https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&feed=atom&action=history
Social and Communicative Factors in Learning - Revision history
2024-03-29T00:19:54Z
Revision history for this page on the wiki
MediaWiki 1.31.12
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12576&oldid=prev
Mbett at 13:39, 4 April 2013
2013-04-04T13:39:24Z
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 13:39, 4 April 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Adey, P. (2005). Issues arising from the long-term evaluation of cognitive acceleration programs. Research in Science Education, 35, 3-22.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Adey, P. (2005). Issues arising from the long-term evaluation of cognitive acceleration programs. Research in Science Education, 35, 3-22.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Adey, P.S. & Shayer, M. (1994). Really Raising Standards: cognitive intervention and academic achievement. London: Routledge.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Adey, P.S. & Shayer, M. (1994). Really Raising Standards: cognitive intervention and academic achievement. London: Routledge.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* [http://www.robinalexander.org.uk Alexander, R.] (2000) Culture and pedagogy: International comparisons in primary education Blackwell , Oxford. <del class="diffchange diffchange-inline">Use as a source for [http://www.professays.com/info college essay writing], [http://essaysexperts.com custom writing service]</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* [http://www.robinalexander.org.uk Alexander, R.] (2000) Culture and pedagogy: International comparisons in primary education Blackwell , Oxford.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Alexander, R. (2008) Towards teaching: Rethinking classroom talk. 4th ed., Dialogos , York, England</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Alexander, R. (2008) Towards teaching: Rethinking classroom talk. 4th ed., Dialogos , York, England</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [http://www.robinalexander.org.uk Alexander, R.] Mercer, N. and Hodgkinson, S. (eds) (2005) [[Media: Robinalexander_IACEP_2005.pdf | Culture, dialogue and learning: Notes on an emerging pedagogy. Exploring talk in school]] Sage , London.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [http://www.robinalexander.org.uk Alexander, R.] Mercer, N. and Hodgkinson, S. (eds) (2005) [[Media: Robinalexander_IACEP_2005.pdf | Culture, dialogue and learning: Notes on an emerging pedagogy. Exploring talk in school]] Sage , London.</div></td></tr>
<tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l78" >Line 78:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Gillies, R. M. (2004). The effects of communication training on teachers’and students’verbal behaviours during cooperative learning. International Journal of Educational Research, 41, 257–279.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Gillies, R. M. (2004). The effects of communication training on teachers’and students’verbal behaviours during cooperative learning. International Journal of Educational Research, 41, 257–279.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Goldberg, T., Schwarz, B. B., & Porat, D (2008). Living and dormant collective memories as contexts of history learning. Learning and Instruction, 18, 223-237.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Goldberg, T., Schwarz, B. B., & Porat, D (2008). Living and dormant collective memories as contexts of history learning. Learning and Instruction, 18, 223-237.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* <del class="diffchange diffchange-inline">[http://zonabeli.com/37-kaos-couple </del>Hart, B.<del class="diffchange diffchange-inline">]</del>, & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Howe, C., Tolmie, A., Duchak-Tanner, V., & Rattay, C. (2000). Hypothesis-testing in science: Group consensus and the acquisition of conceptual and procedural knowledge. Learning & Instruction, 10, 361-391.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Howe, C., Tolmie, A., Duchak-Tanner, V., & Rattay, C. (2000). Hypothesis-testing in science: Group consensus and the acquisition of conceptual and procedural knowledge. Learning & Instruction, 10, 361-391.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Hugener, I., Pauli, C., Reusser, K., Lipowsky, F., Rakoczy, K., & Klieme, E. (2009). Teaching patterns and learning quality in Swiss and German mathematics lessons. Learning and Instruction, 19(1), 66-78.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Hugener, I., Pauli, C., Reusser, K., Lipowsky, F., Rakoczy, K., & Klieme, E. (2009). Teaching patterns and learning quality in Swiss and German mathematics lessons. Learning and Instruction, 19(1), 66-78.</div></td></tr>
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Mbett
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12573&oldid=prev
AshleyShaw: /* References */
2013-03-28T08:12:46Z
<p><span dir="auto"><span class="autocomment">References</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 08:12, 28 March 2013</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l78" >Line 78:</td>
