of Educational Research, 39(1-2), 113--131. Munneke, L., van Amelsvoort, M., & Andriessen, J. (2003). The role of diagrams in collaborative argumentation-based learning. International Journal of Educational Research, 39(1-2), 113–131.
Joiner & Jones, 2003Joiner, R., & Jones, S. (2003). The effects of communication medium on argumentation and the development of critical thinking. International journal of educational research, 39(8), 861--871. Joiner, R., & Jones, S. (2003). The effects of communication medium on argumentation and the development of critical thinking. International journal of educational research, 39(8), 861–871.
Van Bruggen, 2003Van Bruggen, J. (2003). {Explorations in graphical argumentation: The use of external representations of argumentation in collaborative problem solving.} (PhD thesis). Van Bruggen, J. (2003). {Explorations in graphical argumentation: The use of external representations of argumentation in collaborative problem solving.} (PhD thesis).
Carnot et al., 2003Carnot, M. J., Feltovich, P., Hoffman, R. R., Feltovich, J., & Novak, J. D. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. Carnot, M. J., Feltovich, P., Hoffman, R. R., Feltovich, J., & Novak, J. D. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support.
Scardamalia, 2003Scardamalia, M. (2003). Knowledge Society Network {(KSN):} Toward an expert society for democratizing knowledge. Journal of Distance Education, 17(3), 63–66. Scardamalia, M. (2003). Knowledge Society Network {(KSN):} Toward an expert society for democratizing knowledge. Journal of Distance Education, 17(3), 63–66.
Azevedo, Winters & Moos, 2004Azevedo, R., Winters, F. I., & Moos, D. C. (2004). Can students collaboratively use hypermedia to learn science? The dynamics of self-and other-regulatory processes in an ecology classroom. Journal of Educational Computing Research, 31(3), 215--245. Azevedo, R., Winters, F. I., & Moos, D. C. (2004). Can students collaboratively use hypermedia to learn science? The dynamics of self-and other-regulatory processes in an ecology classroom. Journal of Educational Computing Research, 31(3), 215–245.
Victor, 2005Victor, B. (2005). Magic ink: Information software and the graphical interface. Victor, B. (2005). Magic ink: Information software and the graphical interface.
Roschelle et al., 2005Roschelle, J., Schank, P., Brecht, J., Tatar, D., & Chaudhury, S. R. (2005). From response systems to distributed systems for enhanced collaborative learning. In Proceeding of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation (363--370). Roschelle, J., Schank, P., Brecht, J., Tatar, D., & Chaudhury, S. R. (2005). From response systems to distributed systems for enhanced collaborative learning. In Proceeding of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation (363–370).
Rienks, Heylen & Weijden, 2005Rienks, Rj., Heylen, Dkj., & van der Weijden, E. (2005). Argument diagramming of meeting conversations. Rienks, Rj., Heylen, Dkj., & van der Weijden, E. (2005). Argument diagramming of meeting conversations.
Janssen et al., 2005Janssen, J., Erkens, G., Jaspers, J., & Broeken, M. (2005). Effects of visualizing participation in computer-supported collaborative learning. Janssen, J., Erkens, G., Jaspers, J., & Broeken, M. (2005). Effects of visualizing participation in computer-supported collaborative learning.
Pinkwart, 2005Pinkwart, N. (2005). Collaborative modeling in graph based environments. Dissertation. de. Pinkwart, N. (2005). Collaborative modeling in graph based environments. Dissertation. de.
Reimann et al., 2005Reimann, P., Judy, K., Yacef, K., & Goodyear, P. (2005). Adaptive visualisation support for self-managed learning groups. In AIED 2005--Workshop 6 Representing and Analyzing Collaborative Interactions: What works? When does it work? To what extent are methods re-usable? (81). Reimann, P., Judy, K., Yacef, K., & Goodyear, P. (2005). Adaptive visualisation support for self-managed learning groups. In AIED 2005–Workshop 6 Representing and Analyzing Collaborative Interactions: What works? When does it work? To what extent are methods re-usable? (81).
Hoffmann, 2005Hoffmann, M. H. G. (2005). Logical argument mapping: A method for overcoming cognitive problems of conflict management. International Journal of Conflict Management, 16(4), 304--334. Hoffmann, M. H. G. (2005). Logical argument mapping: A method for overcoming cognitive problems of conflict management. International Journal of Conflict Management, 16(4), 304–334.
