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Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)

5.0 out of 5 stars 1 customer review
ISBN-13: 978-0071254144
ISBN-10: 0071254145
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Editorial Reviews

Review

"In this bold and brilliant book, Stahl integrates three distinct fields of knowledge: computational design, communication studies, and the learning sciences. Such an interdisciplinary effort is both timely and necessary to foster innovations for human learning. This book shows how small-group cognition can be the underlying building block for individual and collective knowledge building."--Sten Ludvigsen, Professor and Director of InterMedia, University of Oslo



This book, which synthesizes research by a leading thinker in computer-supported collaborative learning, offers a thought-provoking and challenging thesis on the relationship between collaboration, technology mediation, and learning. Its scope is broad, encompassing philosophy, AI, and social science, and it is bound to stimulate the kind of productive debate that Stahl argues is core to knowledge building.

(Claire O'Malley, Professor of Learning Science, University of Nottingham)

This groundbreaking book reflects on the decade of research that led Stahl to the timely notion of group cognition. Those interested in collaboration will find here a plethora of insights into the relationship between design, communication, and learning.

(Barbara Wasson, Department of Information Science & Media Studies, University of Bergen)

"Gerry Stahl's new work targets a vitally important issue facing a twenty-first-century knowledge-based economy: How can group cognition be fostered as a new unit of analysis for research and design of computer systems crafted for building collaborative knowledge? There are many golden nuggets in this volume that will help advance the collective intelligence available on the planet for finding and tackling hard problems, from educational systems to informal workplace learning." Roy Pea , Stanford University



"Gerry Stahl's new work targets a vitally important issue facing a 21st-century knowledge-based economy: How can *group cognition* be fostered as a new unit of analysis for research and design of computer systems crafted for building collaborative knowledge? There are many golden nuggets in this volume that will help advance the collective intelligence available on the planet for finding and tackling hard problems, from educational systems to informal workplace learning."--Roy Pea, Stanford University

About the Author

Gerry Stahl is Associate Professor in the College of Information Science and Technology, Drexel University. He is founding coeditor of the International Journal of Computer-Supported Collaborative Learning.

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Product Details

  • Series: Acting with Technology
  • Hardcover: 524 pages
  • Publisher: The MIT Press (March 24, 2006)
  • Language: English
  • ISBN-10: 0071254145
  • ISBN-13: 978-0071254144
  • ASIN: 0262195399
  • Product Dimensions: 7 x 1.2 x 9 inches
  • Shipping Weight: 2.2 pounds (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #2,689,572 in Books (See Top 100 in Books)

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By Stefan Trausan-Matu on May 13, 2006
Format: Hardcover
This book is, I may say, one of the kind of books I always wanted to have, to read and revisit for getting its golden nuggets. It is unique because it provides, from several different perspectives (technical as well as philosophical), deep insights in what is going on in computer-based collaborative applications, with emphasis on Computer-Supported Collaborative Learning. The need of collaborative applications is justified and analysed starting both from practice and theoretically. The text very well presents and analyses the valuable experience of the author in designing and implementing a wide range of applications in e-learning, groupware, artificial intelligence (expert systems and knowledge-based and text processing (Latent Semantic Indexing). This experience description may be better understood if we see the text almost as a saga ending with one of the main ideas of the book: knowledge building appears in verbal-mediated collaboration in small groups. The practical experiences are doubled by deep interdisciplinary theoretical considerations, including philosophy (integrating ideas from Heidegger, Vygotsky, Derrida, Bourdieu, Bakhtin, Adorno, etc.), learning sciences and sociology (e.g. Garfinkel's ethnomethodology, and Schegloff's and Sacks' conversation analysis). State of the art theories like activity theory, distributed cognition, situated learning, knowledge building, and group cognition are also integrated in the whole.
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