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Co-designing a Collective Journey of Knowledge Creation With Idea-Friend Maps.

, , , und . ICLS, International Society of the Learning Sciences, (2020)

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Developing Productive Discourse through Collective Inquiry of Knowledge-Building Principles., und . CSCL, International Society of the Learning Sciences, (2019)Designing Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach., , , , , , und . CSCL, International Society of the Learning Sciences, (2019)Beliefs about learning and learning strategies of Chinese English for international business (EIB) students in project-based learning instruction., und . ICLS (3), Seite 163-164. International Society of the Learning Sciences, (2008)Dialogue, Feedback and Rehearsal in Pre-service Teacher Education: An Interactional Ethnography., , , , , , und . ICLS, International Society of the Learning Sciences, (2020)Social Network Analysis for Knowledge Building: Establishment of Indicators for Collective Knowledge Advancement., , , , und . ICLS, International Society of the Learning Sciences, (2012)The Knowledge connections Analzer., , , , , und . ICLS, International Society of the Learning Sciences, (2012)Assessing and Scaffolding Knowledge Building: Pedagogical Knowledge Building Principles and Electronic Portfolios., und . CSCL, Volume 2 von Computer-Supported Collaborative Learning, Seite 21-30. Springer, (2003)Design and Development of a Formative Assessment Tool for Knowledge Building and Collaborative Learning., , , , und . CSCL, International Society of the Learning Sciences, (2011)Principle-Based Design for Collective Growth: From Knowledge Sharing to Explanatory Knowledge-Building Discourse., und . CSCL, International Society of the Learning Sciences, (2011)Fostering Collective Knowledge Advancement Through Idea-Friend Maps in a Large Knowledge Building Community., , , und . CSCL, International Society of the Learning Sciences, (2019)