
Gerry Stahl's Assembled Texts

  * Marx and Heidegger
  * Tacit and Explicit Understanding in Computer Support
  * Group Cognition: Computer Support for Building Collaborative Knowledge
  * Studying Virtual Math Teams
  * Translating Euclid: Designing a Human-Centered Mathematics.
  * Constructing Dynamic Triangles Together: The Development of Mathematical Group Cognition
  * Essays in Social Philosophy
  * Essays in Personalizable Software
  * Essays in Computer-Supported Collaborative Learning
  * Essays in Group-Cognitive Science
  * Essays in Philosophy of Group Cognition
  * Essays in Online Mathematics Interaction
  * Essays in Collaborative Dynamic Geometry
  * Adventures in Dynamic Geometry
  * Global Introduction to CSCL
  * Editorial Introductions to ijCSCL
  * Proposals for Research
  * Overview and Autobiographical Essays
  * Theoretical Investigations
  * Works of 3-D Form

> 
Gerry Stahl's assembled texts volume #18

Overview & Autobiographical Essays

Gerry Stahl

2015
Gerry Stahl

Gerry@GerryStahl.net

www.GerryStahl.net

Copyright © 2015, 2020 by Gerry Stahl

Published by Gerry Stahl at Lulu.com

Printed in the USA

ISBN: 978-1-329-85404-8 (eBook)

ISBN: 978-1-329-86159-6 (paperback)
Introduction

T

he final volume of my assembled texts provides an overview of the series of books in my eLibrary. These include my two doctoral dissertations and the five volumes reporting on my research published by commercial publishers: MIT Press, Springer, Morgan & Claypool Publishers and Cambridge University Press.

They also include several additional volumes, which collect the best versions of my papers that were not included in the four published books. I self-published these as collections of essays in order to organize and make available my writings in convenient and accessible formats. The self-published volumes are available in PDF format for free from my website and available at cost in paperback versions from Lulu or Amazon; most are also available formatted for Kindle and iBook, etc. from: www.GerryStahl.net/eLibrary.

This volume also includes autobiographical materials to provide context for the essays within the timeline of my life, work and thinking.
Contents

Introduction 5

Contents 6

1. E-Library Volumes 7

2. Chronological Listing of Papers with Volume and Chapter Numbers 30

3. Summaries of the Volumes 40

4. Reflections on my e-Library 49

5. My Timeline 83

6. A Career in Informatics 95

7. Catch.Up.Me 104

8. Homes that I Have Lived in 122

9. My Travels Abroad 125

10. My Academic Conferences and Presentations 128

11. My Education 132

12. Glimpses of My Years at Drexel (2002-2014) 135

13. My Detailed CV 141
  1. E-Library Volumes 
 | |

Gerry Stahl's eLibrary  | |

---|---|---|---|---

vol | file name | title of volume | from | to | pages

1 | marx | Marx and Heidegger | 1967 | 1975 | 192

2 | tacit | Tacit and Explicit Understanding in Computer Support | 1989 | 1993 | 394

3 | gc | Group Cognition | 1993 | 2006 | 535

4 | svmt | Studying Virtual Math Teams | 2006 | 2009 | 817

5 | euclid | Translating Euclid | 2009 | 2013  | 266

6 | analysis | The Development of Mathematical Group Cognition | 2013 | 2015 | 278

7 | philosophy | Essays in Social Philosophy | 1967 | 1998 | 227

8 | software | Essays in Personalizable Software | 1991 | 2005 | 325

9 | cscl | Essays in Computer-Supported Collaborative Learning | 2005 | 2011 | 214

10 | science | Essays in Group-Cognitive Science | 2010 | 2013 | 279

11 | theory | Essays in Philosophy of Group Cognition | 2005 | 2020 | 294

12 | math | Essays in Online Mathematics Interaction | 2006 | 2010 | 202

13 | dynamic | Essays in Collaborative Dynamic Geometry | 2010 | 2015 | 143

14 | topics | Adventures in Dynamic Geometry | 2012 | 2015 | 349

15 | global | Global Introduction to CSCL | 2006 | 2006 | 189

16 | ijcscl | Editorial Introductions to ijCSCL | 2006 | 2015 | 349

17 | proposals | Proposals for Research | 1993 | 2012 | 626

18 | overview | Overview and Autobiographical Essays | 2015 | 2019 | 222

19 | investigations | Theoretical Investigations | 2015 | 2018 | 453

20 | form | Works of 3-D Form | 2017 | 2019 | 371

1 Marx & Heidegger

Stahl, G. (2010). Marx and Heidegger. Philadelphia. PA: Gerry Stahl at Lulu. 195 pages. Web: http://GerryStahl.net/elibrary/marx.

