A relational, indirect, meso-level approach to CSCL design in the next decade

This paper reviews some foundational issues that we believe will affect the progress of CSCL over the next ten years. In particular, we examine the terms technology, affordance, and infrastructure and we propose a relational approach to their use in CSCL. Following a consideration of networks, space, and trust as conditions of productive learning, we propose an indirect approach to design in CSCL. The work supporting this theoretical paper is based on the outcomes of two European networks: E-QUEL, a network investigating e-quality in e-learning; and Kaleidoscope, a European Union Framework 6 Network of Excellence. In arguing for a relational understanding of affordance, infrastructure, and technology we also argue for a focus on what we describe as meso-level activity. Overall this paper does not aim to be comprehensive or summative in its review of the state of the art in CSCL, but rather to provide a view of the issues currently facing CSCL from a European perspective

Theories of cognition in CSCW

Abstract. There are many theories useful for framing CSCW research and they may in principle be irreducible to a single theory. CSCW research explores questions involving numerous distinct—though interacting—phenomena at multiple levels of description. The useful approach may be to clearly distinguish levels such as individual, small-group and community units of analysis, and to differentiate terminology for discussing these different levels. Theory in general has evolved dramatically over the ages, with a trend to extend the unit of cognition beyond the single idea or even the individual mind. Seminal theoretical works influential within CSCW suggest a post-cognitive approach to group cognition as a complement to analyzing cognition of individuals or of communities of practice