1. Pedagogical design of learning environments
2. Improvements and innovations in learning technologies
3. Analysis and evaluation of collaborative activities in co-located and distributed environments

Contexts for research, design and use

The field of CSCL has established strong research traditions related to the educational sector. In this conference we also want to stimulate a substantial number of contributions that focus on lifelong learning and learning with CSCL systems in the workplace.

Based on the theme for the conference we welcome a variety of contributions:

Pedagogical design of learning environments based on:

• pedagogical theories (case-based, problem-based, design-based, project-based, etc) for CSCL
• design based on general approaches such as scaffolding, inquiry, argumentation, shared knowledge, etc.
• the use of theoretical frameworks such as Activity Theory, Situated Learning, Distributed Cognition, etc.

Improvements and innovations in learning technologies based on:

• new technological solutions for CSCL applications (groupware, hypermedia etc.)
• agents and system of agents that support collaborative learning
• virtual and 3D environments for multiple users
• content specific applications (e.g., micro worlds, games, simulations)
• architectural and user interface design principles for CSCL environments
• applications of handheld and mobile devices in CSCL
• low-cost solutions for CSCL in social environments with limited resources

Analysis and evaluation of collaborative activities in co-located and distributed environments, based on:

• qualitative analyss of CSCL
• quantitative analysis of CSCL
• design, development and implementation (system development models)
• computational modeling for CSCL

Methods and themes in the analysis and evaluation could be discourse, interaction and video-based analysis of CSCL, analysis of log files, computational analysis of collaborative interactions and "intelligent scaffolding" in CSCL environments, participation structures and change in participation structures (e.g., collaboration patterns), cognition and conceptual change studies of CSCL, assessing student achievement, equity and gender issues in CSCL changes in affect, knowledge, identity with CSCL.

Contributions that emphasize comparisons of different theoretical approaches and their underlying assumptions, approaches integrating aspects and traditions of art and design, social theories and technological innovation, and the development of formal and computational models specific to certain aspects of collaborative learning are also encouraged. The ongoing discussion of epistemological and ontological aspects of CSCL is very important and we will value this type of contribution.

Best Papers

Special consideration will be given to high quality submissions that contribute to the intersection of design and analysis of networked learning environments. There will be prizes for best papers including a prize for the best student paper.

Kinds of Contributions

The conference provides opportunities for different kinds of contributions, including:

1. Long papers (ca 7-10 pages)
2. Work in progress (ca 5 pages)
3. Posters (3 pages)
4. Research panels addressing controversial issues in CSCL
5. Industrial panels
6. Doctoral consortium
7. Tutorials within specific topics
8. Workshops that can explore and extend specific relationships in the field
9. Demos of experimental research prototypes and innovative commercial products
10. Interactive events experimenting with state of the art in learning technologies