1. Stahl, G. (1975). Marxian hermeneutics and Heideggerian social theory: Interpreting and transforming our world. Unpublished Dissertation, Ph.D., Department of Philosophy, Northwestern University. Evanston, IL. Web: http://GerryStahl.net/publications/dissertations/philosophy or http://GerryStahl.net/elibrary/marx

2 Tacit & Explicit Understanding in Computer Support

Stahl, G. (2010). Tacit and explicit understanding in computer support. Philadelphia, PA: Gerry Stahl at Lulu. 367 pages. Web: http://GerryStahl.net/elibrary/tacit.

1. Stahl, G. (1993). Interpretation in design: The problem of tacit and explicit understanding in computer support of cooperative design. Unpublished Dissertation, Ph.D., Department of Computer Science, University of Colorado. Boulder, CO. Web: http://GerryStahl.net/publications/dissertations/computer or http://GerryStahl.net/elibrary/tacit

3 Group Cognition

Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. 510 pages. Web: http://GerryStahl.net/elibrary/gc. Doi: http://mitpress.mit.edu/books/group-cognition.

1. Stahl, G., Sumner, T., & Owen, R. (1995). Share globally, adapt locally: Software to create and distribute student-centered curriculum. Computers and Education. Special Issue on Education and the Internet. 24(3), 237-246. Web: http://GerryStahl.net/cscl/papers/ch05.pdf.

3.Stahl, G. (1996). Armchair missions to Mars: Using case-based reasoning and fuzzy logic to simulate a time series model of astronaut crews. Knowledge-Based Systems. 9, 409-415. Web: http://GerryStahl.net/publications/journals/crew/index.html.

3. Stahl, G. (2000). Armchair missions to Mars: Using case-based reasoning and fuzzy logic to simulate a time series model of astronaut crews. In S. Pal, T. Dillon & D. Yeung (Eds.), Soft computing in case based reasoning. (pp. 321-334). London, UK: Springer Verlag. Web: http://GerryStahl.net/publications/journals/crew/index.html.

4. Stahl, G. (1993). Supporting situated interpretation. In the proceedings of the Annual Meeting of the Cognitive Science Society (CogSci '93). Boulder, CO. Proceedings pp. 965-970. Lawrence Erlbaum. Web: http://GerryStahl.net/cscl/papers/ch13.pdf.

5. Stahl, G. (1998). Collaborative information environments for innovative communities of practice. In the proceedings of the German Computer-Supported Cooperative Work Conference (D-CSCW '98): Groupware und organizatorische Innovation. Dortmund, Germany. Proceedings pp. 195-210. Web: http://GerryStahl.net/publications/conferences/1998/dcscw98/dcscw.html.

5. Stahl, G. (2000). Collaborative information environments to support knowledge construction by communities. AI & Society. 14, 1-27. Web: http://GerryStahl.net/cscl/papers/ch04.pdf.

6. Stahl, G. (1999). WebGuide: Guiding collaborative learning on the Web with perspectives. In the proceedings of the Annual Conference of the American Educational Research Association (AERA '99). Montreal, Canada. ERIC database. Web: http://GerryStahl.net/publications/conferences/1999/aera99/.

6. Stahl, G. (2001). WebGuide: Guiding collaborative learning on the Web with perspectives. Journal of Interactive Media in Education. 2001(1). Web: http://www-jime.open.ac.uk/2001/1 and http://GerryStahl.net/cscl/papers/ch10.pdf.

