Talk Around Computers: Expanding the Space of Reflection

Part of the Computer-Supported Collaborative Learning book series (CULS, volume 7)

This chapter and Chap. 10 use the findings of empirical studies to reflect on design issues for CSCL around stand alone computers in schools. In this chapter, I describe the development of design principles for software to support collaborative learning within the curriculum. This is not an illustration of the dialogic framework developed in Chap. 8 but it retrospectively shows where that framework comes from and provides an opportunity to reflect on the relevance of the framework for design issues. These studies were originally interpreted within a neo-Vygotskian framework and within that framework they demonstrated how a combination of pedagogy and software could effectively expand and deepen the dialogic space in educational activities with stand alone computers. In Chap. 10, I will show where and why it became necessary to go beyond that original neo-Vygotskian framework and develop a more radical dialogic framework.


Design Principle Collaborative Learning Software Design Ground Rule Educational Exchange 
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Copyright information

© Springer Science+Business Media, LLC 2007

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