Humanist Discussion Group, Vol. 16, No. 403.
Centre for Computing in the Humanities, King's College London
www.kcl.ac.uk/humanities/cch/humanist/
Submit to: humanist@princeton.edu
[1] From: Willard McCarty <willard.mccarty@kcl.ac.uk> (12)
Subject: on context
[2] From: Willard McCarty <willard.mccarty@kcl.ac.uk> (179)
Subject: new books
--[1]------------------------------------------------------------------
Date: Thu, 09 Jan 2003 09:40:09 +0000
From: Willard McCarty <willard.mccarty@kcl.ac.uk>
Subject: on context
Humanists may be interested in a special issue of the journal Foundations
of Science http://www.kluweronline.com/issn/1233-1821/ edited by Bruce
Edmonds and Varol Akman, "Context in Context", vol. 7.3 (September 2002).
Description of the contents is at http://bruce.edmonds.name/cinc/; the
Kluwer site gives access at minimum to abstracts.
The entire run of Foundations of Science is worth a look -- overall a very
interesting journal.
Yours,
WM
Dr Willard McCarty | Senior Lecturer | Centre for Computing in the
Humanities | King's College London | Strand | London WC2R 2LS || +44 (0)20
7848-2784 fax: -2980 || willard.mccarty@kcl.ac.uk
www.kcl.ac.uk/humanities/cch/wlm/
--[2]------------------------------------------------------------------
Date: Thu, 09 Jan 2003 09:45:42 +0000
From: Willard McCarty <willard.mccarty@kcl.ac.uk>
Subject: new books
(1)
Kluwer is pleased to announce the publication of the following title:
<http://kluwer.m0.net/m/s.asp?HB7929267435X1731366X152767Xwillard.mccarty%40kcl.ac.uk>Learning
Discourse
Discursive Approaches to Research in Mathematics Education
edited by
Carolyn Kieran
Universite du Quebec a Montreal, Canada
Ellice Ann Forman
University of Pittsburgh, PA, USA
Anna Sfard
The University of Haifa, Israel
The authors of this volume claim that mathematics can be usefully
re-conceptualized as a special form of communication. As a result, the
familiar discussion of mental schemes, misconceptions, and cognitive
conflict is transformed into a consideration of activity, patterns of
interaction, and communication failure. By equating thinking with
communicating, the discursive approach also deconstructs the problematic
dichotomy between "individual" and "social" research perspectives. Although
each author applies his or her own analyses to the discourse generated by
students and teachers grappling with mathematical problems, their joint aim
is to put discursive research into the limelight and to spur thinking about
its nature and its possible advantages and pitfalls. This volume is
therefore addressed both to those interested in specific questions
regarding classroom communication, and to those who are looking for a
general conceptual lens with which to tackle the complexity of mathematical
teaching and learning.
CONTENTS AND CONTRIBUTORS
Guest Editorial. Acknowledgements. There is more to discourse than meets
the ears: Looking at thinking as communicating to learn more about
mathematical learning; A. Sfard. Educational forms of initiation in
mathematical culture; B.van Oers. Cultural, discursive psychology: A
socio-cultural approach to studying the teaching and learning of
mathematics; S. Lerman. The multiple voices of a mathematics classroom
community; E. Forman, E. Ansell."Can any fraction be turned into a
decimal?" A case study of a mathematical group discussion; M.C.O'Connor.
The mathematical discourse of 13-year-old partnered problem solving and its
relation to the mathematics that emerges; C. Kiernan. Making mathematical
meaning through dialogue: "Once you think of it, the Z minus three seems
pretty weird"; V. Zack, B. Graves.
Commentary
Papers: From describing to designing mathematical activity: The next step
in developing a social approach to research in mathematics education?; C.
Hoyles. Research on discourse in the mathematics classroom: A commentary;
F. Seeger. Instructions for Authors.
Hardbound ISBN: 1-4020-1024-9 Date: January 2003 Pages: 304 pp.