7. Stahl, G. (2002). Groupware goes to school. In J. H. J. Pino (Ed.), Groupware: Design, implementation and use: Proceedings of the 8th international workshop on groupware (CRIWG '02). (pp. 7-24). La Serena, Chile: Springer Lecture Notes in Computer Science 2440. Web: http://GerryStahl.net/cscl/papers/ch11.pdf.

7. Stahl, G. (2004). Groupware goes to school: Adapting BSCW to the classroom. International Journal of Computer Applications Technology (IJCAT). 19 "Current approaches for groupware design, implementation and evaluation"(3/4), 162-174. Web: http://GerryStahl.net/publications/journals/ijcat2004/ijcat.pdf.

8. Stahl, G. (2003). Knowledge negotiation in asynchronous learning networks. In the proceedings of the Hawai'i International Conference on System Sciences (HICSS '03). Hawaii, HA. Proceedings pp. 3. Web: http://GerryStahl.net/cscl/papers/ch12.pdf.

9. Stahl, G. (2000). A model of collaborative knowledge-building. In the proceedings of the Fourth International Conference of the Learning Sciences (ICLS '00). B. Fischman & S. O'Conner-Divelbiss. Ann Arbor, MI. Proceedings pp. 70-77. Lawrence Erlbaum Associates. Web: http://GerryStahl.net/pub/icls2000.pdf.

10. Stahl, G. (2002). Rediscovering CSCL. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation. (pp. 169-181). Hillsdale, NJ: Lawrence Erlbaum Associates. Web: http://GerryStahl.net/cscl/papers/ch01.pdf.

11. Stahl, G. (2002). Contributions to a theoretical framework for CSCL. In the proceedings of the Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL 2002. G. Stahl. Boulder, CO. Proceedings pp. 62-71. Lawrence Erlbaum Associates. Web: http://GerryStahl.net/cscl/papers/ch15.pdf.

11. Stahl, G. (2002). Introduction: Foundations for a CSCL community. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL 2002. January 7-11. Boulder, Colorado, USA. (pp. 1-2). Boulder, CO: Lawrence Erlbaum Associates. Web: http://GerryStahl.net/cscl/papers/ch19.pdf.

12. Stahl, G. (2002). Understanding educational computational artifacts across community boundaries. In the proceedings of the International Society for Cultural Research and Activity Theory (ISCRAT '02). Amsterdam, NL. Proceedings pp. 49. Web: http://GerryStahl.net/cscl/papers/ch03.pdf.

13. Stahl, G. (2004). Collaborating with relational references [contribution to the workshop on representational support for knowledge building discourse]. In the proceedings of the Annual Meeting of the American Educational Research Association (AERA 04). San Diego, CA. Web: http://GerryStahl.net/publications/conferences/2004/aera.pdf.

14. Stahl, G., & Carell, A. (2004). Kommunikationskonzepte [the role of communication concepts for CSCL pedagogy] (A. Carell, Trans.). In J. Haake, G. Schwabe & M. Wessner (Eds.), CSCL-kompendium. (pp. 229-237). Frankfurt, Germany: Oldenburg. Web: http://GerryStahl.net/publications/journals/rolle.pdf.

15. Stahl, G. (2004). Building collaborative knowing: Elements of a social theory of CSCL. In J.-W. Strijbos, P. Kirschner & R. Martens (Eds.), What we know about CSCL: And implementing it in higher education. (pp. 53-86). Boston, MA: Kluwer Academic Publishers. Web: http://GerryStahl.net/cscl/papers/ch16.pdf.

16. Stahl, G. (2003). Meaning and interpretation in collaboration. In the proceedings of the Designing for Change in Networked Learning Environments: Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL '03). B. Wasson, S. Ludvigsen & U. Hoppe. Bergen, Norway. Proceedings pp. 523-532. Kluwer Publishers. Web: http://GerryStahl.net/cscl/papers/ch20.pdf.

16. Stahl, G. (2003). Mediation of group cognition. ACM SigGroup Bulletin. 24(3), 4-18. Web: http://GerryStahl.net/pub/mediation.pdf. Doi: http://doi.acm.org/10.1145/1052829.1052834.

