@inproceedings{Mor05c,
  abstract = {This paper describes the iterative design of a web-based collaborative workspace used in
educational practice, called WebReports. The system’s unique feature is that it allows participants to
discuss mathematical and scientific concepts using programmed animated and interactive models of their
ideas. Rather than focusing on the specific features of the collaboration tool, we analyze it as part of a
constructionist activity system. We describe the context in which the system was developed and used and
compare our approach to previous research in the field. Further, we then present two scenarios which
demonstrate the system in action. Following that, we attempt to map our cases to an activity theory
framework. We highlight several issues in the process of the systems’ development, where the contradictions between the WebReports system and other elements in the activity system shaped its design, and comment on several issues which go beyond the activity theory framework.},
  added-at = {2011-02-04T12:44:11.000+0100},
  address = {Taipei, Taiwan},
  author = {Mor, Yishay and Tholander, Jakob and Holmberg, Jesper},
  biburl = {http://www.bibsonomy.org/bibtex/202dbc4c36ff5d259d0035992fed6ebee/yish},
  booktitle = {The 10th Computer Supported Collaborative Learning (CSCL) conference (2005)},
  citeulike-article-id = {378269},
  editor = {Koschmann, Timothy and Suthers, Daniel D. and Chan, Tak-Wai},
  interhash = {03b2e66b6177b29017115cbd8bcb8fca},
  intrahash = {02dbc4c36ff5d259d0035992fed6ebee},
  keywords = {activity collaboration constructionism cscl design experiment gmr haifa-edtech ijceell06 ijtme2006 iterative my myown mythesis noe-kaleidoscope sequences-ictmt7 theory thesis toontalk web-based weblabs webreports},
  pages = {450 - 459},
  priority = {0},
  publisher = {Lawrence Erlbaum Associates},
  timestamp = {2011-02-04T12:44:11.000+0100},
  title = {Designing for cross-cultural web-based knowledge building},
  url = {http://www.telearn.org/open-archive/browse?resource=238},
  year = 2006
}

@inproceedings{Mor04b,
  abstract = {This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are – • If, and how, can mathematical meaning be expressed in narrative forms – without compromising rigour? • What are the narrative aspects of user interface? How can interface design be guided by notions of narrative? • How can we harness the power of narrative in teaching mathematics, in a CSCL environment? We begin by giving a brief account of the use of narrative in educational theory. We will describe the environment and tools used by the WebLabs project, and report on one of our experiments. We will then describe our narrative-oriented framework, by using it to analyze both the environment and the experiment described.},
  added-at = {2011-02-04T12:44:02.000+0100},
  address = {Lausanne, Switzerland},
  author = {Mor, Yishay and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/22b568b95028d4120d7411746160b4715/yish},
  booktitle = {proceedings of the 1st CSCL SIG Symposium},
  citeulike-article-id = {378265},
  interhash = {3e8b1597c3b2333eee5ab9dddb993b0b},
  intrahash = {2b568b95028d4120d7411746160b4715},
  keywords = {constructionism cscl-2005 gmr haifa-edtech ijtme2006 joe999 learning mathematics mathgamespatterns maths my myown mythesis narrative noe-kaleidoscope sequences sequences-esm toontalk weblabs webreports},
  priority = {0},
  timestamp = {2011-02-04T12:44:02.000+0100},
  title = {Towards a narrative-oriented framework for designing mathematical learning},
  url = {http://www.weblabs.eu.com/papers/KAL-CSCL04.MorNoss.pdf},
  year = 2004
}

