In this paper, patterns of communication are examined in order to unpack the extent to which verbal equity is a critical factor in determining group success. A microanalysis of 20 teams working to complete a complex, information dependent, collaborative task was conducted. Interaction analysis methods were used as means to determine patterns of interaction and the sophistication of cognitive activity that teams engaged in. Findings suggest that verbal equity may not be as important as previous research indicates. A more critical variable may be cognitive specialization. The authors explain their findings by drawing on theories of cognition, thereby contributing to a better understanding of collective intelligence.

A prototype Web-based environment, called the Web of Inquiry, was developed that built on previous work in science learning and technology. This new system was designed to meet constructivist-learning principles, support self-reflection, and meet specific interaction goals within the classroom environment. The system was tested it in fifth, sixth, and seventh grade (ages 10--13) classrooms. Mixed methods results suggest that the system met many of the initial design goals and also identified areas that could be improved in future iterations of the system.

In this paper we present findings from a laboratory study of teams of three, collaborating to complete a complex information sharing, synthesis, decision-making task. We use interaction analysis, communication analysis, and task analysis methods to identify the primary activities teams engaged in as they solved a complex information dependant decision-making task. These activities serve as the foundation to present findings related to common team problems and patterns of interaction associated with team performance. We found differences between high and low performing teams related to verbal equity and how they shared and synthesized information.

We describe our case-based, usability engineering teaching practice and a design of online workspace system that supports various class activities.

Through the past two decades, education in computer and information science and technology (CISE) has moved toward a model that pervasively incorporates programming projects and other engaging student activity. Realistic activities and materials are intrinsically motivating because they vividly remind learners of the possibilities for meaningfully applying knowledge and skills in the world beyond the classroom. A realistic activity, however, does not ipso facto reveal its own rationales, deeper lessons, cultural meanings and origins, or its roles in a coherent professional practice. In order for realistic activities to serve as effective learning opportunities, underlying rationale and expert thinking behind problem solving, core concepts and techniques must be made available to students (Collins, 1991; Brown & Collins, 1989).