17. Stahl, G. (2002). Can community knowledge exceed its members'? ACM SigGroup Bulletin. 23(3), 1-13. Web: http://GerryStahl.net/publications/conferences/2003/group/workshop.pdf. Doi: http://doi.acm.org/10.1145/990017.990018.

17. Stahl, G. (2003). Can shared knowledge exceed the sum of its parts? In R. V. J. DeRidder (Ed.), Knowledge sharing under distributed circumstances. (pp. 85-88). Amsterdam, Netherlands: NWO-MES. Web: http://GerryStahl.net/publications/conferences/2003/c&t.

17. Stahl, G. (2003). Can community knowledge exceed its members'? In the proceedings of the International Conference on Groupware (GROUP '03). Sanibel Island, FL. Proceedings pp. 1-10. Web: http://GerryStahl.net/publications/conferences/2003/group/workshop.pdf.

18. Koschmann, T., Stahl, G., & Zemel, A. (2004). The video analyst's manifesto (or the implications of Garfinkel's policies for the development of a program of video analytic research within the learning sciences). In the proceedings of the International Conference of the Learning Sciences (ICLS 2004). Los Angeles, CA. Proceedings pp. 278-285. Web: http://GerryStahl.net/pub/manifesto2004.pdf.

18. Koschmann, T., Stahl, G., & Zemel, A. (2007). The video analyst's manifesto (or the implications of Garfinkel's policies for the development of a program of video analytic research within the learning sciences). In R. Goldman, R. Pea, B. Barron & S. Derry (Eds.), Video research in the learning sciences. (pp. 133-144). Mahway, NJ: Lawrence Erlbaum Associates. Web: http://GerryStahl.net/publications/journals/manifesto.pdf.

19. Stahl, G. (2005). Group cognition: The collaborative locus of agency in CSCL. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL '05). T. Koschmann, D. Suthers & T.-W. Chan. Taipei, Taiwan. Proceedings pp. 632-640. Lawrence Erlbaum Associates. Web: http://GerryStahl.net/pub/cscl2005.pdf & http://GerryStahl.net/pub/cscl2005ppt.pdf.

20. Stahl, G. (2003). Keynote: The future of computer support for learning: An American/German delfic vision. In the proceedings of the First Conference on e-Learning of the German Computer Science Society (DeLFI 2003). A. Bode, J. Desel, S. Rathmeyer & M. Wessner. Munich, Germany. Proceedings pp. 13-16. Web: http://GerryStahl.net/publications/presentations/delfi.

21. Stahl, G. (2004). Thinking at the group unit of analysis. In the proceedings of the CSCL SIG Symposium of the European Union Kaleidoscope Network of Excellence (KAL '04). Lausanne, Switzerland. Web: http://GerryStahl.net/pub/kal2004.pdf & http://GerryStahl.net/pub/kal2004ppt.pdf.

4 Studying Virtual Math Teams

Stahl, G. (2009). Studying virtual math teams. New York, NY: Springer. 626 pages. Web: http://GerryStahl.net/elibrary/svmt. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3.

1. Stahl, G. (2008a). Chat on collaborative knowledge building. QWERTY. 3(1), 67-78. Web: http://GerryStahl.net/pub/qwerty08.pdf.

1. Stahl, G. (2009b). A chat about chat. In G. Stahl (Ed.), Studying virtual math teams. (ch. 1, pp. 7-16). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/1.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_1.

2. Stahl, G. (2006b). Virtual math teams project: An overview of VMT. Web: http://www.mathforum.org/vmt/TheVMTProject.pdf.

2. Stahl, G. (2009c). The VMT vision. In G. Stahl (Ed.), Studying virtual math teams. (ch. 2, pp. 17-29). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/2.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_2.

3. Stahl, G. (2009d). Mathematical discourse as group cognition. In G. Stahl (Ed.), Studying virtual math teams. (ch. 3, pp. 31-40). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/3.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_3.

4. Stahl, G. (2009e). Interactional methods and social practices in VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 4, pp. 41-55). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/4.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_4.

