Needs key ideas

List of publications with clippings, which do not have key ideas.

  • Akkerman et al., 2007Akkerman, S., van den Bossche, P., Admiraal, W., Gijselaers, W., Segers, M., Simons, R. J., & Kirschner, P. A. (2007). Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives?. Educational research review, 2(1), 39--63.
  • Allen, 2001Allen, D. (2001). {Getting things done: The art of stress-free productivity}. Penguin Group USA.
  • Anthony, 1996Anthony, D. L. G. (1996). Patterns for classroom education.
  • Antin & Churchill, 2011Antin, J., & Churchill, E. F. (2011). Badges in Social Media: A Social Psychological Perspective. In CHI 2011, ACM, Vancouver, BC.
  • Asterhan, 2010Asterhan, C. S. C. (2010). Assessing e-moderation behavior from synchronous discussion protocols with a multi-dimensional methodology. Computers in Human Behavior.
  • Asterhan & Schwarz, 2010Asterhan, C. S. C., & Schwarz, B. B. (2010). Online moderation of synchronous e-argumentation. International Journal of Computer-Supported Collaborative Learning, 1--24.
  • Avgeriou et al., 2003Avgeriou, P., Papasalouros, A., Retalis, S., & Skordalakis, M. (2003). Towards a pattern language for learning management systems. Educational Technology \& Society, 6(2), 11--24.
  • Azevedo, 2009Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4(1), 87--95. doi:10.1007/s11409-009-9035-7
  • Bélanger, 2010BélangerM. E. (2010). The Annotative Practices of Graduate Students: Tensions & Negotiations Fostering an Epistemic Practice (PhD thesis).
  • Bell, 2009Bell, P. (2009). Learning science in informal environments: People, places, and pursuits. Natl Academy Pr.
  • Benn et al., 2008Benn, N., Buckingham Shum, S., Domingue, J., & Mancini, C. (2008, May). Ontological Foundations for Scholarly Debate Mapping Technology. Conference Item.
  • Bergin, 2002Bergin, J. (2002). A Pattern Language for Course Development in Computer Science.
  • Bernstein, 2007Bernstein, M. (2007). The Tinderbox Way. Inc. Eastgate Systems.
  • Blair, 2004Blair, A. (2004). Note taking as an art of transmission. Critical inquiry, 85--107.
  • Boekaerts & Corno, 2005Boekaerts, M., & Corno, L. (2005). {Self-Regulation} in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology, 54(2), 199--231.
  • Bransford, Brown & Cocking, 2000Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn. DC National Academy Press Washington.
  • Bransford et al., 2006Bransford, J. D., Barron, B., Pea, R. D., Meltzoff, A., Kuhl, P., Bell, P., Stevens, R., Schwartz, D. L., Vye, N., Reeves, B., Roschelle, J., & Sabelli, N. H. Foundations and Opportunities for an Interdisciplinary Science of Learning. In The Cambridge handbook of the learning sciences.
  • Buckingham Shum & Hammond, 1994Buckingham Shum, S., & Hammond, N. (1994). Argumentation-based design rationale: what use at what cost. International Journal of Human-Computer Studies, 40(4), 603–652.
  • Buckingham Shum, 2003Buckingham Shum, S. (2003). The roots of computer supported argument visualization. In (3--24). London, UK: Springer-Verlag.
  • Buckingham Shum et al., 2006Buckingham Shum, S., Daw, M., Slack, R., Juby, B., Rowley, A., Bachler, M., Mancini, C., Michaelides, D., Procter, R., Chown, T., Hewitt, T., & de Roure, D. (2006, June). Memetic: from meeting memory to virtual ethnography & distributed video analysis. Conference Item.
  • 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, 2006Buckingham Shum, S. (2006). Sensemaking on the Pragmatic Web: A Hypermedia Discourse Perspective. Conference Item.
  • Buckingham Shum et al., 2007Buckingham Shum, S., Uren, V., Li, G., Sereno, B., & Mancini, C. (2007). Modeling naturalistic argumentation in research literatures: Representation and interaction design issues. International Journal of Intelligent Systems, 22(1), 17--47. doi:10.1002/int.20188
  • Buckingham Shum & Okada, 2008Buckingham Shum, S., & Okada, A. (2008, September). Knowledge Cartography for Controversies: The Iraq Debate. Book Chapter.
  • Buckingham Shum, 2008Buckingham Shum, S. (2008, May). Cohere: Towards Web 2.0 Argumentation. Conference Item.
  • Buckingham Shum & Okada, 2008Buckingham Shum, S., & Okada, A. (2008, May). Knowledge Cartography for Open Sensemaking Communities. Journal Article.
  • Buckingham Shum & Liddo, 2010Buckingham Shum, S., & Liddo, A. D. (2010). Collective intelligence for {OER} sustainability. Conference Item.
  • Buckingham Shum et al., 2010Buckingham Shum, S., Sierhuis, M., Park, J., & Brown, M. (2010). Software agents in support of human argument mapping. Book Chapter.
