Relevant bibliographies by topics / CSCL

Academic literature on the topic 'CSCL'

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Published: 4 June 2021
Last updated: 4 May 2024

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Journal articles on the topic "CSCL"

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Jee, Min Jung. "Computer Supported Collaborative LANGUAGE Learning (CSCLL)." EuroCALL Review 16 (March 15, 2010): 31. http://dx.doi.org/10.4995/eurocall.2010.16335.

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<p>As the title suggests, the concept of Computer-Supported Collaborative Language Learning (CSCLL) adopts and shares many aspects of Computer-Supported Collaborative Learning (CSCL). This article is an attempt to incorporate CSCL in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, and to examine the potential applicability of CSCL in ESL and EFL classes. The goal of this article is to examine potential effects of CSCL in ESL and EFL. To validate its usefulness, the theoretical framework of CSCL and the effects of collaboration in language learning are introduced. With guidelines for task design, a sample of CSCLL is presented. The specific description of the sample is designed to enhance the ESL and EFL teachers' understanding and to motivate them to use CSCLL in their teaching contexts. Practical tips for classroom implementation will be also included. In addition, potential benefits and limitations are discussed. Among these are increased authenticity, eliciting students' active participation and interaction, flexibility, reduced anxiety and higher motivation, scaffolding and collaboration, learnercenteredness, developing electronic literacy and promoting ownership and personal responsibility by webpublishing. Affordability, practicality and heavy work-load for the teachers can be considered as potential limitations. Finally, pedagogical implications for teachers and researchers are suggested.</p>
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Koschmann, Tim. "CSCL." ACM SIGCUE Outlook 21, no. 3 (February 1992): 3. http://dx.doi.org/10.1145/130893.952914.

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Koschmann, Timothy D. "CSCL." ACM SIGCUE Outlook 21, no. 3 (February 1992): 124–25. http://dx.doi.org/10.1145/130893.952937.

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Feltovich, Paul J. "CSCL." ACM SIGCUE Outlook 21, no. 3 (February 1992): 43–44. http://dx.doi.org/10.1145/130893.952938.

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Tsai, Jeffrey J. P., Jia Zhang, Jeff J. S. Huang, and Stephen J. H. Yang. "Supporting CSCW and CSCL with Intelligent Social Grouping Services." International Journal of Software Science and Computational Intelligence 1, no. 1 (January 2009): 51–63. http://dx.doi.org/10.4018/jssci.2009010104.

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Goggins, Sean, and Isa Jahnke. "CSCL@Work." International Journal of Sociotechnology and Knowledge Development 4, no. 3 (July 2012): 17–37. http://dx.doi.org/10.4018/jskd.2012070102.

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The authors introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a conceptual framework for bridging the knowledge of researchers in the field of CSCL to work-based learning. In contemporary firms, shepherding the creation of new knowledge is of equal importance, and is driven by two primary research questions. First, how do organizations create new knowledge when the answer to a particular problem is not available within the firm? Second, what cultures of learning must and do exist to support solving problems when the answer is not known within an organization? Contemporary answers to these questions must recognize that learning is an implicit, often invisible component of work, and explicitly decouple the construct of learning from its main western institutionalization, the school. To advance thinking in this area, the authors undertook a meta analysis of 8 CSCL@Work cases and developed 3 design theses: 1) Learning occurs in unexpected and unusual online learning places, especially through Social Media. 2) Learning activities incorporate feedback from diverse people, who are not available within traditional organizational boundaries; 3) learning must be made visible across established boundaries. Designing explicit construction of new knowledge needs to be integrated into workplace practices today through pedagogical and technological design.
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Stahl, Gerry, and Friedrich Hesse. "CSCL practices." International Journal of Computer-Supported Collaborative Learning 3, no. 4 (September 13, 2008): 369–72. http://dx.doi.org/10.1007/s11412-008-9053-5.

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Stahl, G., S. Ludvigsen, N. Law, and U. Cress. "CSCL artifacts." International Journal of Computer-Supported Collaborative Learning 9, no. 3 (August 2, 2014): 237–45. http://dx.doi.org/10.1007/s11412-014-9200-0.

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Baumli, P., and György Kaptay. "Wettability of Carbon Surfaces by Molten Alkali Chloride Mixtures." Materials Science Forum 589 (June 2008): 355–59. http://dx.doi.org/10.4028/www.scientific.net/msf.589.355.