4. Stahl, G. (2011a). Social practices of group cognition in virtual math teams. In S. Ludvigsen, A. Lund, I. Rasmussen & R. Säljö (Eds.), Learning across sites: New tools, infrastructures and practices. (ch. 12, pp. 190-205). New York, NY: Routledge. Web: http://GerryStahl.net/pub/cmc.pdf.

4. Stahl, G. (2006c). Analyzing and designing the group cognitive experience. International Journal of Cooperative Information Systems (IJCIS). 15, 157-178. Web: http://GerryStahl.net/pub/ijcis.pdf. Doi: http://dx.doi.org/10.1142/S0218843006001323.

5. Stahl, G. (2009f). From individual representations to group cognition. In G. Stahl (Ed.), Studying virtual math teams. (ch. 5, pp. 57-73). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/5.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_5.

15. Mühlpfordt, M., & Stahl, G. (2007). The integration of synchronous communication across dual interaction spaces. In the proceedings of the International Conference of CSCL: Of mice, minds, and society (CSCL 2007). C. Chinn, G. Erkens & S. Puntambekar. New Brunswick, NJ. Web: http://GerryStahl.net/vmtwiki/martin.pdf.

16. Stahl, G. (2009g). Designing a mix of synchronous and asynchronous media for VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 16, pp. 295-310). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/16.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_16.

17. Stahl, G. (2009h). Deictic referencing in VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 17, pp. 311-326). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/17.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_17.

18. Stahl, G. (2006d). Scripting group cognition: The problem of guiding situated collaboration. In F. Fischer, H. Mandl, J. Haake & I. Kollar (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives. (pp. 327-335). Dodrecht, Netherlands: Kluwer-Springer Verlag. Web: http://GerryStahl.net/pub/scripting.pdf.

18. Stahl, G. (2009i). Scripting group processes in VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 18, pp. 327-334). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/18.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_18.

22. Strijbos, J. W., & Stahl, G. (2005). Chat-based problem solving in small groups: Developing a multi-dimensional coding scheme. In the proceedings of the Eleventh Biannual Conference of the European Association for Research in Learning and Instruction (EARLI 2005). Nicosia, Cyprus. Proceedings pp. 93. Web: http://GerryStahl.net/pub/earli2005jw.pdf.

23. Zemel, A., Xhafa, F., & Stahl, G. (2005). Analyzing the organization of collaborative math problem-solving in online chats using statistics and conversation analysis. In the proceedings of the Groupware: Design, Implementation, and Use: 11th International Workshop, CRIWG 2005. H. Fuks, S. Lukosch & A. C. Salgado. Porto de Galinhas, Brazil. Proceedings pp. 271-283. Springer Lecture Notes in Computer Science. Web: http://GerryStahl.net/pub/criwg2005zemel.pdf. Doi: http://dx.doi.org/10.1007/11560296.

24. Trausan-Matu, S., Stahl, G., & Sarmiento, J. (2008). Polyphonic support for collaborative learning. e-Service Journal. 6(1), 58-74. Web: http://GerryStahl.net/pub/esj.pdf.

26. Stahl, G. (2009j). Meaning making in VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 26, pp. 505-527). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/26.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_26.

28. Stahl, G. (2009k). Toward a science of group cognition. In G. Stahl (Ed.), Studying virtual math teams. (ch. 28, pp. 555-579). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/28.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_28.

5 Translating Euclid

Stahl, G. (2013). Translating Euclid: Designing a human-centered mathematics. San Rafael, CA: Morgan & Claypool Publishers. 221 pages. Web: http://GerryStahl.net/elibrary/euclid. Doi: http://dx.doi.org/10.2200/S00492ED1V01Y201303HCI017.

1. Stahl, G. (2012). Translating Euclid: Liberating the cognitive potential of collaborative dynamic geometry. Web: http://GerryStahl.net/pub/translating.pdf.

7. Magee, R. M., Mascaro, C. M., & Stahl, G. (2013). Designing for group math discourse. In the proceedings of the International Conference of Computer-Supported Collaborative Learning (CSCL 2013). Madison, WI. Web: http://GerryStahl.net/pub/cscl2013designing.pdf, http://GerryStahl.net/pub/cscl2013designing.ppt.pdf.