<td colspan="2" class="diff-lineno">Line 78:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Gillies, R. M. (2004). The effects of communication training on teachers’and students’verbal behaviours during cooperative learning. International Journal of Educational Research, 41, 257–279.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Gillies, R. M. (2004). The effects of communication training on teachers’and students’verbal behaviours during cooperative learning. International Journal of Educational Research, 41, 257–279.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Goldberg, T., Schwarz, B. B., & Porat, D (2008). Living and dormant collective memories as contexts of history learning. Learning and Instruction, 18, 223-237.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Goldberg, T., Schwarz, B. B., & Porat, D (2008). Living and dormant collective memories as contexts of history learning. Learning and Instruction, 18, 223-237.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* <ins class="diffchange diffchange-inline">[http://zonabeli.com/37-kaos-couple </ins>Hart, B.<ins class="diffchange diffchange-inline">]</ins>, & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Howe, C., Tolmie, A., Duchak-Tanner, V., & Rattay, C. (2000). Hypothesis-testing in science: Group consensus and the acquisition of conceptual and procedural knowledge. Learning & Instruction, 10, 361-391.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Howe, C., Tolmie, A., Duchak-Tanner, V., & Rattay, C. (2000). Hypothesis-testing in science: Group consensus and the acquisition of conceptual and procedural knowledge. Learning & Instruction, 10, 361-391.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Hugener, I., Pauli, C., Reusser, K., Lipowsky, F., Rakoczy, K., & Klieme, E. (2009). Teaching patterns and learning quality in Swiss and German mathematics lessons. Learning and Instruction, 19(1), 66-78.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Hugener, I., Pauli, C., Reusser, K., Lipowsky, F., Rakoczy, K., & Klieme, E. (2009). Teaching patterns and learning quality in Swiss and German mathematics lessons. Learning and Instruction, 19(1), 66-78.</div></td></tr>
</table>
AshleyShaw
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12087&oldid=prev
Mbett: Undo revision 12083 by Jmorris14 (Talk)
2011-07-13T15:12:43Z
<p>Undo revision 12083 by <a href="/wiki/index.php?title=Special:Contributions/Jmorris14" title="Special:Contributions/Jmorris14">Jmorris14</a> (<a href="/wiki/index.php?title=User_talk:Jmorris14&action=edit&redlink=1" class="new" title="User talk:Jmorris14 (page does not exist)">Talk</a>)</p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 15:12, 13 July 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Chi, M.T., Roy, M., & Hausmann, R.G. (March, 2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science: A Multidisciplinary Journal, 32:2, 301-341.  [<del class="diffchange diffchange-inline">http</del>:<del class="diffchange diffchange-inline">//www</del>.<del class="diffchange diffchange-inline">vivaessays.com/buy-essay.html buy essay</del>]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Chi, M.T., Roy, M., & Hausmann, R.G. (March, 2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science: A Multidisciplinary Journal, 32:2, 301-341.  [<ins class="diffchange diffchange-inline">[Media</ins>:<ins class="diffchange diffchange-inline">Chi_Observing_Tutorial_Dialogues</ins>.<ins class="diffchange diffchange-inline">pdf | Click to download]</ins>]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in the Philosophy of Education, 27(4), 283-297.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in the Philosophy of Education, 27(4), 283-297.</div></td></tr>
</table>
Mbett
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12083&oldid=prev
Jmorris14 at 12:59, 13 July 2011
2011-07-13T12:59:39Z
<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 12:59, 13 July 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Chi, M.T., Roy, M., & Hausmann, R.G. (March, 2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science: A Multidisciplinary Journal, 32:2, 301-341.  [<del class="diffchange diffchange-inline">[Media</del>:<del class="diffchange diffchange-inline">Chi_Observing_Tutorial_Dialogues</del>.<del class="diffchange diffchange-inline">pdf | Click to download]</del>]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Chi, M.T., Roy, M., & Hausmann, R.G. (March, 2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science: A Multidisciplinary Journal, 32:2, 301-341.  [<ins class="diffchange diffchange-inline">http</ins>:<ins class="diffchange diffchange-inline">//www</ins>.<ins class="diffchange diffchange-inline">vivaessays.com/buy-essay.html buy essay</ins>]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in the Philosophy of Education, 27(4), 283-297.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in the Philosophy of Education, 27(4), 283-297.</div></td></tr>
</table>
Jmorris14
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12067&oldid=prev
Mbett: Reverted edits by SaraFord (Talk); changed back to last version by Shericeclarke
2011-06-30T17:27:02Z
<p>Reverted edits by <a href="/wiki/index.php?title=Special:Contributions/SaraFord" title="Special:Contributions/SaraFord">SaraFord</a> (<a href="/wiki/index.php?title=User_talk:SaraFord&action=edit&redlink=1" class="new" title="User talk:SaraFord (page does not exist)">Talk</a>); changed back to last version by <a href="/wiki/index.php?title=User:Shericeclarke&action=edit&redlink=1" class="new" title="User:Shericeclarke (page does not exist)">Shericeclarke</a></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 17:27, 30 June 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">[http://www.professay.com/?page=company essay writing company]</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">[http://www.professay.com/?page=non-plagiarized_essays non plagiarized paper]</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">[http://www.professay.com/?page=school_essays school essays]</del></div></td><td colspan="2"> </td></tr>
