| Formative Assessment Of Computer-supported Collaborative Learning And Knowledge Building | 98 |
| Enhancing the social and cognitive benefits of digital tools and media | 39 |
| Facilitating Knowledge Building Through Reflective Assessment | 50 |
| Students assessing their own knowledge advances in a knowledge building environment | 155 |
| Toward a qualitative approach to examining idea omprovement in knowledge-building discourse | 96 |
| New assessment tools for knowledge building | 97 |
| Promoting knowledge creation discourse in an Asian primary five classroom: Results from an inquiry into life cycles | 183 |
| Virtual visits and symmetrical knowledge advancements | 91 |
| Social network analysis for knowledge building: establishment of indicators for collective knowledge advancement | 169 |
| A principle-based approach to knowledge building: processes, challenges, and implications | 134 |
| Characterizing and Promoting Secondary Students’ Reasoning about Evidence in Science | 39 |
| Promoting 5th Grader' Viewa of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge-Building Environment | 52 |
| Automatic Coding of Questioning Patterns in Knowledge-building Discourse | 57 |
| Students assessing their own collaborative knowledge building | 141 |
| Networks in Small-Group Structure in Knowledge Building Discourse | 31 |
| Commentary: Combining Content Analysis and Social Network Analysis | 44 |
| How do we recognize knowledge building? | 111 |
| Fixed Group and Opportunistic Collaboration in a CSCL Environment | 106 |
| Towards the assessment of collective knowledge advances in knowledge building classrooms | 111 |
| Socio-cognitive assessment and socio-cultural context of knowledge building | 83 |
| Non-linear dynamical development of CSCL communities | 44 |
| Students assessing their own collaborative knowledge building (Computer-Supported Collaborative Learning (2006) 1:1 (57-87) DOI:10.1007/s11412-006-6844-4) | 39 |
| Reflective Assessment In Knowledge Building By Students With Low Achievement | 38 |
| Progressive dialogue in computer-supported collaborative knowledge building | 38 |
| Preprofessional students' beliefs about learning physics | 54 |
| The role of meta-knowledge about discourse in knowledge building | 23 |
| Dynamics Of Reflective Assessment And Knowledge Building For Academically Low-achieving Students | 46 |
| The Learning Sciences: Its Past, Present And Future | 19 |
| Teacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachers | 137 |
| Knowledge Building: Theory, Design and Analysis | 30 |
| Social-constructivist assessment in scaffolding knowledge building for Hong Kong students | 122 |
| Student beliefs about learning and collaboration in knowledge-building classrooms | 103 |
| A visualization of group cognition: semantic network analysis of a CSCL community | 119 |
| Facilitating design research by mapping design research trajectories | 52 |
| Activity theory as a framework for analysing knowledge building | 210 |
| Examining dynamics of implementing flexible group discourse in a principle-based CSCL environment | 29 |
| Assessing and fostering knowledge building inquiry and discourse | 137 |
| Examining productive discourse and knowledge advancement in a knowledge building community | 60 |
| Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going? | 8 |
| Unraveling idea development in discourse trajectories | 149 |
| Network structure analysis approach to knowledge building: A macroscopic view of group dynamics in discourse | 140 |
| Preface | 19 |
| La valutazione in una comunità che costruisce conoscenza | 198 |
| Assessment In Collborrative Learning | 46 |
| Students assessing their own collaborative knowledge building | 157 |
| Using knowledge connection analyzer to scaffold reflective assessment in knowledge building | 29 |
| Assessing and scaffolding knowledge building: Pedagogical knowledge building principles and electronic portfolios | 139 |
| Development of formative assessment tools for knowledge building | 105 |
| Student-directed assessment of knowledge building using electronic portfolios | 135 |
| Using Web 2.0 technology to support learning, teaching and assessment in the NSS Liberal Studies subject | 165 |
| Toward a classification of discourse patterns in asynchronous online discussions | 32 |
| Comparing Ways of Learning | 72 |
| Knowledge Building: Rationale, Examples, Design, And Assessment | 81 |
| Gaining an insider perspective on learning physics in Hong Kong | 100 |
| Reflective Assessment in Knowledge Building | 12 |
| Fostering Collaborative Learning Through Knowledge Building Among Students With Low Academic Achievement | 16 |
| Exploring Social Practices that Support Knowledge Building in a Primary School Context in Hong Kong | 108 |
| On Using MOODLE: Postcards From The Edge | 13 |
| Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses | 226 |
| Principle-based understanding and knowledge building in a teacher community | 139 |
| Towards productive multivocality in the analysis of collaborative learning | 52 |