  • Buckingham Shum & Ferguson, 2010Buckingham Shum, S., & Ferguson, R. (2010). Towards a social learning space for open educational resources. Conference Item.
  • Bull et al., 2011Bull, S., Johnson, M., Teplovs, C., Fujita, N., & Vatrapu, R. (2011). Methods and Specification for the Student Model V1. NEXT-TELL.
  • Buzan & Buzan, 2006Buzan, T., & Buzan, B. (2006). The mind map book. Pearson Education.
  • Cañas et al., 2008CañasA.J., Reiska, P., ÅhlbergM., & Novak, J. D. (2008). NEXT STEP: CONSOLIDATING THE CMAPPERS COMMUNITY.
  • Carmien et al., 2007Carmien, S., Kollar, I., Fischer, G., & Fischer, F. (2007). The Interplay of Internal and External Scripts. In F. Fischer, I. Kollar, H. Mandl & HaakeJörg M. (Eds.), Scripting {Computer-Supported} Collaborative Learning (Vol. 6, 303--326). Boston, {MA}: Springer {US}.
  • Cierniak, Imhof & Reimann, 2010Cierniak, G., Imhof, B., & Reimann, P. (2010). Specification of Research Strategy and Methodology. NEXT-TELL.
  • Clark, Luckin & Jewitt, 2011Clark, W., Luckin, R., & Jewitt, C. (2011). Methods and Specifications for TISL Components V1. NEXT-TELL.
  • 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).
  • Corneli & Danoff, 2011Corneli, J., & Danoff, C. J. (2011). Paragogy: Synergizing individual and organizational learning. In 1st International Conference on Learning Analytics and Knowledge.
  • Dillenbourg, 2002Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design.
  • Engelmann & Hesse, 2010Engelmann, T., & Hesse, F. W. (2010). How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 1--21.
  • Ford et al., 2011Ford, H., Smolen, A., Carver, B., & Mulligan, D. (2011). Masks.
  • Fuks, Pimentel & Lucena, 2006Fuks, H., Pimentel, M., & LucenaCarlos José Pereira. (2006). {R-U-Typing-2-Me?} Evolving a chat tool to increase understanding in learning activities. International Journal of {Computer-Supported} Collaborative Learning, 1(1), 117--142. doi:10.1007/s11412-006-6845-3
  • Gan et al., 2010Gan, Y., Scardamalia, M., Hong, H. Y., & Zhang, J. (2010). Early Development of Graphical Literacy through Knowledge Building. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).
  • Hadwin et al., 2010Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using {gStudy} to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26(5), 794--805. doi:10.1016/j.chb.2007.06.007
  • Halatchliyski, Kimmerle & Cress, 2011Halatchliyski, I., Kimmerle, J., & Cress, U. (2011). Divergent and Convergent Knowledge Processes on Wikipedia. In CSCL 2011.
  • Hoadley, 2005Hoadley, C. M. (2005). The shape of the elephant: scope and membership of the CSCL community. In Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!, CSCL '05 (205--210). International Society of the Learning Sciences.
  • Hofmair et al., 2011Hofmair, P., Utz, W., Giorgini, F., Johnson, M., Clark, W., & Halb, W. (2011). Methods and Specifications for Activity Capturing Tools V1. NEXT-TELL.
  • Hübscher-Younger & Narayanan, 2003Hübscher-YoungerTeresa, & Narayanan, N. H. (2003). Authority and convergence in collaborative learning. Computers \& Education, 41(4), 313--334.
  • Johnson et al., 2011Johnson, M., Vatrapu, R., Bull, S., Teplovs, C., & Reimann, P. (2011). Student Model Tools R1. NEXT-TELL.
  • Kafai, 2006Kafai, Y. B. Constructionism. In The Cambridge handbook of the learning sciences.
  • Koper & Manderveld, 2004Koper, R., & Manderveld, J. (2004). Educational modelling language: modelling reusable, interoperable, rich and personalised units of learning. British Journal of Educational Technology, 35(5), 537--551.
  • Koper et al., 2005Koper, R., Giesbers, B., Van Rosmalen, P., Sloep, P., Van Bruggen, J., Tattersall, C., Vogten, H., & Brouns, F. (2005). A design model for lifelong learning networks. Interactive Learning Environments, 13(1), 71--92.
  • 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.
  • Liddo & Buckingham Shum, 2008Liddo, A. D., & Buckingham Shum, S. (2008, July). Knowledge media tools for capturing deliberation in participatory spatial planning. Conference Item.
  • Liddo & Buckingham Shum, 2010Liddo, A. D., & Buckingham Shum, S. (2010, July). Capturing and representing deliberation in participatory planning practices. Conference Item.
  • Ljubojevic & Laurillard, 2010Ljubojevic, D., & Laurillard, D. (2010). Theoretical approach to distillation of pedagogical patterns from practice to enable transfer and reuse of good teaching. In Proceedings of the 2010 European LAMS & Learning Design Conference.
  • Malloy, 2010Malloy, J. (2010). The history of hypertext literature authoring and beyond - interview with Mark Bernstein.