8. Stahl, G. (2013). Resources for connecting levels of learning. Web: http://GerryStahl.net/pub/resources.pdf.

6 Development of Mathematical Group Cognition

Stahl, G. (2016). Constructing dynamic triangles together: The development of mathematical group cognition. Cambridge, UK: Cambridge University Press. 294 pages. Web: http://GerryStahl.net/elibrary/analysis. Doi: http://www.cambridge.org/la/academic/subjects/psychology/educational-psychology/constructing-dynamic-triangles-together-development-mathematical-group-cognition?format=HB

3. Stahl, G. (2014). Group cognition displayed. Web: http://GerryStahl.net/pub/displayed.pdf.

7 Essays in Social Philosophy

Stahl, G. (2010). Essays in social philosophy. Philadelphia, PA: Gerry Stahl at Lulu. 212 pages. Web: http://GerryStahl.net/elibrary/philosophy

1. Stahl, G. (1967). Truth as value: Nietzsche's escape from nihilism. Unpublished manuscript. Web: http://GerryStahl.net/pub/Nietzsche.pdf.

2. Stahl, G. (1975). The jargon of authenticity: An introduction to a marxist critique of Heidegger. Boundary 2. III(2), 489-498. Web: http://GerryStahl.net/publications/interpretations/jargon.htm.

3. Stahl, G. (1976). Attuned to Being: Heideggerian music in technological society. Boundary 2. IV(2), 637-664. Web: http://GerryStahl.net/publications/interpretations/attuned.pdf.

3. Stahl, G. (1979). Attuned to Being: Heideggerian music in technological society. In W. V. Spanos (Ed.), Martin Heidegger and the question of literature. (pp. 297-324). Bloomington, IN: Indiana University Press. Web: http://GerryStahl.net/publications/interpretations/attuned.pdf.

4. Stahl, G. (1974). Sound and society: An essay on electronic music. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/music.htm.

5. Stahl, G. (1974). Utopian optics: Theodor W. Adorno's Prisms: Cultural criticism and society. Unpublished manuscript. Web: http://GerryStahl.net/pub/utopian_optics.pdf.

6. Stahl, G. (1978). A modern voice for Marx. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/capital.htm.

7. Stahl, G. (1976). The theory and practice of democratic socialism. Unpublished manuscript. Web: http://GerryStahl.net/pub/democratic_socialist_theory.pdf.

8. Stahl, G. (1979). The economic facts of unemployment. Neighborhoods -- Institute for the Study of Civic Values. 5(1), 4-13, 51. Web: http://GerryStahl.net/pub/unemployment.pdf.

9. Stahl, G. (1984). Education for democracy at Mondragon. Unpublished manuscript. Web: http://GerryStahl.net/pub/mondragon.pdf.

10. Stahl, G., Koschmann, T., & Barrows, H. S. (1998). Problem-based learning: White paper for a collaboration. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/PBL white paper.html.

11. Stahl, G. (1992a]). The evolutionary analysis of knowledge. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/analysis.html.

12. Stahl, G. (1992). The rapid evolution of knowledge. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/rapid.html.

13. Stahl, G. (1996). We have to work in the future now. (in fact, we are already late.). Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/future.html

14. Stahl, G. (1997). LSA visits the Chinese room. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/Chinese Room.html.

15. Stahl, G. (1997). Consciousness without neural correlates. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/Neural Correlates of Consc.html.

16. Stahl, G. (1998). Software semiotics. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/semiotics.html.

17. Stahl, G. (1998). Software as a new art form. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/software_art.html.

18. Stahl, G. (1996). On Alexander's pattern language as end-user programming. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/pattern.html.

19. Stahl, G. (1998). Lela's birthday is a "lela birthday". Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/Lela Birthday.html.

20. Stahl, G. (1970). Time and Being: A translation of Martin Heidegger's Zeit und Sein. Unpublished manuscript. Web: http://GerryStahl.net/pub/time&being.pdf.

