Learning Designs

References

• Andriessen, J. (2006). Arguing to learn. In R. K. Sawyer (Ed.), Handbook of the learning sciences, (pp. 443–460). Cambridge, NY: Cambridge University Press.
   Google Scholar
• Barab, S. A., Squire, K. D., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational Technology Research and Development, 48(2), 37–62.
   Web of Science ®Google Scholar
• Beach, R., & Lundell, D. (1998). Early adolescents’ use of computer-mediated-communication in writing and reading. In D. Reinking, M. McKennay, L. Labbo & R. Kieffer (Eds), Handbook of literacy and technology: Transformations in a post-typographic world (pp. 93–114). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Bell, P., & Linn, M. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797–817.
   Web of Science ®Google Scholar
• Boyd, D., & Heer, J. (2006). Profiles as Conversation: Networked Identity Performance on Friendster, Proceedings of the Hawaii International Conference on Social Systems—HICSS-39, (Track 3, p. 59c), Computer Society Press, 2001 (10 pages). Retrieved March 12, 2007 from http://csdl2.computer.org/persagen/DLPublication.jsp?pubtype=p&acronym=hicss
   Google Scholar
• Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school committee on developments in the science of learning. Washington, DC: National Academy Press [Online]. Available: http://books.nap.edu/catalog/6160.html.
   Google Scholar
• Brown, J. S., Collins, A., & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
   Google Scholar
• Coakes, E. (2002). Knowledge management: A sociotechnical perspective. In E. Coakes, D. Willis, & S. Clarke (Eds.), Knowledge Management in the sociotechnical world, (pp. 4–14). London: Springer-Verlag.
   Google Scholar
• Cole, M. (1996). Cultural psychology: The once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.
   Google Scholar
• Cole, M., & Engstrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–37). New York: Cambridge University Press.
   Google Scholar
• Council on Adolescent Development. (1992). A matter of time: Risk and opportunity in the non-school hours. New York: Carnegie Corporation.
   Google Scholar
• DeGennaro, D. (2008). Sociotechnical cultural activity: Expanding an understanding of developing technology practices. Journal of Curriculum Studies, 40(3), 329–351.
   Web of Science ®Google Scholar
• Erickson, F. (1986). Qualitative research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching, (3rd ed, pp. 119–161). New York: Macmillan.
   Google Scholar
• Engle, R. A., & Conant, F. C. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483.
   Web of Science ®Google Scholar
• Greeno, J. G., Collins, A. M., & Resnick, L. B. (1995). Cognition and learning. In D. C. Berliner & R. C. Calfe (Eds.), Handbook of educational psychology (pp. 15–46). New York: Macmillan.
   Google Scholar
• Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation models. Newbury Park, CA: Sage.
   Google Scholar
• Heath, S. B., & McLaughlin, M. W. (1994). Learning for anything everyday. Journal of Curriculum Studies, 26(5), 471–489.
   Web of Science ®Google Scholar
• Hermann, T., Loser, K-U., & Jahnke, I. (2007). Socio-technical walkthrough (STWT): A means for knowledge integration. The learning organization, Special Issue: Solving problems in knowledge sharing with sociotechnical approaches. 14(5), 450–464.
   Google Scholar
• Hutchins, E. L., & Klausen, T. (1996). Distributed cognition in an airline cockpit. In Y. Engeström, & D. Middleton (Eds.), Cognition and communication at work (pp. 15–34). Cambridge: Cambridge University Press.
   Google Scholar
• Ito, M., & Okabe, D. (2006). Technosocial situations: Emergent structurings of mobile email use. In M. Ito, M. Matsuda, & D. Okabe (Eds.), Personal, Portable Intimate: Mobile Phones in Japanese Life (pp. 257–276). Cambridge, MA: MIT Press.
   Google Scholar
• Jacobs, G. (2003). Breaking down virtual walls: Understanding the real space/cyberspace connections of language and literacy in adolescents’ use of instant messaging. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Retrieved November 20, 2007, from http://keep2.sjfc.edu/faculty/gjacobs/Jacobs%20-%20Breaking%20Down%20Virtual%20Walls%20(final).doc.
