Learning Across Sites: New tools, infrastructures and practices - Earli

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References For EARLI members only. Not for onward distribution. Socio-cognitive tension in working relations 241 Andriessen, J. (2005). Arguing to Learn. In: K. Sawyer (ed.) Handbook of the Learning Sciences (pp. 443–459). Cambridge: Cambridge University Press. Andriessen, J., Baker, M. and Suthers, D. (eds). (2003). Arguing to Learn: Confronting cognitions in computer- supported collaborative learning environments. Dordrecht: Kluwer Academic Publishers. Andriessen, J. and Sandberg, J. (1999). Where is Education Heading and How about AI International Journal of Artificial Intelligence in Education, 10, 130–150. Baker, M. J. (1999). Argumentation and Constructive Interaction. In P. Coirier and J. Andriessen (eds), Studies in Writing: Vol. 5. Foundations of argumentative text processing (p. 179 – 202). Amsterdam: University of Amsterdam Press. Baker, M. J. (2002). Argumentative Interactions, Discursive Operations and Learning to Model in Science. In P. Brna, M. Baker, K. Stenning and A. Tiberghien (eds), The Role of Communication in Learning to Model (pp. 303–324). Mahwah, NJ: Lawrence Erlbaum Associates. Baker, M. J. and Séjourné, A. (2007). L’élaboration de Connaissances chez les Élèves dans un Débat Médiatisé par Ordinateur [Students’ Knowledge Elaboration in a Computermediated Debate]. In A. Specogna (ed.), Enseigner dans l’interaction [Teaching in Interaction], pp. 81–111. Nancy: Presses Universitaires de Nancy. Baker, M. J., Quignard, M., Lund, K. and Séjourné, A. (2003). Computer- supported Collaborative Learning in the Space of Debate. In B. Wasson, S. Ludvigsen and U. Hoppe (eds), Designing for Change in Networked Learning Environments: Proceedings of the International Conference on Computer Support for Collaborative Learning, 2003 (pp. 11–20). Dordrecht: Kluwer Academic Publishers. Bales, R. F. (1950). A Set of Categories for the Analysis of Small Group Interaction. American Sociological Review, 15, 257–263. Bereiter, C. (2003). Education and Mind in the Knowledge Age. Mahwah, NJ: Erlbaum. Brown, P. and Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press. Bunt, H. C. (1955). Dialogical Control Functions and Information Design. In R. J. Beun, M. Baker and M. Reiner (eds), Dialogue and Instruction: Modeling interaction in intelligent tutoring systems (pp. 197–214). New York: Springer- Verlag. Dillenbourg, P. (1999). Collaborative Learning: Cognitive and computational approaches. Amsterdam: Pergamon / Elsevier Science. Kollias, V., Mamalougos, N., Vamvakoussi, X., Lakkala, M. and Vosniadu, S. (2005). Teachers’ Attitudes to and Beliefs about Web- based Collaborative Learning Environments in the Context of an International Implementation. Computers and Education, 45, 295–315. Lerdahl, F. and Jackendoff, R. (1983). A Generative Theory of Tonal Music. Cambridge, MA: MIT Press. Lipponen, L., Hakkarainen, K. and Paavola, S. (2004). Practices and Orientations of CSCL. In J.- W. Strijbos, P. A. Kirschner and R. Martens (eds), What we Know about CSCL and Implementing it in Higher Education (pp. 31–50). Amsterdam: Kluwer Academic Publishers. Muntigl, P. and Turnbull, W. (1998). Conversational Structure and Facework in Arguing. Journal of Pragmatics, 29, 225–256. Stahl, G. (2005). Collaborating with Technology: Mediation of group cognition. Mahwah, NJ: Lawrence Erlbaum Associates.
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Learning Across Sites: New tools, infrastructures and practices - Earli

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