</table>
Mbett
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12064&oldid=prev
SaraFord: /* Meeting Notes */
2011-06-26T12:01:12Z
<p><span dir="auto"><span class="autocomment">Meeting Notes</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 12:01, 26 June 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">[http://www.professay.com/?page=company essay writing company]</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">[http://www.professay.com/?page=non-plagiarized_essays non plagiarized paper]</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">[http://www.professay.com/?page=school_essays school essays]</ins></div></td></tr>
</table>
SaraFord
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12054&oldid=prev
Shericeclarke: /* Meeting Notes */
2011-05-31T15:33:43Z
<p><span dir="auto"><span class="autocomment">Meeting Notes</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 15:33, 31 May 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Meeting Notes ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Meeting Notes ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Social and Communicative Factors Thrust Workshop on Coding and Analysis of Classroom Dialogue, Pittsburgh May 26-27, 2011'''</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>'''Social and Communicative Factors Thrust Workshop on Coding and Analysis of Classroom Dialogue, Pittsburgh May 26-27, 2011'''</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*''Effects of Social Metacognition on Micro-Creativity: Statistical Discourse Analyses of Group Problem Solving'' - Ming Ming Chiu [[Media:CHIU_-<del class="diffchange diffchange-inline">Social Metacognition+micro=creativity Processes_2h</del>.pptx | Click to download]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*''Effects of Social Metacognition on Micro-Creativity: Statistical Discourse Analyses of Group Problem Solving'' - Ming Ming Chiu [[Media:CHIU_-<ins class="diffchange diffchange-inline">Social_Metacognition</ins>.pptx | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Dialogue Analysis to Inform the Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Dialogue Analysis to Inform the Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Temporal patterns of knowledge construction: Statistical discourse analysis of a role-based online discussion'' - Ming Ming Chiu & Alyssa Wise [[Media:Knowledge_construction.pptx | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Temporal patterns of knowledge construction: Statistical discourse analysis of a role-based online discussion'' - Ming Ming Chiu & Alyssa Wise [[Media:Knowledge_construction.pptx | Click to download]]</div></td></tr>
</table>
Shericeclarke
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12053&oldid=prev
Shericeclarke: /* Meeting Notes */
2011-05-31T15:32:21Z
<p><span dir="auto"><span class="autocomment">Meeting Notes</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 15:32, 31 May 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Effects of Social Metacognition on Micro-Creativity: Statistical Discourse Analyses of Group Problem Solving'' - Ming Ming Chiu [[Media:CHIU_-Social Metacognition+micro=creativity Processes_2h.pptx | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Effects of Social Metacognition on Micro-Creativity: Statistical Discourse Analyses of Group Problem Solving'' - Ming Ming Chiu [[Media:CHIU_-Social Metacognition+micro=creativity Processes_2h.pptx | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Dialogue Analysis to Inform the Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Dialogue Analysis to Inform the Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*''Temporal patterns of knowledge construction: Statistical discourse analysis of a role-based online discussion'' - Ming Ming Chiu & Alyssa Wise [[Media:<del class="diffchange diffchange-inline">Chiu_-_Knowledge_construction_1k-1</del>.<del class="diffchange diffchange-inline">pptx </del>| Click to download]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*''Temporal patterns of knowledge construction: Statistical discourse analysis of a role-based online discussion'' - Ming Ming Chiu & Alyssa Wise [[Media:<ins class="diffchange diffchange-inline">Knowledge_construction</ins>.<ins class="diffchange diffchange-inline">pptx </ins>| Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Analyzing Teacher-Led Talks: A Talk Map Representation'' - Gaowei Chen</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Analyzing Teacher-Led Talks: A Talk Map Representation'' - Gaowei Chen</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Towards Academically Productive Talk Supported by Conversational Agents'' - Carolyn Penstein Rosé, Lauren Resnick, Gregory Dyke, Iris Howley, Rohit Kumar [[Media:Bio-Analysis-Carolyn.pdf | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Towards Academically Productive Talk Supported by Conversational Agents'' - Carolyn Penstein Rosé, Lauren Resnick, Gregory Dyke, Iris Howley, Rohit Kumar [[Media:Bio-Analysis-Carolyn.pdf | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''What (if anything) about framing? Is it significant? Do we need to consider it?''- Jim Greeno [[Media:WorkshopSlides.pptx | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''What (if anything) about framing? Is it significant? Do we need to consider it?''- Jim Greeno [[Media:WorkshopSlides.pptx | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td></tr>