Van Drie et al., 2005Van Drie, J., Van Boxtel, C., Erkens, G., & Kanselaar, G. (2005). Using representational tools to support historical reasoning in computer-supported collaborative learning. Technology, Pedagogy and Education, 14(1), 25--41. Van Drie, J., Van Boxtel, C., Erkens, G., & Kanselaar, G. (2005). Using representational tools to support historical reasoning in computer-supported collaborative learning. Technology, Pedagogy and Education, 14(1), 25–41.
Drie et al., 2005van Drie, J., van Boxtel, C., Jaspers, J., & Kanselaar, G. (2005). Effects of representational guidance on domain specific reasoning in CSCL. Computers in Human Behavior, 21(4), 575--602. van Drie, J., van Boxtel, C., Jaspers, J., & Kanselaar, G. (2005). Effects of representational guidance on domain specific reasoning in CSCL. Computers in Human Behavior, 21(4), 575–602.
Hundhausen, 2005Hundhausen, C. D. (2005). Using end-user visualization environments to mediate conversations: a [] Communicative Dimensions' framework. Journal of Visual Languages \& Computing, 16(3), 153--185. Hundhausen, C. D. (2005). Using end-user visualization environments to mediate conversations: a [] Communicative Dimensions' framework. Journal of Visual Languages \& Computing, 16(3), 153–185.
Ertl, Fischer & Mandl, 2006Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers \& Education, 47(3), 298--315. Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers \& Education, 47(3), 298–315.
Pinkwart et al., 2006Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Toward legal argument instruction with graph grammars and collaborative filtering techniques. In Intelligent Tutoring Systems (227--236). Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Toward legal argument instruction with graph grammars and collaborative filtering techniques. In Intelligent Tutoring Systems (227–236).
Rbeiz, 2006Rbeiz, M. A. (2006). Semantic representation of digital ink in the classroom learning partner (PhD thesis). Rbeiz, M. A. (2006). Semantic representation of digital ink in the classroom learning partner (PhD thesis).
Novick, 2006Novick, L. R. (2006). Understanding spatial diagram structure: An analysis of hierarchies, matrices, and networks. The Quarterly Journal of Experimental Psychology, 59(10), 1826--1856. Novick, L. R. (2006). Understanding spatial diagram structure: An analysis of hierarchies, matrices, and networks. The Quarterly Journal of Experimental Psychology, 59(10), 1826–1856.
Braak & Vreeswijk, 2006van den Braak, S. W., & Vreeswijk, G. A. W. (2006). AVER: Argument visualization for evidential reasoning. In Proceeding of the 2006 conference on Legal Knowledge and Information Systems: JURIX 2006: The Nineteenth Annual Conference (151--156). van den Braak, S. W., & Vreeswijk, G. A. W. (2006). AVER: Argument visualization for evidential reasoning. In Proceeding of the 2006 conference on Legal Knowledge and Information Systems: JURIX 2006: The Nineteenth Annual Conference (151–156).
Andriessen, 2006Andriessen, J. (2006). Arguing to learn. In K. Sawyer (Ed.), Handbook of the Learning Sciences (443-459). Cambridge University Press. Andriessen, J. (2006). Arguing to learn. In K. Sawyer (Ed.), Handbook of the Learning Sciences (443-459). Cambridge University Press.
Suthers, 2006Suthers, D. D. (2006). {A qualitative analysis of collaborative knowledge construction through shared representations}. RPTEL, 1(2), 1--25. Suthers, D. D. (2006). {A qualitative analysis of collaborative knowledge construction through shared representations}. RPTEL, 1(2), 1–25.
Reed & Rowe, 2007Reed, C., & Rowe, G. (2007). A pluralist approach to argument diagramming. Law, Probability and Risk, 6(1-4), 59--85. Reed, C., & Rowe, G. (2007). A pluralist approach to argument diagramming. Law, Probability and Risk, 6(1-4), 59–85.