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The wettability of graphite and glassy carbon surfaces by molten alkali chlorides was measured by the sessile drop method. Pure NaCl, KCl and CsCl, binary NaCl-CsCl and NaCl-KCl and ternary NaCl-KCl-CsCl compositions were measured. CsCl was found to be an interfacially active component (at the solid/liquid interface) in both binary NaCl-CsCl and ternary NaCl-KCl- CsCl systems. From the composition dependence of the interfacial energy in the NaCl-CsCl system the hypothesis is made on the possibility of the existence of 3[ 4 ] Cs NaCl complex.
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Stahl, Gerry, and Friedrich Hesse. "CSCL in Asia." International Journal of Computer-Supported Collaborative Learning 6, no. 1 (February 2, 2011): 1–7. http://dx.doi.org/10.1007/s11412-011-9112-1.

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Dissertations / Theses on the topic "CSCL"

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Macedo, Alessandra Alaniz. "Explorando tecnologia hipermídia e de trabalho cooperativo em um ambiente de apoio ao ensino." Universidade de São Paulo, 1999. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-08022001-140828/.

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Muitos dos atuais sistemas computacionais de apoio ao ensino podem ser considerados parte de uma evolução que tem enfatizado a exploração de sistemas hipermídia em geral, e da Web em particular. A pesquisa associada ao trabalho aqui reportado tem como objetivo explorar as tecnologias de Hipermídia e Computer Supported Cooperative Work (CSCW) para viabilizá-las em um ambiente que suporte o acesso de alunos a hiperdocumentos de conteúdo didático de forma cooperativa ¾ o ambiente StudyConf. Para promover a interação entre alunos que visitam um determinado hiperdocumento, o StudyConf controla suas navegações e gera, dinamicamente, sessões de discussão entre os mesmos. O StudConf mantém o registro das discussões realizadas na forma de hiperdocumentos estruturados, os quais podem ser utilizados, por exemplo, para a geração cooperativa de documentos, conforme proposto em várias ferramentas Computer Supported Cooperative Learning (CSCL). O trabalho aqui reportado colaborou, ainda, para o desenvolvimento de uma técnica que tem como objetivo orientar o projeto de aplicações hipermídia que manipulam informações na Web.
Many of the current computational systems dedicated to support teaching and learning can be considered part of an evolution that has emphasized hypermedia systems in general, and the World Wide Web in particular. The work here reported aims at exploiting the technologies of hypermedia and Computer Supported Cooperative Work (CSCW) in an environment that supports collaborative access from students to hyperdocuments ¾ supported in a tool called StudyConf. In order to promote interaction among students that navigate on the same hyperdocuments, StudyConf controls their navigation and generates dynamic discussion sessions with the students that visit the same material. StudyConf registers the discussions as structured hyperdocuments, which can be used to exploit proposals regarding the collaborative authoring of contents that are present in several Computer Supported Cooperative Learning (CSCL) tools. The work here reported has also contributed to the proposal of a technique aimed at guiding the development of general web-based hypermedia applications.
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Holl, Berit. "Entwicklung und Evaluation eines Unterrichtskonzeptes für computergestütztes kooperatives Lernen." Doctoral thesis, Universitätsbibliothek Chemnitz, 2004. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200400212.

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In der Dissertationsschrift wird die Entwicklung und Evaluation eines Unterrichtskonzeptes für computergestütztes kooperatives Lernen am beruflichen Gymnasium für Informations- und Kommunikationstechnologie beschrieben. Das Konzept für Computer Supported Cooperative Learning (CSCL) wurde im Rahmen des sächsischen Landesschulversuches "Einführung der Fachrichtung Informations- und Kommunikationstechnologie am beruflichen Gymnasium im Freistaat Sachsen" in Zusammenarbeit mit der Technischen Berufsschule Zürich erprobt. In der Dissertationsschrift werden Fachbegriffe der Didaktik der Informatik präzisiert. Desweiteren sind Forschungsmethoden, quantitative und qualitative Untersuchungsergebnisse sowie deren Auswertung insbesondere zur CSCL-Handlungskompetenz enthalten.
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Svensson, Pamela H. W. "Molecular Dynamics Simulations of CsCl in Water." Thesis, Uppsala universitet, Molekyl- och kondenserade materiens fysik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382908.