</table>
Shericeclarke
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12050&oldid=prev
Shericeclarke: /* Meeting Notes */
2011-05-31T15:23:27Z
<p><span dir="auto"><span class="autocomment">Meeting Notes</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 15:23, 31 May 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Dialogue Analysis to Inform the Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Dialogue Analysis to Inform the Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*''Temporal patterns of knowledge construction: Statistical discourse analysis of a role-based online discussion'' - Ming Ming Chiu & Alyssa Wise [[Media:<del class="diffchange diffchange-inline">Knowledge_construction</del>.pptx | Click to download]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*''Temporal patterns of knowledge construction: Statistical discourse analysis of a role-based online discussion'' - Ming Ming Chiu & Alyssa Wise [[Media:<ins class="diffchange diffchange-inline">Chiu_-_Knowledge_construction_1k-1</ins>.pptx | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Analyzing Teacher-Led Talks: A Talk Map Representation'' - Gaowei Chen</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Analyzing Teacher-Led Talks: A Talk Map Representation'' - Gaowei Chen</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Towards Academically Productive Talk Supported by Conversational Agents'' - Carolyn Penstein Rosé, Lauren Resnick, Gregory Dyke, Iris Howley, Rohit Kumar [[Media:Bio-Analysis-Carolyn.pdf | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Towards Academically Productive Talk Supported by Conversational Agents'' - Carolyn Penstein Rosé, Lauren Resnick, Gregory Dyke, Iris Howley, Rohit Kumar [[Media:Bio-Analysis-Carolyn.pdf | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''What (if anything) about framing? Is it significant? Do we need to consider it?''- Jim Greeno [[Media:WorkshopSlides.pptx | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''What (if anything) about framing? Is it significant? Do we need to consider it?''- Jim Greeno [[Media:WorkshopSlides.pptx | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td></tr>
</table>
Shericeclarke
https://learnlab.org/wiki/index.php?title=Social_and_Communicative_Factors_in_Learning&diff=12048&oldid=prev
Shericeclarke: /* Meeting Notes */
2011-05-31T15:19:25Z
<p><span dir="auto"><span class="autocomment">Meeting Notes</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 15:19, 31 May 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Effects of Social Metacognition on Micro-Creativity: Statistical Discourse Analyses of Group Problem Solving'' - Ming Ming Chiu [[Media:CHIU_-Social Metacognition+micro=creativity Processes_2h.pptx | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Effects of Social Metacognition on Micro-Creativity: Statistical Discourse Analyses of Group Problem Solving'' - Ming Ming Chiu [[Media:CHIU_-Social Metacognition+micro=creativity Processes_2h.pptx | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Dialogue Analysis to Inform the Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Dialogue Analysis to Inform the Development of a Natural-language Tutoring System for Physics'' - Sandra Katz, Michael Ford, Pamela Jordan, Diane Litman</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*''Temporal patterns of knowledge construction: Statistical discourse analysis of a role-based online discussion'' - Ming Ming Chiu & Alyssa Wise [[Media:<del class="diffchange diffchange-inline">Chiu_-_Knowledge_construction_1k</del>.pptx | Click to download]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*''Temporal patterns of knowledge construction: Statistical discourse analysis of a role-based online discussion'' - Ming Ming Chiu & Alyssa Wise [[Media:<ins class="diffchange diffchange-inline">Knowledge_construction</ins>.pptx | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Analyzing Teacher-Led Talks: A Talk Map Representation'' - Gaowei Chen</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Analyzing Teacher-Led Talks: A Talk Map Representation'' - Gaowei Chen</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Towards Academically Productive Talk Supported by Conversational Agents'' - Carolyn Penstein Rosé, Lauren Resnick, Gregory Dyke, Iris Howley, Rohit Kumar [[Media:Bio-Analysis-Carolyn.pdf | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Towards Academically Productive Talk Supported by Conversational Agents'' - Carolyn Penstein Rosé, Lauren Resnick, Gregory Dyke, Iris Howley, Rohit Kumar [[Media:Bio-Analysis-Carolyn.pdf | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''What (if anything) about framing? Is it significant? Do we need to consider it?''- Jim Greeno [[Media:WorkshopSlides.pptx | Click to download]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''What (if anything) about framing? Is it significant? Do we need to consider it?''- Jim Greeno [[Media:WorkshopSlides.pptx | Click to download]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*''Measuring Classroom Discussions'' - Rip Correnti, Moddy McKeown, Jimmy Scherrer, Peg Smith, Mary Kay Stein, Kevin Ashley, Jim Greeno</div></td></tr>
</table>
Shericeclarke