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Frequent sequential interactions as opportunities to engage in temporal reasoning with an online GIS.

, , and . LAK, page 408-409. ACM, (2015)

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The progress Portfolio: promoting reflective inquiry in complex investigation environments., , , , , and . CSCL, page 176-185. International Society of the Learning Sciences, (1997)Disciplinary Task Models for Designing Classroom Orchestration: The Case of Data Visualization for Historical Inquiry., , and . CSCL, International Society of the Learning Sciences, (2019)Understanding a future with multiple pasts: projects on metahistorical understanding., , , and . ICLS, page 77-84. International Society of the Learning Sciences / ACM DL, (2010)Community-Based Design Partnerships: Examples from a New Generation of CHAT/DBR., , , , , , , , , and 7 other author(s). ICLS, International Society of the Learning Sciences, (2018)Framed guessability: using embodied allegories to increase user agreement on gesture sets., , , , , and . TEI, page 197-204. ACM, (2014)That's Me and That's You: Museum Visitors' Perspective - Taking Around an Embodied Interaction Data Map Display., , , , , and . CSCL (2), page 343-344. International Society of the Learning Sciences, LuLu, Amazon, (2013)Data practices during COVID: Everyday sensemaking in a high-stakes information ecology., and . Br. J. Educ. Technol., 53 (5): 1221-1243 (2022)Developing Historical Thinking Practices through Technology-Supported Inquiry., , , , , , , , and . ICLS, International Society of the Learning Sciences, (2004)Frequent sequential interactions as opportunities to engage in temporal reasoning with an online GIS., , and . LAK, page 408-409. ACM, (2015)The uncanny valley of embodied interaction design., , , and . Conference on Designing Interactive Systems, page 1075-1078. ACM, (2014)