EURO 109.00 / USD 105.00 / GBP 70.00
(2)
Kluwer is pleased to announce the publication of the following title:
<http://kluwer.m0.net/m/s.asp?HB7929273751X1731380X152769Xwillard.mccarty%40kcl.ac.uk>Informatics
and the Digital Society
Social, Ethical and Cognitive Issues
edited by
Tom J. van Weert
Hogeschool van Utrecht, The Netherlands
Robert K. Munro
University of Strathclyde, Glasgow, UK
<http://kluwer.m0.net/m/s.asp?HB7929273751X1482044X152769Xwillard.mccarty%40kcl.ac.uk>IFIP
INTERNATIONAL FEDERATION FOR INFORMATION PROCESSING -- 244
This volume considers general issues covering the contribution of
information and communication technology (ICT) to the development of
learning, the role and potential of E learning, computer supported
collaborative learning and innovative pedagogy, as well as very focused
issues such as online knowledge communities, the characteristics of agents
and multimedia animation. With many "state of the art" contributions,
Informatics and the Digital Society:Social, Ethical and Cognitive Issues
addresses the following themes:
* The e-literate society the role of informatiics, computer science and
ICT;
* ICT agent of change and soccial conflict;
* E-learning meeting the challenge of technollogy on society through
new partnerships;
* Paradigm shifts in education and professional life.
The thought-provoking and controversial papers in this volume make a
powerful contribution to the debate that surrounds the increasing pervasion
of ICT in all sectors of our lives especially the education sector.
Evidence from contributors drawwn particularly from Europe, but also
representing the Americas and Australia supports the contention that all
countries are urgently addresssing the issues and problems raised by ICT.
Each country will have to derive its own, unique solution. This collection
of papers will certainly inform and should considerably assist that
decision making and problem resolution.
Informatics and the Digital Society: Social, Ethical and CognitiveIssues
contains the edited proceedings of SECIII, the Open Conference on Social,
Ethical and Cognitive Issues of Informatics and Information and
Communication Technology (ICT), which was sponsored by the International
Federation for Information Processing (WIP) Working Groups 3.1 (Secondary
Education) and 3.2 (Higher Education). It was held in July 2002 at the
University of Dortmund, Germany, in cooperation with the German Computer
Society (Gesellschaft fr Informatik).
CONTENTS AND CONTRIBUTORS
Acknowledgements. Preface. Key Issues in IFIP-SIG9.2.2 Approaches to Ethics
of Computing; J. Berleur. Informatics - The Science of Minimal Systems with
Maximal Complexity; A. Schwill. ICT in Education: Aspirations and Tensions;
D. Wood. e-Learning Technology: Convergence with the Mainstream; C.
Harrison. Knowledge Management in Education; J. Andersen. Learning and
Teaching in Socio-technical Environments; T.Herrmann.
Working Group Reports:- Intelligent Agents in an e-Literate Society: Some
Ethical Considerations; C. Dowling. Critical Thinking and an Ethical
Approach to Studying History - The Case for ICT; A.Kassam. A Look at the
Impact of ICT on the Informational Power Relationship Between Corporations
and Consumers; C. Lueg. Exploration of Object-Oriented Models in
Informatics Education; T. Brinda, S.E.Schubert. Learning Software
Engineering with EASE; D. Draheim. Object Models of IT-Systems Supporting
Cognitive Structures in Novice Courses of Informatics; P. Hubwieser. Let's
Teach Informatics - Empowering Pupils, Students and Teachers; L. Humbert.
Key Decisions in Adopting Algorithm Animation for Teaching; G. Rxling.
Design Pattern - A Topic of the New Mandatory Subject Informatics;
M.Schneider. Learning to Solve ICT/Informatics-Based Problems; M. Webb.
Development of Multimedia Animations - A Contribution of Informatics
Teaching to Media Studies; M. Weigend. ICT: An Aid to Inclusion?
Reflections on the Potential of ICT for the Changing Role of the Special
School; C. Abbott, J. Galloway. Various Modelling Aspects of Tutoring
Systems for People with Auditory Disabilities; N. Baloian, W.Luther.