| Secondary Students’ Evaluation of Inappropriate Strategies of Reasoning about Evidence under a Scientific Explanation | 26 |
| An application of social network analysis to knowledge building | 193 |
| Student, teacher and researcher perspectives on self-Study and knowledge building | 96 |
| Knowledge building and conceptual change : an epistemological resources perspective | 155 |
| Are the data sufficient for evaluating a claim? Students' reasoning about data | 74 |
| “figh-dee, Figh-dee, Figh-dee.” A Physics Class In Motion | 92 |
| Examining the knowledge-building process and its relation to epistemic and conceptual understanding | 33 |
| Students assessing their own knowledge advances in a knowledge-building environment | 137 |
| Instructor And Student Experiences Of E-learning At A Tanzanian University | 60 |
| Knowledge Sharing, Knowledge Construction, and Knowledge Building | 112 |
| Rethinking the nature of online work in asynchronous learning networks | 192 |
| Using Google scholar to estimate the impact of journal articles in education | 144 |
| The development of e-portfolios in assessing and scaffolding knowledge building | 158 |
| Exploring information literacy in secondary schools in Hong Kong: A case study | 178 |
| Temporal analysis of interaction between spoken and digitally mediated dialogue in knowledge building | 35 |
| Knowledge Building: Finding A Place To Begin | 18 |
| A 2×3 model of student-directed formative assessment in collaborative knowledge creation | 143 |
| The Learning Sciences: It's Past, Present And Future (chinese Version) | 30 |
| Characterizing secondary students' reasoning about data in Science | 41 |
| Promoting collective cognitive responsibility through idea-friend maps in knowledge building | 14 |
| Designing learning environments for knowledge building: inquiry discourse of Chinese Tertiary Classes | 62 |
| Using Google Scholar To Estimate The Impact Of Journal Articles In Education | 113 |
| Beyond “sitting next to each other”: A design experiment on knowledge building in teacher education | 130 |
| Fostering conceptual change with technology: Asian perspectives | 36 |
| Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses | 156 |
| Developing Productive Discourse Among Low-achievers In A Knowledge Building Environment | 33 |
| Developing knowledge building using reflective assessment and analytics tools for low achievers | 13 |
| The Knowledge Connections Analyzer | 168 |
| Analysis of group scribble data | 155 |
| Fostering collective knowledge advancement through idea-friend maps in a large knowledge-building community | 25 |
| Designing for interaction, thinking and academic achievement in a Tanzanian undergraduate chemistry course | 29 |
| Assessment in knowledge building | 93 |
| Realizing Research-Practice Connections: Three Cases From the Learning Sciences | 24 |
| Technological affordances for productive multivocality in analysis | 122 |
| Implementing knowledge building: analysis of a face to face discussion by grade four students | 202 |
| Epistemic Understanding of Discourse and Collective Responsibility in a Knowledge Building Community | 36 |
| Memetic Processes as Conceptual Framework for Idea Improvement in Knowledge Building | 155 |
| Presidential Session: Learning and Assessment of 21st Century Skills | 46 |
| Collaborative inquiry and knowledge building in networked multimedia environments | 144 |
| Knowledge Building: Rationale, Examples, Design, And Assessment | 12 |
| Examining Regulation of Idea Improvement Knowledge Advances in a Principle-based Knowledge Building Environment | 21 |
| Improving Knowledge Building Discourse in Knowledge Forum | 13 |
| Empowering Students As Knowledge Builders | 212 |
| Design and development of a formative assessment tool for knowledge building and collaborative learning | 101 |
| Networks in small-group and whole-class structures in large knowledge building communities | 21 |
| Activity Systems Analysis of the Social Practices by Low-achieving Students in a Knowledge-Building Environment Augmented by Reflective Assessmen | 27 |
| Learning, assessment and collaboration in computer-supported environments | 130 |
| Knowledge-Building Communities | 68 |
| Knowledge building: Rationale, examples, design, and assessment | 40 |
| Exploring collaborative aspects of knowledge building through collaborative summary notes | 101 |
| Knowledge Building for Students With Low Academic Achievement | 19 |
| Designing and fostering knowledge building using embedded and transformative assessment | 110 |
| Knowledge building and teacher education: Lessons learned from two graduate courses | 107 |
| Exploring collective aspects of knowledge building through assessment | 286 |
| Assessment and collaborative inquiry: a review of Assessment-based Interventions in Technology-enhanced K-14 Education | 76 |
| Using knowledge-building principles to assess knowledge-building practices | 130 |
| Developing knowledge-building through portfolio assessments for Hong Kong students | 122 |
