Tema 1: Basic concepts: Collaborative learning and instruction
Vygotsky, L.S. (1978). Internalization of Higher Psychological Functions, ch. 4 (pp. 52-57) and Interaction between learning and development, ch. 6 (pp. 79– 91) in Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University.
Wertsch, J. V. (1991). Prerequisites (pp. 6-17) and Mediation (pp. 28-46) in Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Linn, M. C. & Eylon, B.-S. 2011. Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration. New York: Routledge, pp. 100-147 (ch. 5-6)
Verenikina, I. (2010). Vygotsky in twenty-first-century research. Proc. World Conference on Educational Multimedia, Hypermedia and Telecommunications, vol. 1, pp. 16-25. Online Version
Tema 2: Scaffolding: History, concepts and tools
Fischer, G., Lemke, A.C., Mastaglio, T.W., and M?rch, A.I. (1991). The role of critiquing in cooperative problem solving. ACM Transactions of Information Systems, 9(2), pp.123-151. Online version
M?rch, A. I., Engeness, I., Cheng, V. C., Cheung, W. K., & Wong, K C. (2017). EssayCritic: Writing to Learn with a Knowledge-Based Design Critiquing System. Educational Technology & Society, 20 (2), 216–226. Online version
Soller, A., Martinez, A., Jermann, P. and Muehlenbrock, M. (2005). From mirroring to guiding: A review of state of the art technology for supporting collaborative learning. International Journal of Artificial Intelligence in Education, 15, 261-290. Online version
Wood, D., Bruner, J.S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100. Online Version
Tema 3: Key issues and tensions in TEL research
Arnseth, H.C. & Ludvigsen, S. (2006). Approaching institutional contexts: Systemic versus dialogical research in CSCL. International Journal of Computer-Supported Collaborative Learning, 1(2), 167-185. Online version
Clark, D.B & Linn, M. C. (2013). The Knowledge Integration Perspective: Connections Across Research and Education (pp. 520-538). In S. Vosniadou (Ed). International Handbook of Research on Conceptual Change. London, Routledge
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13. Online Version
Tema 4: Multiple representations: Visualization, reflection and self-regulation in science education
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183-198. Online version (16 pages)
Bannert, M., Reimann, P., Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students' self-regulated learning. Metacognition and Learning, 9(2), 161-185. Online version
Furberg, A. (2009). Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. Journal of Computer Assisted Learning, 25(4), pp. 397-409. Online version
Jornet, A. & Roth, M. (2014). The joint work of connecting multiple (Re)presentation in science classrooms. Science Education, 99, 378-403. Online version
Tema 5: Studies in learning analytics
Baker, R.S.J.D. & Siemens, G. (2014). Educational Data Mining and Learning Analytics (pp.253-272). In Sawyer, R.K. The Cambridge Handbook of the Learning Sciences (2nd ed.). New York, Cambridge University Press. Online version
Chatti, M.A., Dyckhoff, A.L., Schroeder, U. and Thüs, H. (2012). A Reference Model for Learning Analytics. Int. J. Technol. Enhanc. Learn. 4, 5/6 (January 2012), 318-331. Online version
Ferguson, R. & Buckingham Shum, S. (2012). Social learning analytics: five approaches (pp. 23-33). In: 2nd International Conference on Learning Analytics & Knowledge, (pp. 23-33), Vancouver, British Columbia, Canada. Online version
Ga?evi?, D., Dawson, S. & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), pp. 64-71. Online version
Tema 6: Studies in workplace settings (CSCL and CSCW combined)
Fischer, G. (2013). A Conceptual Framework for Computer-Supported Collaborative Learning at Work, in S. Goggins, I. Jahnke, & V. Wulf (Eds.), Computer-Supported Collaborative Learning at the Workplace (CSCL@Work). Springer, Heidelberg, pp. 23-42. Online version. (19 pages)
Krange, I, Moen, A., & Ludvigsen, S. (2012). Computer-based 3D Simulation: A Study of Communication Processes in a Trauma Team Performing Patient Examination and Diagnostic Work. Instructional Science 40, 829-847. Online version (18 pages)
Malcolm, J., Hodkinson, P. and Colley, H. (2003). The interrelationships between informal and formal learning. Journal of Workplace Learning, 15(7/8), 313-318. Online version
M?rch, A.I. and Skaanes, M.A. (2010). Design and Use of an Integrated Work and Learning System: Information Seeking as Critical Function. In Ludvigsen, S. Lund, A., Rasmussen, I. and S?lj?, R. (eds.). Learning Across Sites: New Tools, Infrastructures and Practices. London, UK: Routledge, pp. 138-155. Online version (17 pages)
Tema 7: Studies in simulation and game-based learning
M. T. H. Chi & R. Wylie (2014) The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes, Educational Psychologist, 49(4), pp. 219-243. Online version.
Kluge, A. & Dolonen, J.A. (2015). The Good and the Bad of a New Math Language, In H. Crompton & J. Traxler (eds.), Mobile Learning and Mathematics: Foundations, Design and Case Studies. Routledge, 106-121.
Moreno, R., & Mayer, R. E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97, 117–128. Online version
Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., Yukhymenko, M. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82, pp. 61–89. Online version
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