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Salt is a common substance of which the structure has been investigated in this study. Molecular dynamics simulations has been performed of a solution of Caesium Chloride in water for four different concentrations. Radial distribution functions show a change in the structure of oxygen-oxygen with increasing concentration, especially for the second solvent shell. Contributions of the ions increases the separation between the water molecules and a long range peak of approximately 0.9 nm appears for higher concentrations. The results can be compared with experimental results performed at Swedish University of Agricultural Sciences. These distances are much longer (around 3.4 Å) and shows signs of cluster formation.
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Tucker, Andrea. "Learning to collaborate : the influence of physical digital workspaces on the development of collaborative competencies." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H039.

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Cette recherche vise à investiguer les méthodes de travail et d’apprentissage collaborative dans la sphère éducative. Quelles sont les compétences associées à la collaboration ? Comment sont-elles acquises ? Comment les technologies qui ont à la fois une nature physique et numérique influencent-t-elles ces processus ? La capacité d’un individu à travailler collaborativement est au cœur des intérêts institutionnels aujourd’hui, marqué notamment par un discours sur les pratiques collaboratives facilités par des technologies adaptés. A cette fin, nous étudions comment trois formes differentes d’espaces physiques-numérique de travail influencent la collaboration lorsque les élèves travaillent en groupe. Cela inclut les tables et tableaux tactiles multi-utilisateur, ainsi que les tablettes en differentes combinaisons. Nous proposons un modèle de la collaboration et d’évaluation des compétences collaboratives. Nous proposons d’un état de l’art sur la collaboration instrumentée, la collaboration en tant que compétences et les espaces physiques-numériques de travail. Nous présentons ensuite notre protocole de recherche mobilisant 45 élèves ingénieur travaillant sur des cas d’études dans le contexte d’un cours universitaire. Nous proposons un modèle de collaboration que nous mobilisons ainsi qu’un référentiel de compétence pour évaluer l’engagement et les impacts de certains comportements selon 5 compétences clés. Nos résultats montrent que la forme de l’espace physique-numériques où travail le groupe a une influence sur les modes d’interactions mobilisés par les élèves pendant leur travail ainsi que sur l’activation de certaines compétences. Notamment, les espace de travail qui intègre un espace individuel et collectif semble avoir une influence positive sur les modes d’interaction et d’activation des compétences lié à la participation et à l’engagement, la communication et le partage de temps de parole
This research aims to investigate collaborative methods of working and learning in an educational context. What are the competencies associated with collaboration and how are they acquired? How do technologies that have both physical and digital affordances influence this process? The capacity of an individual to work collaboratively with others is at the heart of current institutional concerns, marked particularly by discourse about how collaborative practices can be facilitated by adapted technologies. To this end, we study how three different forms of physical-digital workspaces influence collaboration in student work groups, including multi-user tactile tables, boards and individual tablets used in various combinations with the aim of proposing a model for collaboration and collaborative competency assessment. In this dissertation we propose a state of the art on collaboration, collaboration as a competency and physical-digital workspaces. Then, we present our research protocol from a study with 45 university students working on case studies in the context of a course. We propose two models. The first is a model of interactions mobilized during collaborative work. The second is a framework for assessing engagement and the impact of behaviors during collaboration based on five key competencies. Our results show that the form of the physical-digital workspace has an influence on modes of interaction employed by students during their work as well as on the appearance or lack thereof of certain competencies. Most notably, those workspaces which integrate both individual and collective space seem to have the most positive impact on collaborative processes and competency activation related to participation and engagement, communication, and sharing talk time
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Seidel, Niels. "Interaction Design Patterns und CSCL-Scripts für Videolernumgebungen." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-233756.