@article{Mor06a,
  abstract = {This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (programming method) called “Streams” which enables students to engage in the process of summing and “hold the series in their hand”, and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities and its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.},
  added-at = {2011-02-04T12:43:34.000+0100},
  author = {Mor, Yishay and Noss, Richard and Hoyles, Celia and Kahn, Ken and Simpson, Gordon},
  biburl = {http://www.bibsonomy.org/bibtex/2f7705204cb381d4853cffcde77b6a57a/yish},
  citeulike-article-id = {387332},
  interhash = {44ee2fd1011d1d8cf560e3f4a53b51b3},
  intrahash = {f7705204cb381d4853cffcde77b6a57a},
  journal = {the International Journal for Technology in Mathematics Education},
  keywords = {CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports},
  number = 2,
  pages = {65-78},
  priority = {0},
  timestamp = {2011-02-04T12:43:34.000+0100},
  title = {Designing to see and share structure in number sequences},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=237},
  volume = 13,
  year = 2006
}

@inproceedings{Matos05,
  added-at = {2011-02-04T12:22:25.000+0100},
  address = {Sant Feliu de Guíxols, Spain},
  author = {Matos, João Filipe and Mor, Yishay and Noss, Richard and Santos, Madalena},
  biburl = {http://www.bibsonomy.org/bibtex/21e53996c8c7994f17938350efb409cd8/yish},
  booktitle = {Fourth Congress of the European Society for Research in Mathematics Education (CERME-4)},
  citeulike-article-id = {378260},
  interhash = {be14dd3cb7f193831a6096555075db81},
  intrahash = {1e53996c8c7994f17938350efb409cd8},
  keywords = {IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports},
  priority = {2},
  timestamp = {2011-02-04T12:22:25.000+0100},
  title = {Sustaining Interaction in a Mathematical Community of Practice},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=533},
  year = 2005
}

@article{Mor04,
  added-at = {2011-02-04T12:21:18.000+0100},
  author = {Mor, Yishay and Hoyles, Celia and Kahn, Ken and Noss, Richard and Simpson, Gordon},
  biburl = {http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yish},
  citeulike-article-id = {378263},
  interhash = {e1ad973316c6fa060625df13f8cb51c6},
  intrahash = {35e51249bb837622b3192f1ef9228188},
  journal = {Micromath},
  keywords = {GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports},
  number = 2,
  pages = {17-23},
  priority = {2},
  timestamp = {2011-02-04T12:21:18.000+0100},
  title = {Thinking in Progress},
  url = {http://www.lkl.ac.uk/kscope/weblabs/papers/Thinking_in_process.pdf},
  volume = 20,
  year = 2004
}

@article{citeulike:154630,
  abstract = {We describe an iteratively designed sequence of activities involving the modelling of one-dimensional collisions between moving objects based on programming in ToonTalk. Students aged 13–14 years in two settings (London and Cyprus) investigated a number of collision situations, classified into six classes based on the relative velocities and masses of the colliding objects. We describe iterations of the system in which students engaged in a repeating cycle of activity for each collision class: prediction of object behaviour from given collision conditions, observation of a relevant video clip, building a model to represent the phenomena, testing, validating and refining their model, and publishing it – together with comments – on our web-based collaboration system, WebReports. Students were encouraged to consider the limitations of their current model, with the aim that they would eventually appreciate the benefit of constructing a general model that would work for all collision classes, rather than a different model for each class. We describe how our intention to engage students with the underlying concepts of conservation, closed systems and system states was instantiated in the activity design, and how the modelling activities afforded an alternative representational framework to traditional algebraic description.},
  added-at = {2008-05-30T05:56:46.000+0200},
  author = {Simpson, Gordon and Hoyles, Celia and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/23d82349dd3082ec040f4861b2624681e/yish},
  citeulike-article-id = {154630},
  doi = {10.1111/j.1365-2729.2005.00121.x},
  interhash = {e70f2dd8f2d20cb22af8255b57e96fea},
  intrahash = {3d82349dd3082ec040f4861b2624681e},
  issn = {0266-4909},
  journal = {Journal of Computer Assisted Learning},
  keywords = {1d ILE collision constructionism design education ijceell06 ijtme2006 mythesis physics weblabs webreports},
  month = {April},
  number = 2,
  pages = {143-158},
  priority = {2},
  publisher = {Blackwell Publishing},
  timestamp = {2008-05-30T05:56:46.000+0200},
  title = {Designing a programming-based approach for modelling scientific phenomena},
  url = {http://dx.doi.org/10.1111/j.1365-2729.2005.00121.x},
  volume = 21,
  year = 2005
}

