Abstract. The study of technology affordances for intersubjective learning is proposed as the thematic agenda for CSCL. Work that does not consider intrinsically interactional mechanisms of learning or does not study affordances specific to technology support is still valuable but is not considered

Abstract: The broad field of “computers in education ” includes a diversity of approaches to using computers for learning. Each approach is based on an epistemology: a theory of how knowledge is gained. In this presentation, I will characterize the uses of technology and their corresponding epistemologies. I will single out intersubjective epistemologies as timely for research and practice, and call for development of technologies that offer social affordances and resources for meaning-making. The study of intersubjective meaning-making requires interactional analyses, but in new forms that transcend some of the assumptions and limitations of microanalysis and that can be coupled with other methodologies. The presentation illustrates these ideas with my research program on representational affordances for collaborative learning.

K e y w o r d s: CSCL research agenda, intersubjectivity, meaning-making, representational guidance, technology affordances Abstract: Now well into its second decade, the field of Computer Supported Collaborative Learning (CSCL) appears healthy, while encompassing a diversity of topics of study

projects and to stimulate interdisciplinary conversation about where such agendas fit within and advance the aims of CSCL. Social Networking Systems: The Next Wave of CSCL? Recent conference symposia, papers and journal articles within the CSCL community have demonstrated keen interest in learning from

for learning, I consider how, via broadband telepresence, distributed multimedia learning en-vironments may establish such communications by adequately acknowledging the social and material embeddedness of everyday communication. I then de-scribe high-priority areas for advancing this agenda: in sociocultural

. This framework is derived from considerations of cognitive psychology, science education, and CSCL community research results. The paper concludes by presenting the main themes of the actual research agenda, which is intended to help design systems that can be integrated into primary and secondary education

The interactional structure of learning practices is a central focus of study for CSCL, although challenges remain in developing and pursuing a systematic research agenda in the field. Different analytic approaches produce complementary insights, but comparison is hampered by incompatible

variety of journals and magazines, but lacks a well-defined research agenda. CSCL is about computer support for two or more people to engage in collaborative inquiry (co-located or distant) with teaching and learning as primary activities. ELW is about providing employees with timely access to information

the study of technology affordances for intersubjective meaning making as an integrating research agenda for CSCL. A brief survey of epistemologies of collaborative learning and forms of computer support for that learning characterize the field to be integrated and motivate the proposal. A hybrid

-located collaboration in interactive spaces and identifying research challenges and formulating a research agenda by inviting high-quality position and research papers from HCI, Information Visualization, CSCW and CSCL.