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In den letzten Jahren haben Lernvideos im Bereich des informellen und formellen Lernens an Bedeutung gewonnen. Inwieweit Lernende bei der Nutzung von Videos unterstützt werden und Lehrende didaktische Szenarien umsetzen können, hängt jedoch von der eingesetzten Videolernumgebung ab. Es ist Anliegen der vorliegende Arbeit, Prinzipien des User Interface Designs sowie Komponenten und Mechanismen videobasierter Lehr-Lern-Szenarien in Bezug auf Videolernumgebungen zu identifizieren, zu beschreiben und technisch zu realisieren. Das Ziel besteht darin, Gestaltungsprinzipien in Form von Interaction Design Patterns zu erarbeiten und computergestützte videobasierte Lehr-Lern-Szenarien mit Hilfe von CSCL-Scripts durch eine geeignete Spezifikation und Formalisierung zu realisieren. Für die Erarbeitung der Interaction Design Patterns wurden 121 Videolernumgebungen hinsichtlich 50 Kategorien in einer Inhaltsanalyse empirisch untersucht und dokumentiert. Unter Berücksichtigung ähnlicher Patterns aus thematisch verwandten Pattern Languages und den Erfahrungen aus der Implementierung und dem Einsatz von Videolernumgebungen entstanden 45 Interaction Design Patterns für verbreitete Lösungen für wiederkehrende Probleme bei der Gestaltung und Entwicklung von Videolernumgebungen. Diese Patterns wurden auf Pattern Konferenzen diskutiert und im Anschluss evaluiert sowie bei der Konzeption, Entwicklung und Bewertung mehrerer Videolernumgebungen angewendet. Zudem wurde das Software Framework VI-TWO vorgestellt, mit dem sich fast alle Patterns auf einfache Weise in Web-Anwendungen realisieren lassen. Zur Spezifikation videobasierter CSCL-Scripts wurden existierende videobasierte und nicht videobasierte Scripts analysiert. Im Ergebnis unterschieden sich videobasierte CSCL-Scripts von allgemeinen CSCL-Scripts vor allem hinsichtlich der mit dem Video verknüpften oder darin verankerten Aufgaben und Aktivitäten. Videos werden dabei nicht als monolithische Einheiten, sondern als zeitkontinuierliche Medien betrachtet, in denen weitere Informationen zeitgenau verankert und Lernaktivitäten stattfinden können. Außerdem ließen sich drei Typen videobasierter CSCL-Scripts identifizieren: (1) Scripts zur Analyse und Diskussion von Videoinhalten, (2) Peer Annotation Scripts einschließlich dem Peer Assessment und (3) Jigsaw-Scripts, die das problembasierte Lernen mit Hilfe von Videos ermöglichen. Unabhängig davon variiert die Komplexität der Scripts auf drei Stufen: (1) sofern voneinander abgegrenzte zeitliche Phasen von Lernaktivitäten bestehen, (2) wenn darüber hinaus die Teilnehmer innerhalb von Gruppen Aufgaben bearbeiten (intra-group) und (3) falls außerdem Aufgaben auch gruppenübergreifend bearbeitet werden (inter-group). Auf Grundlage der Spezifikation konnte ein Datenmodell und ein Modell für die nutzerseitige Modellierung von Scripts verschiedener Komplexitätsstufen sowie Typen entwickelt und in dem CSCL-System VI-LAB realisiert werden. Diese Arbeit leistet in zweifacher Hinsicht einen Beitrag zur Forschung im Bereich E-Learning. Zum einen beschreiben die Interaction Design Patterns wiederkehrende User Interface Lösungen und stellen somit ein Hilfsmittel für Designer, Software Entwickler und Lehrende bei der Gestaltung und Implementierung von Videolernumgebungen dar. Zum anderen wurden durch die Spezifikation und softwareseitige Umsetzung videobasierter CSCL-Scripts Voraussetzungen geschaffen, die den praktischen Einsatz und die weitere Untersuchung des kollaborativen Lernens mit Videos ermöglichen.
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Seidel, Niels. "Design Patterns und CSCL-Scripts für hypervideo-basierte Lernumgebungen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-152367.

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Gegenstand des Promotionsvorhabens ist die Anwendung der Mustertheorie als systemtheoretische Methode zur Beschreibung verbreiteter Lösungen für wiederkehrende Probleme bei der Gestaltung und Entwicklung videobasierter Lernumgebungen. Diese sogenannten Design Patterns beschreiben dabei abstrakte, generische Lösungen bezüglich des Wissensmanagements, der sozialen Interaktion und der Anreicherung von Inhalten in hypervideo-basierten Lernumgebungen. Um neben rezeptiven und selbstgesteuerten auch kollaborative Lernszenarien in solchen Lernumgebungen zu ermöglichen, werden Materialien, Aufgaben sowie Gruppenzusammensetzungen mit Hilfe von CSCL-Scripts strukturiert. Auf Grundlage der entwickelten Design Patterns und Scripts wurden ein Software-Framework sowie mehrere Lernumgebungen implementiert und in Feldstudien evaluiert.
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Turani, Aiman. "A Pedagogical Application Framework for Synchronous Collaboration." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1943.