Regional Learning Networks - Building Bridges Between Schools, University
and Community; A. Breiter. Online Knowledge Communities: Meeting Places for
Continuing Professional Development; S. de Vries. Distribution of Internet
Community Knowledge Based on Traditional Communication Media; J.F. Hampe,
S. Schnert, C. Dietze, NhiemLu. Taking the Best from Real Teaching
Environments; I. Bueno deCamargo Cortelazzo. A Role-Based Adaptive CSCL
Environment for Intensive Hands-on Teaching and Learning under Rigid Time
Constraints; H.F. Wedde, F.T. Breuer, M. Farooq. KOLUMBUS: Context-Oriented
Communication Support in a Collaborative Learning Environment; T.Herrmann,
A. Kienle. Teaching Social Informatics as a Knowledge Project; I.
Jackewitz, M. Janneck, D. Krause, B. Pape, M. Strauss. Using a Lecturer's
Personal Web Site to Enhance the Social Interchange among Students in an
Academic Course; D. Passig. Potential Problems of Computer-Mediated School
Education; G. Russell. Modern Curriculum Development for Informatics
(Computing Science); T.J. van Weert, F.Mulder. Innovative Pedagogical
Practices Using ICT - Results of the German SITES-M2; R. Dalmer, T. Petzel,
R. Schulz-Zander. e-learning@alma-mater.de - Net-Based Distance Education
in the Traditional University; P.-Th. Kandzia. Teacher Training - The
Interplay of IT and Society; C. Grlich, L. Humbert. Author Index. Keyword
Index.
Hardbound ISBN: 1-4020-7363-1 Date: January 2003 Pages: 344 pp.
EURO 164.00 / USD 160.00 / GBP 103.00
(3)
Kluwer is pleased to announce the publication of the following title:
<http://kluwer.m0.net/m/s.asp?HB7929292500X1741339X152779Xwillard.mccarty%40kcl.ac.uk>Computer-Supported
Collaboration with Applications to Software Development
by
Fadi P. Deek
New Jersey Institute of Technology, Newark, USA
James A.M. McHugh
Dept. of Computer and Information Science, New Jersey Institute of
Technology, Newark, USA
<http://kluwer.m0.net/m/s.asp?HB7929292500X1481906X152779Xwillard.mccarty%40kcl.ac.uk>THE
KLUWER INTERNATIONAL SERIES IN ENGINEERING AND COMPUTER SCIENCE -- 723
With the development of networked computing and the increased complexity of
applications and software systems development, the importance of
computer-supported collaborative work [CSCW] has dramatically increased.
Globalization has further accentuated the necessity of collaboration, while
the Web has made geographically distributed collaborative systems
technologically feasible in a manner that was impossible until recently.
The software environments needed to support such distributed teams are
referred to as Groupware. Groupware is intended to address the logistical,
managerial, social, organizational and cognitive difficulties that arise in
the application of distributed expertise. These issues represent the
fundamental challenges to the next generation of process management.
Computer-Supported Collaboration with Applications to SoftwareDevelopment
reviews the theory of collaborative groups and the factors that affect
collaboration, particularly collaborative software development. The
influences considered derive from diverse sources: social and cognitive
psychology, media characteristics, the problem-solving behavior of groups,
process management, group information processing, and organizational
effects. It also surveys empirical studies of computer-supported problem
solving, especially for software development. The concluding chapter
describes a collaborative model for program development.
Computer-Supported Collaboration with Applications to SoftwareDevelopment
is designed for an academic and professional market in software
development, professionals and researchers in the areas of software
engineering, collaborative development, management information systems,
problem solving, cognitive and social psychology. This book also meets the
needs of graduate-level students in computer science and information systems.
Hardbound ISBN: 1-4020-7385-2 Date: January 2003 Pages: 264 pp.
EURO 118.00 / USD 115.00 / GBP 74.00
Dr Willard McCarty | Senior Lecturer | Centre for Computing in the
Humanities | King's College London | Strand | London WC2R 2LS || +44 (0)20
7848-2784 fax: -2980 || willard.mccarty@kcl.ac.uk
www.kcl.ac.uk/humanities/cch/wlm/
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