Amelsvoort, Andriessen & Kanselaar, 2007van Amelsvoort, M., Andriessen, J., & Kanselaar, G. (2007). Representational tools in computer-supported collaborative argumentation-based learning: How dyads work with constructed and inspected argumentative diagrams. The Journal of the Learning Sciences, 16(4), 485--521. van Amelsvoort, M., Andriessen, J., & Kanselaar, G. (2007). Representational tools in computer-supported collaborative argumentation-based learning: How dyads work with constructed and inspected argumentative diagrams. The Journal of the Learning Sciences, 16(4), 485–521.
Nussbaum et al., 2007Nussbaum, E. M., Winsor, D. L., Aqui, Y. M., & Poliquin, A. M. (2007). Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions. International Journal of Computer-Supported Collaborative Learning, 2(4), 479--500. Nussbaum, E. M., Winsor, D. L., Aqui, Y. M., & Poliquin, A. M. (2007). Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions. International Journal of Computer-Supported Collaborative Learning, 2(4), 479–500.
Lund et al., 2007Lund, K., MolinariGaëlle, SéjournéA., & Baker, M. (2007). How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?. International Journal of Computer-Supported Collaborative Learning, 2(2), 273--295. Lund, K., MolinariGaëlle, SéjournéA., & Baker, M. (2007). How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?. International Journal of Computer-Supported Collaborative Learning, 2(2), 273–295.
Gao et al., 2007Gao, H., Shen, E., Losh, S., & Turner, J. (2007). A Review of Studies on Collaborative Concept Mapping: What Have We Learned About the Technique and What Is Next?. Journal of Interactive Learning Research, 18(4), 479. Gao, H., Shen, E., Losh, S., & Turner, J. (2007). A Review of Studies on Collaborative Concept Mapping: What Have We Learned About the Technique and What Is Next?. Journal of Interactive Learning Research, 18(4), 479.
Easterday, Aleven & Scheines, 2007Easterday, M. W., Aleven, V., & Scheines, R. (2007). 'Tis Better to Construct than to Receive? The Effects of Diagram Tools on Causal Reasoning. In Proceeding of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work (93--100). Easterday, M. W., Aleven, V., & Scheines, R. (2007). 'Tis Better to Construct than to Receive? The Effects of Diagram Tools on Causal Reasoning. In Proceeding of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work (93–100).
Verheij, 2007Verheij, B. (2007). Argumentation support software: boxes-and-arrows and beyond. Law, Probability and Risk, 6(1-4), 187--208. Verheij, B. (2007). Argumentation support software: boxes-and-arrows and beyond. Law, Probability and Risk, 6(1-4), 187–208.
Reed & Grasso, 2007Reed, C., & Grasso, F. (2007). Recent advances in computational models of natural argument. International Journal of Intelligent Systems, 22(1), 1--15. Reed, C., & Grasso, F. (2007). Recent advances in computational models of natural argument. International Journal of Intelligent Systems, 22(1), 1–15.
Avramides, 2007Avramides, K. (2007). Students' Conception of Knowledge and Its Link to Knowledge Monitoring in Ill-Structured Subjects: The Potential of Representational Tools to Support Learning. In Proceeding of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work (681--682). Avramides, K. (2007). Students' Conception of Knowledge and Its Link to Knowledge Monitoring in Ill-Structured Subjects: The Potential of Representational Tools to Support Learning. In Proceeding of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work (681–682).
Avramides & Luckin, 2007Avramides, K., & Luckin, R. (2007). Towards the Design of A Representational Tool To Scaffold Students’ Epistemic Understanding of Psychology in Higher Education. Avramides, K., & Luckin, R. (2007). Towards the Design of A Representational Tool To Scaffold Students’ Epistemic Understanding of Psychology in Higher Education.
Hieronymi et al., 2007Hieronymi, M., Wichmann, A., Kuhn, M., & Hoppe, H. U. (2007). Pen based Tools for Sudoku Solving-a Case for Representational Flexibility?. In Pen-Based Learning Technologies, 2007. PLT 2007. First International Workshop on (1--6). Hieronymi, M., Wichmann, A., Kuhn, M., & Hoppe, H. U. (2007). Pen based Tools for Sudoku Solving-a Case for Representational Flexibility?. In Pen-Based Learning Technologies, 2007. PLT 2007. First International Workshop on (1–6).
