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Personally-Seeded Discussions to Scaffold Online Argumentation.

. ICLS, International Society of the Learning Sciences, (2004)

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Improving the design and impact of interactive, dynamic visualizations for science learning., , , , , , , , , and 4 other author(s). ICLS (3), page 221-228. International Society of the Learning Sciences, (2008)Combining Video Games and Constructionist Design to Support Deep Learning in Play., , , , , , , , , and 2 other author(s). ICLS, International Society of the Learning Sciences, (2014)Instructional Approaches to Promote Conceptual Change., , , , , , and . ICLS, International Society of the Learning Sciences, (2012)Designing Digital Objects to Scaffold Learning., , and . AIED Workshops, volume 1009 of CEUR Workshop Proceedings, CEUR-WS.org, (2013)Representing the effects of subgrid variability of soil moisture on runoff generation in a land surface model, and . J. Geophys. Res., 113 (D10): D10111+ (May 27, 2008)Trends in evaporative demand in Great Britain using high-resolution meteorological data, , , , and . Hydrology and Earth System Sciences Discussions, (Jan 27, 2016)Assessment of Argument in Science Education: A Critical Review of the Literature., and . ICLS, International Society of the Learning Sciences, (2006)International analysis of students' knowledge structure coherence., , , and . ICLS (1), page 159-166. International Society of the Learning Sciences, (2008)SURGE: integrating Vygotsky's spontaneous and instructed concepts in a digital game?, , , , and . ICLS, page 384-385. International Society of the Learning Sciences / ACM DL, (2010)Two Systems, Two Stances: A Novel Theoretical Framework for Game-Based Learning., and . ICLS, International Society of the Learning Sciences, (2014)