  • McGonigal, 2011McGonigal, J. (2011). Reality is Broken: Why games make us better and how they can change the world. Penguin Pr.
  • McLaren, Scheuer & Miksátko, 2010McLaren, B., Scheuer, O., & MiksátkoJ. (2010). Supporting collaborative learning and e-discussions using artificial intelligence techniques. International Journal of Artificial Intelligence in Education, 20(1), 1--46.
  • Meiszner, 2010Meiszner, A. (2010). The Emergence of Free / Open Courses - Lessons from the Open Source Movement (PhD thesis).
  • Miao & Hoppe, 2011Miao, Y., & Hoppe, H. U. (2011). Applying learning design to work-based learning. Learning, Media and Technology, 36(2), 189--205. doi:10.1080/17439884.2011.553624
  • Moos & Azevedo, 2009Moos, D. C., & Azevedo, R. (2009). Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning?. Metacognition and Learning, 4(3), 197--216.
  • none, 2011none. (2011). CSCL 2011 Proceedings Volume 3. (H. Spada, G. Stahl, N. Miyake & N. Law, Eds.) . ISLS.
  • Paavola, Lipponen & Hakkarainen, 2004Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74(4), 557-576.
  • Pontual Falcão & Price, 2010Pontual FalcãoT., & Price, S. (2010). Interfering and resolving: How tabletop interaction facilitates co-construction of argumentative knowledge. International Journal of Computer-Supported Collaborative Learning, 1--21.
  • Ciernak, Imhof & Reimann, 2010Ciernak, G., Imhof, B., & Reimann, P. (2010). Specification of Research Strategy and Methodology. NEXT-TELL.
  • Reimann et al., 2011Reimann, P., Sircar, R., Giorgini, F., Meissl-Egghart, G., Kickmeier-Rust, M., Kossowski, M., Utz, W., & Halb, W. (2011). Training Concept. NEXT-TELL.
  • Sawyer, 2006Sawyer, K. R. (2006). {The New Science of Learning}. In K. R. Sawyer (Ed.), The Cambridge handbook of the learning sciences. Cambridge University Press.
  • Scaife & Rogers, 1996Scaife, M., & Rogers, Y. (1996). External cognition: how do graphical representations work?. International journal of human-computer studies, 45(2), 185--213.
  • Schwarz & Asterhan, 2011Schwarz, B. B., & Asterhan, C. S. C. (2011). E-moderation of synchronous discussions in educational settings: A nascent practice. Journal of the Learning Sciences, 99999(1), 1--1.
  • 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.
  • 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.
  • Stahl, 2011Stahl, G. (2011). Design of computer support for collaboration.
  • Stahl, 2011Stahl, G. (2011). Introductions to ijCSCL.
  • Stahl, 2011Stahl, G. (2011). Proposals for research.
  • Suthers, 1997Suthers, D. D. (1997). {The Effects of Representational Bias on Collaborative Inquiry 2 Hypothesized Effects of Representational Bias}. East, (Bell).
  • Suthers, 2001Suthers, D. D. (2001). {Collaborative representations: supporting face to face and online knowledge-building discourse}. In Proceedings of the 34th Annual Hawaii International Conference on System Sciences (10). IEEE Comput. Soc. doi:10.1109/HICSS.2001.926481
  • Suthers, Girardeau & Hundhausen, 2002Suthers, D. D., Girardeau, L. E., & Hundhausen, C. D. (2002). {The Roles of Representations in Online Collaborations}. Design, 1--14.
  • Suthers, 2003Suthers, D. D. (2003). {Representational Guidance for Collaborative Learning}. Artificial Intelligence, (1994), 3--10.
  • Suthers et al., 2010Suthers, D. D., Dwyer, N., Medina, R., & Vatrapu, R. (2010). A framework for conceptualizing, representing, and analyzing distributed interaction. International Journal of Computer-Supported Collaborative Learning, 5(1), 5-42.
  • Teplovs & Scardamalia, 2007Teplovs, C., & Scardamalia, M. (2007). Visualizations for knowledge building assessment. In AgileViz workshop, CSCL.
  • Teplovs, 2010Teplovs, C. (2010). Visualization of Knowledge Spaces to Enable Concurrent, Embedded and Transformative Input to Knowledge Building Processes (PhD thesis).
  • Tooby & Cosmides, 1995Tooby, J., & Cosmides, L. (1995). 7 8 Mapping the Evolved Functional Organization of Mind and Brain.
  • Vatrapu, 2008Vatrapu, R. K. (2008). Cultural considerations in {Computer Supported Collaborative Learning}. Research and Practice in Technology Enhanced Learning, 3(2).
  • Wecker et al., 2010Wecker, C., Stegmann, K., Bernstein, F., Huber, M. J., Kalus, G., Kollar, I., Rathmayer, S., & Fischer, F. (2010). S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 1--23.
  • Weinbrenner et al., 2007Weinbrenner, S., Engler, J., Bollen, L., & Hoppe, H. U. (2007). Ontologybased Support for Designing Inquiry Learning Scenarios. In AIED (Vol. 2009, 14th).
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