@article{simpson06,
  abstract = {In this paper we give a detailed account of the design principles and construction of activities underlying a model-based approach to learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. In these activities, students controlled the movement of objects in a programming environment, recording the motion data and plotting corresponding position-time and velocity-time graphs. They shared their findings on a specially-designed web-based collaboration system, and posted cross-site challenges to which others could react. We present learning episodes that provide evidence of students making discoveries about the relationships between different representations of motion. We conjecture that these discoveries arose from their activity in building models of motion and their participation in classroom and 
online community.},
  added-at = {2008-05-30T05:55:14.000+0200},
  author = {Simpson, Gordon and Hoyles, Celia and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/218e587a4a9d49017c60eca4464daeb7e/yish},
  citeulike-article-id = {490065},
  interhash = {e11beb519199467fdc9367a30592f264},
  intrahash = {18e587a4a9d49017c60eca4464daeb7e},
  journal = {Journal of Computer Assisted Learning},
  keywords = {PlanetMakingStuffTogether communication computer constructionism game ijtme2006 learning lunarlander mathematics mathgamespatterns modelling mythesis programming science weblabs webreports},
  number = 2,
  pages = {114-136},
  priority = {2},
  timestamp = {2008-05-30T05:55:14.000+0200},
  title = {Exploring the mathematics of motion through construction and collaboration},
  url = {http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2729.2006.00164.x},
  volume = 22,
  year = 2006
}

@techreport{webreports,
  abstract = {The WebReports website allows children to create text-based and interactive content that is accessible on line and to comment on each other’s work, thereby being provided with opportunities to collaboratively build knowledge around a range of different learning domains. In this document we first summarise our key findings. We then provide an account of the evolution of the system during the three years of the project, giving the rationale for our major changes. Finally, we describe the functionality and architecture of the final version of the WebReports system. Project web site: http://www.lkl.ac.uk/kscope/weblabs/ See also: Yishay Mor, Jakob Tholander and Jesper Holmberg (2005) Designing for cross-cultural web-based knowledge building (http://telearn.org/open-archive/browse?resource=238_v1). The 10th Computer Supported Collaborative Learning (CSCL) conference Yishay Mor, Richard Noss, Celia Hoyles, Ken Kahn and Gordon Simpson (2006). Designing to see and share structure in number sequences (http://telearn.org/open-archive/browse?resource=237_v1). the International Journal for Technology in Mathematics Education, (13)2:65-78, Gordon Simpson, Celia Hoyles and Richard Noss. Exploring the mathematics of motion through construction and collaboration (http://telearn.org/open-archive/browse?resource=202_v1). Journal of Computer Assisted Learning, (22)2:114-136},
  added-at = {2008-05-29T02:13:57.000+0200},
  author = {Simpson, Gordon and Mor, Yishay and Holmberg, Jesper and Noss, Richard and Tholander, Jakob and Kahn, Ken and Hoyles, Celia},
  biburl = {http://www.bibsonomy.org/bibtex/26ba056ca751e97c19c9fca45e1447425/yish},
  institution = {London Knowledge Lab},
  interhash = {773fc302d85a8471824085c6b0ffe2c7},
  intrahash = {6ba056ca751e97c19c9fca45e1447425},
  keywords = {infrastructure learning mythesis technical weblabs webreports},
  timestamp = {2008-05-29T02:13:57.000+0200},
  title = {Technical Infrastructure: The WebReports site},
  type = {project report},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=335},
  year = 2007
}

