Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/214
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dc.contributor.authorBereiter, Carl
dc.contributor.authorCress, Ulrike
dc.contributor.authorFischer, Frank
dc.contributor.authorHakkarainen, Kai
dc.contributor.authorScardamalia, Marlene
dc.contributor.authorVogel, Freydis
dc.date.accessioned2017-06-19T10:53:01Z
dc.date.accessioned2017-06-19T08:57:54Z-
dc.date.available2017-06-19T10:53:01Z
dc.date.available2017-06-19T08:57:54Z-
dc.date.issued2017-07
dc.identifier.citationBereiter, C., Cress, U., Fischer, F., Hakkarainen, K., Scardamalia, M., & Vogel, F. (2017). Scripted and Unscripted Aspects of Creative Work With Knowledge In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps:dx.doi.org/10.22318/cscl2017.119
dc.identifier.urihttps://repository.isls.org/handle/1/214-
dc.description.abstractAdvances in scripting theory and advances in support for student-driven knowledge construction call for a reconsideration of long-standing issues of guidance, control, and agency. This symposium undertakes a fresh analysis based on the relations between two widely adopted approaches that may be poles apart but arguably viewed as variations within a common applied epistemological framework. The two approaches are scripted collaboration and Knowledge Building. Rather than focusing on similarities and differences, the symposium will address deeper problems such as reconciling external supports of all kinds with the self-organizing character of knowledge construction and integrating such supports into classrooms viewed as knowledge-creating communities. The centerpiece of the symposium is a panel discussion that includes experts who provide different theoretical viewpoints. In its synthesis the symposium will capture and make sense of what is strongest in the two approaches and provide a broad conceptual basis for next-generation initiatives.en_US
dc.language.isoenen_US
dc.publisherPhiladelphia, PA: International Society of the Learning Sciences.en_US
dc.titleScripted and Unscripted Aspects of Creative Work With Knowledgeen_US
dc.typeBook chapteren_US
Appears in Collections:CSCL 2017

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