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Designing successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s.
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Turani, Aiman. "A Pedagogical Application Framework for Synchronous Collaboration." Electrical and Information Engineering, 2007. http://hdl.handle.net/2123/1943.

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Doctor of Philosophy(PhD)
Designing successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s.
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Roberts, Alan. "Team role balance : investigating knowledge-building in a CSCL environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16466/1/Alan_Roberts_Thesis.pdf.

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Computer Supported Collaborative Learning (CSCL) is one approach that seemingly maps neatly to the notion of equipping learners for emergent knowledge-age work practice currently exemplified by Computer Supported Cooperative Work (CSCW) or Virtual Teams. However, the difficulty of achieving peer interaction in Computer Supported Collaborative Learning (CSCL) environments has proved to be a recurrent problem. Seemingly collaborative settings have been interpreted too narrowly referring only to positive phenomenon. There has been a tendency to focus on technology rather than social scaffolds. Little is known about the influence of students' personalities on online collaborative interaction and knowledge-building activity. Within collaborative team based contexts individuals demonstrate preferences towards certain activities. Such preferences and combinations of preferences may affect team knowledge-building activity both in terms of quality and efficiency. This thesis reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of teams balanced by Team Role Preference.
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Roberts, Alan. "Team role balance : investigating knowledge-building in a CSCL environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16466/.

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Computer Supported Collaborative Learning (CSCL) is one approach that seemingly maps neatly to the notion of equipping learners for emergent knowledge-age work practice currently exemplified by Computer Supported Cooperative Work (CSCW) or Virtual Teams. However, the difficulty of achieving peer interaction in Computer Supported Collaborative Learning (CSCL) environments has proved to be a recurrent problem. Seemingly collaborative settings have been interpreted too narrowly referring only to positive phenomenon. There has been a tendency to focus on technology rather than social scaffolds. Little is known about the influence of students' personalities on online collaborative interaction and knowledge-building activity. Within collaborative team based contexts individuals demonstrate preferences towards certain activities. Such preferences and combinations of preferences may affect team knowledge-building activity both in terms of quality and efficiency. This thesis reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of teams balanced by Team Role Preference.
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Books on the topic "CSCL"

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Puntambekar, Sadhana, Gijsbert Erkens, and Cindy Hmelo-Silver, eds. Analyzing Interactions in CSCL. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4419-7710-6.

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Strijbos, Jan-Willem, Paul A. Kirschner, and Rob L. Martens, eds. What We Know About CSCL. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-7921-4.

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Hoppe, H. Ulrich, Hiroaki Ogata, and Amy Soller, eds. The Role of Technology in CSCL. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-71136-2.

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D, Koschmann Timothy, ed. CSCL, theory and practice of an emerging paradigm. Mahwah, N.J: L. Erlbaum Associates, 1996.

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Gerry, Stahl, ed. Computer Support for Collaborative Learning : foundations for a CSCL community: Proceedings of CSCL 2002, Boulder, Colorado, USA, January 7-11, 2002. Hillsdale, N.J: Distributed by L. Erlbaum Associates, 2002.

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Haake, Jörg, Gerhard Schwabe, and Martin Wessner, eds. CSCL-Kompendium 2.0: Lehr- und Handbuch zum computerunterstützten, kooperativen Lernen. München: Oldenbourg Wissenschaftsverlag Verlag, 2012. http://dx.doi.org/10.1524/9783486716825.

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Jan-Willem, Strijbos, Kirschner Paul Arthur 1951-, and Martens Rob, eds. What we know about CSCL and implementing it in higher education. Boston, Mass: Kluwer Academic Punlishers, 2004.

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International, Conference on Computer Support for Collaborative Learning (1st 1995 Bloomington Ind USA). Proceedings of CSCL '95: The First International Conference on Computer Support for Collaborative Learning : October 17-20, 1995, Indiana University, Bloomington, Indiana, USA. Mahwah, NJ: Lawrence Erlbaum Associates, 1995.

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International Conference on Computer Support for Collaborative Learning (2d 1997 University of Toronto). Proceedings of CSCL '97: The Second International Conference on Computer Support for Collaborative Learning, December 10-14, 1997, University of Toronto, Toronto, Ontario, Canada. [Toronto: University of Toronto, 1997.

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Rüdebusch, Tom. CSCW. Wiesbaden: Deutscher Universitätsverlag, 1993. http://dx.doi.org/10.1007/978-3-322-87883-0.

