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Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/648
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dc.contributor.authorFlood, Virginia J
dc.contributor.authorDeLiema, David
dc.contributor.authorHarrer, Benedikt Walter
dc.contributor.authorAbrahamson, Dor
dc.date.accessioned2018-11-04T23:35:54Z
dc.date.accessioned2018-11-04T22:40:23Z-
dc.date.available2018-11-04T23:35:54Z
dc.date.available2018-11-04T22:40:23Z-
dc.date.issued2018-07
dc.identifier.citationFlood, V. J., DeLiema, D., Harrer, B. W., & Abrahamson, D. (2018). Enskilment in the Digital Age: The Interactional Work of Learning to Debug. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1405
dc.identifier.urihttps://repository.isls.org//handle/1/648-
dc.description.abstractWe present a detailed account of the interactional work between a programming instructor and a middle school student that leads to the resolution of an elusive error in the student's code. By tracing the fine details of how this resolution came to be, we demonstrate how learning to debug in face-to-face interactions resembles a process of enskilment.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleEnskilment in the Digital Age: The Interactional Work of Learning to Debugen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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