Basic Concepts
Vygotsky, L.S. (1978). Internalization of Higher Psychological Functions, ch. 4 (pp. 52-57) and Interaction between learning and development, ch. 6 (pp. 79– 91) in Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
Wertsch, J. V. (1991). Prerequisites (pp. 6-17) and Mediation (pp. 28-46) in Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Linn, M. C. & Eylon, B.-S. 2011. Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration. New York: Routledge, pp. 100-147 (ch. 5-6)
Verenikina, I. (2010). Vygotsky in twenty-first-century research. Proc. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010, 2010(1), 16-25. Online version
Scaffolding 1: problem solving, learning, collaboration, and design
Fischer, G., Lemke, A.C., Mastaglio, T.W., and M?rch, A.I. (1991). The role of critiquing in cooperative problem solving. ACM Transactions of Information Systems, 9(2), pp.123-151. Online version
Soller, A., Martinez, A., Jermann, P. and Muehlenbrock, M. (2005). From mirroring to guiding: A review of state of the art technology for supporting collaborative learning. International Journal of Artificial Intelligence in Education, 15, 261-290. Online version
Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences. Cambridge, UK: Cambridge University Press. Online version. (19 pages)
Wood, D., Bruner, J.S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100. Online version
Key issues and tensions in TEL research
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13. URL
Malcolm, J., Hodkinson, P. and Colley, H. (2003). The interrelationships between informal and formal learning. Journal of Workplace Learning, 15(7/8), 313-318. URL
Arnseth, H.C. & Ludvigsen, S. (2006). Approaching institutional contexts: Systemic versus dialogical research in CSCL. International Journal of Computer-Supported Collaborative Learning, 1(2), 167-185. Online version
Scaffolding 2: Representations, visualization, reflection, and self-regulation in science education
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183-198. Online version (16 pages)
Bannert, M., Reimann, P., Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students' self-regulated learning. Metacognition and Learning, 9(2), 161-185. Online version
Furberg, A. (2009). Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. Journal of Computer Assisted Learning, 25(4), pp. 397-409. Online version
Jornet, A. & Roth, M. (2014). The joint work of connecting multiple (Re)presentation in science classrooms. Science Education, 99, 378-403. Online version
Studies in learning analytics
Baker, R.S.J.D. & Siemens, G. (2014). Educational Data Mining and Learning Analytics (pp.253-272). In Sawyer, R.K. The Cambridge Handbook of the Learning Sciences (second ed.). New York, Cambridge University Press. Online version
Ferguson, R. & Buckingham Shum, S. (2012). Social learning analytics: five approaches (pp. 23-33). In: 2nd International Conference on Learning Analytics & Knowledge, 29 Apr - 02 May 2012, Vancouver, British Columbia, Canada. Online version
Romero, C & Ventura, S. (2007). Educational data mining: A survey from 1995 to 2005. Expert Systems with Applications, 33(1), pp. 135–146. Online version
Yoo, J. & Kim, J. (2013). Can Online Discussion Participation Predict Group Project Performance? Investigating the Roles of Linguistic Features and Participation Patterns. Journal of Artificial Intelligence in Education, 24(1), pp. 8-32. Online version
Studies in Workplace Settings (CSCL and CSCW combined)
Fischer, G. (2013). A Conceptual Framework for Computer-Supported Collaborative Learning at Work, in S. Goggins, I. Jahnke, & V. Wulf (Eds.), Computer-Supported Collaborative Learning at the Workplace (CSCL@Work) Springer, Heidelberg, pp. 23-42. Online version. (19 pages)
Randall, D & Rouncefield, M. (2014). Ethnography. In: Soegaard, Mads and Dam, Rikke Friis (eds.). The Encyclopedia of Human-Computer Interaction, 2nd Ed.. Aarhus, Denmark: The Interaction Design Foundation. Available online at https://www.interaction-design.org/encyclopedia/ethnography.html
Krange, I, Moen, A., & Ludvigsen, S. (2012). Computer-based 3D Simulation: A Study of Communication Processes in a Trauma Team Performing Patient Examination and Diagnostic Work. Instructional Science 40, 829-847. Online version (18 pages)
M?rch, A.I. and Skaanes, M.A. (2010). Design and Use of an Integrated Work and Learning System: Information Seeking as Critical Function. In Ludvigsen, S. Lund, A., Rasmussen, I. and S?lj?, R. (eds.). Learning Across Sites: New Tools, Infrastructures and Practices. London, UK: Routledge, pp. 138-155. Online version (17 pages)
Studies in virtual worlds and game-based learning
Barab, S. A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play: Using games to position person, content, and context. Educational Researcher, 39(7), 525-536. Online version
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167. Online version
Kwah, H. (2012). How commercial and “violent” video games can promote culturally sensitive science learning: Some questions and challenges. Cultural Studies of Science Education, 1-7. Online version
Linderoth, J. (2012). Why gamers don’t learn more: An ecological approach to games as learning environments. Journal of Gaming and Virtual Worlds, 4(1), 45-62. Online version
Moreno, R., & Mayer, R. E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97, 117–128. Online version
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