Ashley et al., 2007Ashley, K., Pinkwart, N., Lynch, C., & Aleven, V. (2007). Learning by diagramming Supreme Court oral arguments. In Proceedings of the 11th international conference on Artificial intelligence and law (271--275). Ashley, K., Pinkwart, N., Lynch, C., & Aleven, V. (2007). Learning by diagramming Supreme Court oral arguments. In Proceedings of the 11th international conference on Artificial intelligence and law (271–275).
Schneider, Voigt & Betz, 2007Schneider, D. C., Voigt, C., & Betz, G. (2007). ArguNet—a software tool for collaborative argumentation analysis and research. In 7th Workshop on Computational Models of Natural Argument (CMNA VII). Schneider, D. C., Voigt, C., & Betz, G. (2007). ArguNet—a software tool for collaborative argumentation analysis and research. In 7th Workshop on Computational Models of Natural Argument (CMNA VII).
Dwyer, 2007Dwyer, N. (2007). Incorporating indexicality and contingency into the design of representations for computer-mediated collaboration (PhD thesis). Dwyer, N. (2007). Incorporating indexicality and contingency into the design of representations for computer-mediated collaboration (PhD thesis).
Graber, 2007Graber, G. (2007). Open-Source Argumentation: A Flexible System Design. Graber, G. (2007). Open-Source Argumentation: A Flexible System Design.
Bouyias, Demetriadis & Tsoukalas, 2008Bouyias, Y. N., Demetriadis, S. N., & Tsoukalas, I. A. (2008). iArgue: A web-based argumentation system supporting collaboration scripts with adaptable fading. In Advanced Learning Technologies, 2008. ICALT'08. Eighth IEEE International Conference on (477--479). Bouyias, Y. N., Demetriadis, S. N., & Tsoukalas, I. A. (2008). iArgue: A web-based argumentation system supporting collaboration scripts with adaptable fading. In Advanced Learning Technologies, 2008. ICALT'08. Eighth IEEE International Conference on (477–479).
Pinkwart et al., 2008Pinkwart, N., Lynch, C., Ashley, K., & Aleven, V. (2008). Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?. In Intelligent Tutoring Systems (90--100). Pinkwart, N., Lynch, C., Ashley, K., & Aleven, V. (2008). Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?. In Intelligent Tutoring Systems (90–100).
Medina & Suthers, 2008Medina, R., & Suthers, D. D. (2008). {Bringing Representational Practice From Log to Light Case Study}. Science, 1--8. Medina, R., & Suthers, D. D. (2008). {Bringing Representational Practice From Log to Light Case Study}. Science, 1–8.
Amelsvoort, Andriessen & Kanselaar, 2008van Amelsvoort, M., Andriessen, J., & Kanselaar, G. (2008). How students structure and relate argumentative knowledge when learning together with diagrams. Computers in Human Behavior, 24(3), 1293--1313. van Amelsvoort, M., Andriessen, J., & Kanselaar, G. (2008). How students structure and relate argumentative knowledge when learning together with diagrams. Computers in Human Behavior, 24(3), 1293–1313.
Lynch et al., 2008Lynch, C., Pinkwart, N., Ashley, K., & Aleven, V. (2008). What do argument diagrams tell us about students’ aptitude or experience? a statistical analysis in an ill-defined domain. Intelligent Tutoring Systems for Ill-Defined Domains: Assessment and Feedback in Ill-Defined Domains., 56. Lynch, C., Pinkwart, N., Ashley, K., & Aleven, V. (2008). What do argument diagrams tell us about students’ aptitude or experience? a statistical analysis in an ill-defined domain. Intelligent Tutoring Systems for Ill-Defined Domains: Assessment and Feedback in Ill-Defined Domains., 56.
Stasko, Görg & Liu, 2008Stasko, J., GörgC., & Liu, Z. (2008). Jigsaw: supporting investigative analysis through interactive visualization. Information Visualization, 7(2), 118--132. Stasko, J., GörgC., & Liu, Z. (2008). Jigsaw: supporting investigative analysis through interactive visualization. Information Visualization, 7(2), 118–132.
