16.403 Foundations of Science, on context; new Kluwer books

From: Humanist Discussion Group (by way of Willard McCarty willard.mccarty@kcl.ac.uk)
Date: Thu Jan 09 2003 - 05:04:44 EST

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                   Humanist Discussion Group, Vol. 16, No. 403.
           Centre for Computing in the Humanities, King's College London
                         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

             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.


    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

             Date: Thu, 09 Jan 2003 09:45:42 +0000
             From: Willard McCarty <willard.mccarty@kcl.ac.uk>
             Subject: new books

    Kluwer is pleased to announce the publication of the following title:


    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.

    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.
    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

    Kluwer is pleased to announce the publication of the following title:


    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



    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 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).

    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

    Hardbound ISBN: 1-4020-7363-1 Date: January 2003 Pages: 344 pp.
    EURO 164.00 / USD 160.00 / GBP 103.00

    Kluwer is pleased to announce the publication of the following title:


    Collaboration with Applications to Software Development


    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



    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

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