@incollection{Brukman02,
  abstract = {The design of any piece of technology intended for human use—whether for
entertainment, work, or education— is ideally iterative and user-centered. Designers can
not anticipate all the needs of users, but most begin with a prototype and revise it based on
user feedback. This is even more true of online learning communities, where designers
must understand the needs not just of individual users, but of groups of users and their
complex inter-relationships, as facilitated by the technology. Designers begin with theory,
prototype, test, and then revise. However, it is not just the technology that can be revised,
but also the underlying theory. Technological design and pedagogy have the potential to
co-evolve in this new medium.
In this chapter, I will describe in detail one example of this co-evolution: a new
perspective on motivation in constructionist learning environments which evolved through quantitative and qualitative observations of an online learning community called MOOSE
Crossing. These observations led to a significant design change to the environment (the
addition of a system of “merit badges”), and this in turn led to further reflections on
pedagogy.},
  added-at = {2007-11-09T14:02:37.000+0100},
  author = {Bruckman, Amy},
  biburl = {http://www.bibsonomy.org/bibtex/2800f5226710f2094cd9e17b8db15d105/yish},
  booktitle = {Designing Virtual Communities in the Service of Learning},
  citeulike-article-id = {397081},
  interhash = {6ea7e67b646408052e7456380483708c},
  intrahash = {800f5226710f2094cd9e17b8db15d105},
  keywords = {collaboration community cscl design iterative ldg learning learningdesigngrid mathgamespatterns participatory webreports},
  priority = {2},
  publisher = {Cambridge University Press},
  timestamp = {2007-11-09T14:02:37.000+0100},
  title = {Co-Evolution of Technological Design and Pedagogy in an Online Learning Community},
  url = {http://www.cc.gatech.edu/~asb/papers/bruckman-co-evolution.pdf},
  year = 2002
}

@inproceedings{michele:ral,
  abstract = {This paper reports on a long term experiment concerning the introduction of 7th grade pupils to the concept of randomness. Pupils are involved in activities with Lego robots, and in the joint enterprise of writing an Encyclopaedia. The main lines of the experiment are provided, together with experimental data, highlighting how some specific elements of the chosen educational approach influenced the evolution of pupils’ mastery of the concept of randomness.},
  added-at = {2007-07-03T11:13:37.000+0200},
  address = {Sant Feliu de Guíxols, Spain,},
  author = {Cerulli, Michele and Chioccariello, Augusto and Lemut, Enrica},
  biburl = {http://www.bibsonomy.org/bibtex/2aec7c452b0926222807aa582c1540f09/yish},
  booktitle = {Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (CERME 4)},
  interhash = {57f9d0e185e924e9a6d3c20d7fd5a83b},
  intrahash = {aec7c452b0926222807aa582c1540f09},
  keywords = {KalDesignResearch Lego ToonTalk WebLabs WebLabsPaedia WebReports learning mathematics mythesis postdocapplication probability randomness tangibles},
  pages = {591-600},
  timestamp = {2007-07-03T11:13:37.000+0200},
  title = {Randomness and LEGO robots},
  url = {http://telearn.noe-kaleidoscope.org/browse/publications/author/read_publi.php?publi=664},
  year = {2005 }
}

@techreport{weblabs-D3.2.2,
  added-at = {2007-01-23T15:20:48.000+0100},
  author = {the WebLabs team},
  biburl = {http://www.bibsonomy.org/bibtex/25c130ff9d0f99203de508a5c5f665d53/yish},
  interhash = {79957e5d296821f236d8b3fc130d0ad9},
  intrahash = {5c130ff9d0f99203de508a5c5f665d53},
  keywords = {webreports weblabs},
  timestamp = {2007-01-23T15:20:48.000+0100},
  title = {Technical Infrastructure: The WebReports Site (D3.2.2)},
  year = 2005
}