   Google Scholar
• Jeong, W. (2007). Instant messaging in on-site and online classes in higher education: A study of student IM usage reveals many advantages and some obstacles to using IM as a classroom communication tool. EDUCAUSE Quarterly Magazine, 30(1), 30–36. Retrieved January 8, 2008, from: http://www.educause.edu/ir/library/pdf/eqm0714.pdf
   Google Scholar
• Jukes, I., & Dosaj, A. (2004). Understanding digital kids (DKs): Teaching and learning in the new digital landscape. Retrieved March 12, 2007, from http://www.wright.edu/~marguerite.veres/786syl/growingupdigit.pdf
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
   Google Scholar
• Lenk, H. (1997). Progress, values and responsibility. Society for Philosophy and Technology, 2(3–4), 102–119. Retrieved May 29, 2006, from http://scholar.lib.vt.edu/ejournals/SPT/v2n3n4/pdf/lenk.pdf
   Google Scholar
• Lenhart, A., Madden, M., & Hitlin, P. (2005). Teens and technology. Washington, DC: Pew Internet & American Life Project. Retrieved March 12, 2007, from http://www.pewinternet.org/pdfs/PIP_Teens_Tech_July2005web.pdf
   Google Scholar
• Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly, 40(4), 470–501.
   Web of Science ®Google Scholar
• Linn, M. C., Bell, P., & Davis, E. A. (2004). Specific design principles: Elaborating the scaffolded knowledge integration framework. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet environments for science education (pp. 315–339). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• McLaughlin, M. W., & Heath, S. B. (1994). Learning for anything everyday. Journal of Curriculum Studies, 26(5), 471–489.
   Web of Science ®Google Scholar
• Mitchell, V. L., & Nault, B. R. (2003). The emergence of functional knowledge in sociotechnical systems. Retrieved May 29, 2006, from http://www.haskayne.ucalgary.ca/research/WorkingPapers/research/media/MIS_working_papers/2003_16
   Google Scholar
• Nardi, B., Whittaker, S., & Bradner, E. (2000). Interaction and outeraction: Instant messaging in action. In Proceedings of the ACM Conference on Computer Supported Cooperative Work (pp. 79–88). New York: ACM Press.
   Google Scholar
• Nicholson, S. (2002). Socialization in the “virtual hallway”: Instant messaging in the asynchronous Web-based distance education classroom. Internet and Higher Education 5, 363–372.
   Google Scholar
• Oblinger, D., & Oblinger, J. (2005). Educating the net generation. Retrieved March 12, 2007, from http://www.educause.edu/educathingthenetgen/.
   Google Scholar
• Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
   Google Scholar
• Rau, P. P., Gao, Q., & Wu, L. (2008). Using mobile communication technology in high school education: Motivation, pressure, and learning performance. Computers & Education 50(1), 1–22.
   Web of Science ®Google Scholar
• Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2001). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76–101.
   Web of Science ®Google Scholar
• Rogers, E. (2003). Diffusion of innovations (5th ed). New York: Free Press.
   Google Scholar
• Rognin, L., Salembier, P., & Zouinar, M. (2000). Cooperation, reliability of socio-technical systems and allocation of function. International Journal of Human-Computer Studies, 52(2), 357–379.
   Web of Science ®Google Scholar
• Sawyer, R. K. (Ed.). (2006). Handbook of the learning sciences. Cambridge: Cambridge University Press.
   Google Scholar
• Seely Brown, J. (2000). Growing up digital: How the web changes work, education, and the ways people learn. Retrieved March 12, 2007, from http://www.johnseelybrown.com/Growing_up_digital.pdf
   Google Scholar
• Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–118). New York: Cambridge University Press.
   Google Scholar
• Scardamalia, M., & Bereiter, C. (1993). Technologies for knowledge-building discourse. Communications of the ACM, 36(5), 37–41.
   Web of Science ®Google Scholar
• Tapscott, D. (2002). Growing up digital: The rise of the net generation. New York: McGraw Hill.
   Google Scholar
• Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(2), 293–302.
   Google Scholar
• Trist, E., & Bamforth, K. (1951). Some social and psychological consequences of the Longwall Method of Coal-Getting. Human Relations, 4(1), 3–38.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Walker, J. (2005). Design scenarios as a measure of adaptive understanding. Paper presented at the American Educational Research Association Annual Meeting, Montreal, Canada.
   Google Scholar
• Wenger, E. (1998) Communities of practice. Learning as a social system. Systems Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed December 20, 2007.
   Google Scholar