This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding 'I know', 'you know' and 'we know'. First, students position themselves…

This paper reports upon the interdisciplinary exchange between a group of students at the University of Groningen (UG), The Netherlands, enrolled in a course on Hispanic literature and a group of students at the University of La Frontera (UFRO), Chile, enrolled in a course on journalism. The study focusses on three challenges: f?irst, the way…

Effects of peer response using instruction in genre knowledge on the writing of 140 sixth-grade students are investigated. In one condition students were taught specific genre knowledge involving functions of linguistic indicators of time and place. In another condition students were taught more general aspects of communicative writing. Both…

In the field of participatory health research (PHR) and related action research paradigms, limitations of standard ethical codes and institutional review processes have been identified. PHR is highly situational and relational, part of a hierarchical health care context and therefore ethics of care has been suggested as a helpful theoretical…

A digital learning and performance support environment for university student design tasks was developed. This paper describes on the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment. We present a collection of organizational, technical, and course-related…

In Learning Networks, learners need to share knowledge with others to build knowledge. In particular, when working on complex tasks, they often need to acquire extra cognitive resources from others to process a high task load. However, without support high task load and organizing knowledge sharing themselves might easily overload learners'…

This article investigates the conditions under which diagrammatic representations support collaborative argumentation-based learning in a computer environment. Thirty dyads of 15- to 18-year-old students participated in a writing task consisting of 3 phases. Students prepared by constructing a representation (text or diagram) individually. Then…

This study investigated the collaborative patterns (internal, national, international, and mixed national and international) of 33 Nordic, United Kingdom, and Netherlands universities by analyzing institutionally co-authored articles from Science Citation Index (1993). Found no major difference between universities in articles with internal,…

Describes an empirical study using publication data from Dutch physics institutes which shows that Lotka's law breaks down when articles with a large number of authors are included in the bibliography. Suggests that from a mathematical point of view, large groups of authors destroy the underlying explanations of informetric laws. (Author/LRW)

The nature of written and oral peer feedback will be described as it occurred in seven writing courses, each with a different design of peer assessment. In all courses, peer feedback was focused on evaluation, which is one of the four feedback functions. Feedback on structure was hardly provided. Relating feedback to design features, we suggest…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…