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Book chapters on the topic "CSCL"

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Posypaiko, V. I., and E. A. Alekseeva. "CsCl." In Phase Equilibria in Binary Halides, 126–45. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-9024-4_39.

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Collazos, Cesar A., Manuel Ortega, Crescencio Bravo, and Miguel A. Redondo. "Tracing CSCL Processes." In Intelligent Educational Machines, 103–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-44921-8_5.

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Stahl, Gerry, and Kai Hakkarainen. "Theories of CSCL." In International Handbook of Computer-Supported Collaborative Learning, 23–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65291-3_2.

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Lukosch, Stephan, Matthias Hellweg, and Martin Rasel. "CSCL, Anywhere and Anytime." In Groupware: Design, Implementation, and Use, 326–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11853862_26.

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Kirschner, P. A., R. L. Martens, and J. W. Strijbos. "CSCL in Higher Education?" In What We Know About CSCL, 3–30. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-7921-4_1.

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Järvelä, S., P. Häkkinen, M. Arvaja, and P. Leinonen. "Instructional Support in CSCL." In What We Know About CSCL, 115–39. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-7921-4_5.

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De Graaff, R., M. De Laat, and H. Scheltinga. "CSCL-Ware in Practice." In What We Know About CSCL, 201–19. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-7921-4_8.

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Kreijns, K., and P. A. Kirschner. "Designing Sociable CSCL Environments." In What We Know About CSCL, 221–43. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/1-4020-7921-4_9.

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Holze, Rudolf. "Ionic conductance of CsCl." In Electrochemistry, 857–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-49251-2_807.

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Goggins, Sean P., Isa Jahnke, and Volker Wulf. "CSCL@Work for Practitioners." In Computer-Supported Collaborative Learning at the Workplace, 317–23. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-1740-8_15.

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Conference papers on the topic "CSCL"

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Goggins, Sean, Isa Jahnke, and Volker Wulf. "CSCL@work revisited - beyond CSCL and CSCW?" In the 17th ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2389176.2389239.

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Miao, Yongwu, Kay Hoeksema, Heinz Ulrich Hoppe, and Andreas Harrer. "CSCL scripts." In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149349.

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Hinrichs, Elke, and Marcus Specht. "Virtual CSCL 2002." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658779.

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Stahl, Gerry. "Introduction to CSCL." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599573.

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Pinkwart, Niels, Frank Loll, Oliver Scheuer, and Bruce M. McLaren. "CSCL argumentation systems." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599585.

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Byrne, Jake Rowan, and Brendan Tangney. "CAWriter: A CSCW/CSCL Tool to Support Research Students’ Academic Writing." In Proceedings of HCI 2010. BCS Learning & Development, 2010. http://dx.doi.org/10.14236/ewic/hci2010.56.

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Paavola, Sami, Lasse Lipponen, and Kai Hakkarainen. "Epistemological foundations for CSCL." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658621.

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Dirckinck-Holmfeld, Lone, Annita Fjuk, Elsebeth Korsgaard Sorensen, Håkon Tolsby, and Barbara Wasson. "Scandinavian perspectives on CSCL." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658816.

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So, Hyo-Jeong, and Bosung Kim. "Instructional methods for CSCL." In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149373.

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Hesse, Friedrich W., and Gerry Stahl. "Productive tensions in CSCL." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599511.

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Reports on the topic "CSCL"

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Chen, Bai-Hao. Phase transitions in CsCl-type intemetallic compounds. Office of Scientific and Technical Information (OSTI), June 1990. http://dx.doi.org/10.2172/6884769.

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Hedquist, K. A. ,. Fluor Daniel Hanford. Functional design criteria for WESF type-W CsCl capsule overpack. Office of Scientific and Technical Information (OSTI), February 1997. http://dx.doi.org/10.2172/325843.

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Abrecht, David, and Charles Weber. Engineering Evaluation of Barium Buildup in a Decayed CsCl Sealed Source and Potential Impact for Cesium Release from a Breached Source. Office of Scientific and Technical Information (OSTI), March 2022. http://dx.doi.org/10.2172/1869084.

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Hatch, D. M., A. Saxena, and G. R. Barsch. Landau-Ginzburg model of interphase boundaries in CsCl-type ferroelastics due to M{sup -}{sub 5} mode instability: LaAg{sub 1-x}In{sub x}. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/88653.

