LEADER 04070oam 22006734a 450 001 9910777514403321 005 20190503073334.0 010 $a0-262-29262-9 010 $a9786612096778 010 $a0-262-25702-5 010 $a1-282-09677-X 010 $a1-4237-7450-7 035 $a(CKB)1000000000461579 035 $a(SSID)ssj0000165901 035 $a(PQKBManifestationID)11153121 035 $a(PQKBTitleCode)TC0000165901 035 $a(PQKBWorkID)10145193 035 $a(PQKB)10422823 035 $a(MiAaPQ)EBC3338617 035 $a(CaBNVSL)mat06267340 035 $a(IDAMS)0b000064818b431a 035 $a(IEEE)6267340 035 $a(OCoLC)69661080$z(OCoLC)182530239$z(OCoLC)473738088$z(OCoLC)614956309$z(OCoLC)622267485$z(OCoLC)648225764$z(OCoLC)680383021$z(OCoLC)722565690$z(OCoLC)728037278$z(OCoLC)888487331$z(OCoLC)961665338$z(OCoLC)962578740$z(OCoLC)988525911$z(OCoLC)991956924$z(OCoLC)1037525181$z(OCoLC)1037926170$z(OCoLC)1038694292$z(OCoLC)1055336905$z(OCoLC)1058373146$z(OCoLC)1081217208$z(OCoLC)1083596572$z(OCoLC)1097136411 035 $a(OCoLC-P)69661080 035 $a(MaCbMITP)3372 035 $a(Au-PeEL)EBL3338617 035 $a(CaPaEBR)ebr10173677 035 $a(OCoLC)69661080 035 $a(EXLCZ)991000000000461579 100 $a20060531d2006 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGroup cognition $ecomputer support for building collaborative knowledge /$fGerry Stahl 210 $aCambridge, Mass. $cMIT Press$dİ2006 215 $aviii, 510 p. $cill 225 1 $aActing with technology 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-262-19539-9 320 $aIncludes bibliographical references (p. [479]-498) and indexes. 330 $aInnovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In Group Cognition Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building--group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyzes empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis. Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work. 410 0$aActing with technology 606 $aComputer-assisted instruction 606 $aComputer networks 610 $aCOMPUTER SCIENCE/Human Computer Interaction 615 0$aComputer-assisted instruction. 615 0$aComputer networks. 676 $a371.33/4 686 $a54.61$2bcl 686 $a81.68$2bcl 700 $aStahl$b Gerry$01467514 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910777514403321 996 $aGroup cognition$93678186 997 $aUNINA