Yi et al., 2008Yi, J. S., Kang, Y., Stasko, J. T., & Jacko, J. A. (2008). Understanding and characterizing insights: how do people gain insights using information visualization?. In Proceedings of the 2008 conference on BEyond time and errors: novel evaLuation methods for Information Visualization (4). Yi, J. S., Kang, Y., Stasko, J. T., & Jacko, J. A. (2008). Understanding and characterizing insights: how do people gain insights using information visualization?. In Proceedings of the 2008 conference on BEyond time and errors: novel evaLuation methods for Information Visualization (4).
Medina & Suthers, 2009Medina, R., & Suthers, D. D. (2009). Using a contingency graph to discover representational practices in an online collaborative environment. Research and Practice in Technology Enhanced Learning, 4(3). Medina, R., & Suthers, D. D. (2009). Using a contingency graph to discover representational practices in an online collaborative environment. Research and Practice in Technology Enhanced Learning, 4(3).
Streng et al., 2009Streng, S., Stegmann, K., Hussmann, H., & Fischer, F. (2009). Metaphor or diagram?: comparing different representations for group mirrors. In Proceedings of the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group: Design: Open 24/7, OZCHI '09 (249--256). New York, NY, USA: ACM. doi:http://doi.acm.org/10.1145/1738826.1738866 Streng, S., Stegmann, K., Hussmann, H., & Fischer, F. (2009). Metaphor or diagram?: comparing different representations for group mirrors. In Proceedings of the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group: Design: Open 24/7, OZCHI '09 (249–256). New York, NY, USA: ACM. doi:http://doi.acm.org/10.1145/1738826.1738866
Waard et al., 2009de Waard, A., Buckingham Shum, S., Carusi, A., Park, J., Samwald, M., & SándorÁ. (2009). Hypotheses, evidence and relationships: The HypER approach for representing scientific knowledge claims. de Waard, A., Buckingham Shum, S., Carusi, A., Park, J., Samwald, M., & SándorÁ. (2009). Hypotheses, evidence and relationships: The HypER approach for representing scientific knowledge claims.
Suthers, Dwyer & Vatrapu, 2009Suthers, D. D., Dwyer, N., & Vatrapu, R. (2009). CollabReps: A Research Prototype for Studying Representational Guidance in Computer Supported Intercultural Collaboration. Suthers, D. D., Dwyer, N., & Vatrapu, R. (2009). CollabReps: A Research Prototype for Studying Representational Guidance in Computer Supported Intercultural Collaboration.
Cakir, 2009Cakir, M. P. (2009). The Organization of Graphical, Narrative and Symbolic Interactions. Studying Virtual Math Teams, 99--140. Cakir, M. P. (2009). The Organization of Graphical, Narrative and Symbolic Interactions. Studying Virtual Math Teams, 99–140.
Lynch et al., 2009Lynch, C., Ashley, K. D., Pinkwart, N., & Aleven, V. (2009). Computational Argument as a Diagnostic Tool: The role of reliability. In Proceedings of the Fall Symposium on The Uses of Computational Argumentation, Washington DC, USA. AAAI. Lynch, C., Ashley, K. D., Pinkwart, N., & Aleven, V. (2009). Computational Argument as a Diagnostic Tool: The role of reliability. In Proceedings of the Fall Symposium on The Uses of Computational Argumentation, Washington DC, USA. AAAI.
Erkens, Janssen & Kirschner, 2010Erkens, G., Janssen, J., & Kirschner, P. A. (2010). Visualization of argumentation as shared activity. Use of Representations in Reasoning and Problem Solving. Analysis and Improvement, 242--260. Erkens, G., Janssen, J., & Kirschner, P. A. (2010). Visualization of argumentation as shared activity. Use of Representations in Reasoning and Problem Solving. Analysis and Improvement, 242–260.
Haugwitz, Nesbit & Sandmann, 2010Haugwitz, M., Nesbit, J. C., & Sandmann, A. (2010). Cognitive ability and the instructional efficacy of collaborative concept mapping. Learning and Individual Differences, 20(5), 536--543. Haugwitz, M., Nesbit, J. C., & Sandmann, A. (2010). Cognitive ability and the instructional efficacy of collaborative concept mapping. Learning and Individual Differences, 20(5), 536–543.
Rosen, 2010Rosen, M. A. (2010). Collaborative problem solving: The role of team knowledge building processes and external representations (PhD thesis). Rosen, M. A. (2010). Collaborative problem solving: The role of team knowledge building processes and external representations (PhD thesis).
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