Mass Collaboration and Education

1. Front Matter

   Pages i-vii

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2. Introduction

   1. Front Matter

      Pages 1-1

      PDF

   2. Mass Collaboration as an Emerging Paradigm for Education? Theories, Cases, and Research Methods

      • Ulrike Cress, Heisawn Jeong, Johannes Moskaliuk

      Pages 3-27

3. Theoretical Approaches to Mass collaboration

   1. Front Matter

      Pages 29-29

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   2. A Brief History of Mass Collaboration: How Innovations Over Time Have Enabled People to Work Together More Effectively

      • Allan Collins

      Pages 31-42

   3. Exploring, Understanding, and Designing Innovative Socio-Technical Environments for Fostering and Supporting Mass Collaboration

      • Gerhard Fischer

      Pages 43-63

   4. Stigmergic Collaboration: A Framework for Understanding and Designing Mass Collaboration

      • Mark Elliott

      Pages 65-84

   5. Mass Collaboration as Coevolution of Cognitive and Social Systems

      • Ulrike Cress, Insa Feinkohl, Jens Jirschitzka, Joachim Kimmerle

      Pages 85-104

   6. What Is Knowledge? Who Creates It? Who Possesses It? The Need for Novel Answers to Old Questions

      • Aileen Oeberst, Joachim Kimmerle, Ulrike Cress

      Pages 105-124

   7. From Distributed Cognition to Collective Intelligence: Supporting Cognitive Search to Facilitate Online Massive Collaboration

      • Wai-Tat Fu

      Pages 125-140

4. Cases of Mass Collaboration

   1. Front Matter

      Pages 141-141

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   2. Patterns of Meaning in a Cognitive Ecosystem: Modeling Stabilization and Enculturation in Social Tagging Systems

      • Tobias Ley, Paul Seitlinger, Kai Pata

      Pages 143-163

   3. Individual Versus Collaborative Information Processing: The Case of Biases in Wikipedia

      • Aileen Oeberst, Ulrike Cress, Mitja Back, Steffen Nestler

      Pages 165-185

   4. Toward Participatory Discovery Networks: A Critique of Current Mass Collaboration Environments and a Possible Learning-Rich Future

      • R. Benjamin Shapiro

      Pages 187-207

   5. Coding by Choice: A Transitional Analysis of Social Participation Patterns and Programming Contributions in the Online Scratch Community

      • Deborah A. Fields, Yasmin B. Kafai, Michael T. Giang

      Pages 209-240

   6. Supporting Diverse and Creative Collaboration in the Scratch Online Community

      • Ricarose Roque, Natalie Rusk, Mitchel Resnick

      Pages 241-256

   7. Citizen Science: Connecting to Nature Through Networks

      • Brigid Barron, Caitlin K. Martin, Véronique Mertl, Mohamed Yassine

      Pages 257-284

   8. Altogether Now! Mass and Small Group Collaboration in (Open) Online Courses: A Case Study

      • Sabrina C. Eimler, German Neubaum, Marc Mannsfeld, Nicole C. Krämer

      Pages 285-304

   9. Socio-Technical Procedures of Facilitated Mass Collaboration for Creative E-Participation

      • Thomas Herrmann

      Pages 305-328

5. Methods to Empirically Analyze Processes of Mass Collaboration

   1. Front Matter

      Pages 329-329

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Mass collaboration on Internet platforms like Wikipedia and Scratch, along with wider movements like the maker space and citizen science, are poised to have profound impacts on learning and education. Bringing together researchers from such fields as: psychology, education, information technology, and economics, the book offers a comprehensive overview of mass collaboration, novel, cross disciplinary, theoretical accounts, and methodological approaches for studying and improving these massively collaborative enterprises. The book is aimed to serve as an information source for researchers, educators, and designers of platforms and learning environments.

• Citizen Science Projects
• Computer-Supported Collaborative Learning
• Computer-Supported Collaborative Work
• MOOCs
• Massive Collaboration in Education
• Massive Open Online Courses
• learning and instruction

• Knowledge Media Research Center, Tubingen, Germany

  Ulrike Cress

• University of Tuebingen, Tubingen, Germany

  Johannes Moskaliuk

• Hallym University, Chuncheon, Korea (Republic of)

  Heisawn Jeong

Ulrike Cress is full professor at the University of Tuebingen and deputy director of the Knowledge Media Research Center. Ulrike Cress conducted many projects about web-based learning (financed by EU, DFG, National and federal ministries of Science. She is Executive Editor of the International Journal of Computer-supported Collaborative Learning and board member of the Educational Psychologist. Furthermore, she is member of the CSCL-Committee within the International Society of the Learning Sciences.

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