@article{citeulike:386969,
  abstract = {Graphics have been used since ancient times to portray things that are inherently spatiovisual, like maps and building plans. More recently, graphics have been used to portray things that are metaphorically spatiovisual, like graphs and organizational charts. The assumption is that graphics can facilitate comprehension, learning, memory, communication and inference. Assumptions aside, research on static graphics has shown that only carefully designed and appropriate graphics prove to be beneficial for conveying complex systems. Effective graphics conform to the Congruence Principle according to which the content and format of the graphic should correspond to the content and format of the concepts to be conveyed. From this, it follows that animated graphics should be effective in portraying change over time. Yet the research on the efficacy of animated over static graphics is not encouraging. In cases where animated graphics seem superior to static ones, scrutiny reveals lack of equivalence between animated and static graphics in content or procedures; the animated graphics convey more information or involve interactivity. Animations of events may be ineffective because animations violate the second principle of good graphics, the Apprehension Principle, according to which graphics should be accurately perceived and appropriately conceived. Animations are often too complex or too fast to be accurately perceived. 
Moreover, many continuous events are conceived of as sequences of discrete steps. 
Judicious use of interactivity may overcome both these disadvantages. Animations may be more effective than comparable static graphics in situations other than conveying complex systems, for example, for real time reorientations in time and space.},
  added-at = {2006-06-05T02:47:21.000+0200},
  author = {Tversky, Barbara and Morrison, Julie B.},
  biburl = {http://www.bibsonomy.org/bibtex/2c09a01ae94ca6f7904e9acb0e677411c/yish},
  citeulike-article-id = {386969},
  interhash = {43a1505f9ccdc626afbd69cc41234e44},
  intrahash = {c09a01ae94ca6f7904e9acb0e677411c},
  journal = {International Journal of Human-Computer Studies},
  keywords = {complex learning graphics time hci gmx congruence animation mathgamespatterns webreports instruction toontalk systems hypothesis narrative conceptual},
  pages = {247--262},
  priority = {3},
  timestamp = {2006-06-05T02:47:21.000+0200},
  title = {Animation: can it facilitate?},
  url = {http://www.sims.berkeley.edu/courses/is247/f05/readings/Tversky_AnimationFacilitate_IJHCS02.pdf},
  volume = 57,
  year = 2002
}

@article{citeulike:460108,
  abstract = {If Virtual Learning Environments are to support real learning, they must promote effective teaching-learning processes and interactions. In this paper we describe a collaborative, computer-based framework for argumentation that supports the dialogue process in ways which stimulate belief revision leading to conceptual change and development in science. This pedagogy is specified as a prescriptive \‘dialogue game\’, which models features of the tutorial process. Within this scheme, the learner adopts the role of an \‘explainer\’ whilst the system plays a facilitating role, and these participants collaborate to develop a shared explanatory model of a qualitative, causal domain. The design framework includes an abstract world model of a qualitative causal system, some \‘commonsense\’ reasoning rules, an interaction language and dialogue strategies and tactics, that are co-ordinated within a facilitating dialogue game. A prototype CoLLeGE (Computer based Lab for Language Games in Education) system implements the framework and operates as a dialogue modelling work-bench for demonstrating, investigating and developing the approach. An empirical study showed that students revised their beliefs and improved their explanatory models, and held to their revised and improved conceptions in a delayed post-test. In using CoLLeGE to simulate these dialogues, we found that the tutor\’s low-level tactical pedagogies emerged and developed reactively during the dialogues, in response to conceptual difficulties experienced by the students.},
  added-at = {2006-04-05T16:59:12.000+0200},
  author = {Ravenscroft, Andrew},
  biburl = {http://www.bibsonomy.org/bibtex/2d7ea011e095f41563ad5991e4a124f8e/yish},
  citeulike-article-id = {460108},
  doi = {10.1016/S0360-1315(99)00048-2},
  interhash = {170d426e6ab3b01e7908c3ab72bb94b3},
  intrahash = {d7ea011e095f41563ad5991e4a124f8e},
  journal = {Computers \& Education},
  keywords = {elearning learning argumentation dialogue cscl collaborative teaching webreports belief},
  month = {April},
  number = {3-4},
  pages = {241--255},
  priority = {2},
  timestamp = {2006-04-05T16:59:12.000+0200},
  title = {Designing argumentation for conceptual development},
  url = {http://www.sciencedirect.com/science/article/B6VCJ-40KS8FY-7/2/00fbe1e5b7aa00b8f9e3291b9e9b23d1},
  volume = 34,
  year = 2000
}