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Stark, Timothy, Abedalqader Idries, and Abdolrzea Osouli. Evaluating the Accuracy and Use of Drilled Shaft Integrity Testing Methods in Illinois. Illinois Center for Transportation, October 2022. http://dx.doi.org/10.36501/0197-9191/22-021.

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In this project, thermal integrity profile (TIP) and crosshole sonic logging (CSL) tests were performed on three test drilled shafts in three locations in Illinois to determine which technology is more effective at identifying installed defects in drilled shafts. TIP testing was found to be more effective than CSL in identifying installed defects outside the rebar cage. Conversely, CSL was found to be better than TIP at identifying installed defects at the bottom of the drilled shaft. A comprehensive cost analysis for TIP and CSL testing was performed using data from historical Illinois projects. The cost analysis showed that the costs of TIP and CSL testing were comparable. The findings of this research resulted in the creation of a decision flowchart that can be used to assist in the selection of nondestructive testing technology for drilled shafts in Illinois. Based on the project results, Illinois Department of Transportation’s TIP and CSL specifications and construction inspector’s checklist were modified to improve use of these tests.
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Cerf, V. G. Memo from the Consortium for Slow Commotion Research (CSCR). RFC Editor, April 1991. http://dx.doi.org/10.17487/rfc1217.

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Wagner, L. J., and L. T. Rogers. Software and Functional Requirements Specification for the Refractivity from Clutter CSCI. Fort Belvoir, VA: Defense Technical Information Center, August 2004. http://dx.doi.org/10.21236/ada426341.

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Perkey, David W., Anthony M. Priestas, Jeffrey M. Corbino, Gary L. Brown, Michael A. Hartman, Danielle R. N. Tarpley, and Loung Phu V. Sediment Provenance Studies of the Calcasieu Ship Channel, Louisiana : A Synopsis Report. U.S. Army Engineer Research and Development Center, July 2022. http://dx.doi.org/10.21079/11681/44905.

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To maintain the navigability of the Calcasieu Ship Channel (CSC), the US Army Corps of Engineers annually dredges millions of cubic yards of sediment from the inland channel. To assess sources of channel shoaling, a previous study examined river and bankline erosion as inputs. Results from that study accounted for approximately 20% of dredged volumes. Through the support of the Regional Sediment Management Program, a follow-up investigation reviewed prior sediment budgets, identified potential missing sediment sources, modeled potential sediment pathways, and utilized geochemical fingerprinting to discern primary shoaling sources to the channel. The missing sediment sources from the original budget include coastally derived sediment from the Gulf of Mexico and terrestrially derived sediment from Lake Calcasieu and surrounding wetlands. Results from geochemical fingerprinting of various potential sediment sources indicate the Calcasieu River and the Gulf of Mexico are primary contributors of sediment to the CSC, and sediments sourced from bankline erosion, Lake Calcasieu bed, and interior wetlands are secondary in nature. These results suggest that engineering solutions to control shoaling in the CSC should be focused on sources originating from the Gulf of Mexico and river headwaters as opposed to Lake Calcasieu, channel banklines, and surrounding wetlands.
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Brown, Gary L., and Luong Phu V. Investigation of Sources of Sediment Associated with Deposition in the Calcasieu Ship Channel. U.S. Army Engineer Research and Development Center, July 2022. http://dx.doi.org/10.21079/11681/44907.

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The Calcasieu Ship Channel (CSC) is a deep-draft federal channel located in southwest Louisiana. It is the channelized lowermost segment of the Calcasieu River, connecting Lake Charles to the Gulf of Mexico. With support from the Regional Sediment Management Program, the US Army Corps of Engineers, New Orleans District, requested that the US Army Engineer Research and Development Center, Coastal and Hydraulics Laboratory, perform an investigation of the potential sources of sediment associated with dredging in the CSC. A previous study had quantified sediment from known sources, indicating that the known sediment sources contribute approximately only 21% of the volume that is regularly dredged from the channel. This technical report details the results of the current study, which employed multiple methods, including numerical analysis, to identify potential additional sources of sediment by first examining the available literature and the modeled energetics and flow pathways, and then estimating the quantities of sediment associated with these identified sources that may be contributing to the shoaling of the CSC. The results of these efforts were used to update the original sediment budget with estimates of the contributions from two additional sources: the erosion of interior wetlands and coastally derived sediments.
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Barrios, A. E., and W. L. Patterson. Advanced Propagation Model (APM) Ver. 1.3.1 Computer Software Configuration Item (CSCI) Documents. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada408521.

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