8 Essays in Personalizable Software

Stahl, G. (2011). Essays in personalizable software. Philadelphia, PA: Gerry Stahl at Lulu. 331 pages. Web: http://GerryStahl.net/elibrary/software

1. Stahl, G. (1991). A hypermedia inference language as an alternative to rule-based systems (No. CU-CS-557-91). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/conferences/1990-1997/ibm92/InfLang.html.

1. Stahl, G., McCall, R., & Peper, G. (1992). Extending hypermedia with an inference language: An alternative to rule-based expert systems. In the proceedings of the IBM ITL Conference: Expert Systems. Yorktown Heights, NY. Proceedings pp. 160-167. Web: http://GerryStahl.net/publications/conferences/1990-1997/ibm92/ExtHyper.html.

2. Stahl, G. (1992). A computational medium for supporting interpretation in design (No. CU-CS-598-92). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/techreports/design/Design.tr.html.

3. Stahl, G. (1992). Toward a theory of hermeneutic software design: Dissertation proposal (No. CU-CS-589-92). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/dissertations/Proposal.html.

4. Stahl, G. (1995). Supporting personalizable learning (No. CU-CS-788-95). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/techreports/personalize/.

5. Stahl, G. (1996). Personalizing the Web (No. CU-CS-836-96). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/techreports/www6/PAPER82.html.

6. Stahl, G. (1999). Supporting personalization and reseeding-on-demand. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/gerry_pp.html.

7. Fischer, G., Nakakoji, K., Ostwald, J., Stahl, G., & Sumner, T. (1993). Embedding computer-based critics in the contexts of design. In the proceedings of the Conference on Human Factors in Computing Systems (INTERChi '93). Amsterdam, NL. Proceedings pp. 157-164. Addison Wesley. Web: http://GerryStahl.net/publications/conferences/1990-1997/chi93/CHI93.html.

8. Fischer, G., Nakakoji, K., Ostwald, J., Stahl, G., & Sumner, T. (1993). Embedding critics in design environments. Knowledge Engineering Review. 4(8), 285-307. Web: http://GerryStahl.net/publications/journals/ker/index.html.

8. Fischer, G., Nakakoji, K., Ostwald, J., Stahl, G., & Sumner, T. (1998). Embedding critics in design environments. In M. T. Maybury & W. Wahlster (Eds.), Readings in intelligent user interfaces. (pp. 537-561). New York: Morgan Kaufman. Web: http://GerryStahl.net/publications/journals/ker/index.html.

9. Stahl, G. (1999). Pow! Perspectives on the Web. In the proceedings of the WebNet World Conference on the WWW and Internet (WebNet '99). Honolulu, HA. Proceedings pp. 91-99. Web: http://GerryStahl.net/cscl/papers/ch08.pdf.

10. Stahl, G. (1999). Reflections on WebGuide: Seven issues for the next generation of collaborative knowledge-building environments. In the proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL '99). Palo Alto, CA. Proceedings pp. 600-610. Web: http://GerryStahl.net/cscl/papers/ch09.pdf.

11. Stahl, G., & Herrmann, T. (1998). Verschrankung von perspectiven durch Aushandlung (in German; translated by G. Stahl as: The sharing of perspectives by means of negotiation). In the proceedings of the Interaktion in Web: Innovative Kommunikationsformen. Marburg, Germany. Proceedings pp. 95-112. Web: http://GerryStahl.net/publications/conferences/1998/verschrankung/index.html and http://GerryStahl.net/publications/conferences/1998/sharing/sharing.html.

11. Stahl, G., & Herrmann, T. (1999). Intertwining perspectives and negotiation. In the proceedings of the ACM SIGGROUP Conference on Supporting Group Work (Group '99). Phoenix, AZ. Proceedings pp. 316-324. Web: http://GerryStahl.net/cscl/papers/ch07.pdf.

12. Stahl, G. (2005). Reflections on supporting and studying collaborative team formation in post-cardiac surgery care. Philadelphia, PA: College of Information Science & Technology, Drexel University. Web: http://GerryStahl.net/pub/collabcare.pdf.

13. Stahl, G., Sumner, T., & Repenning, A. (1995). Internet repositories for collaborative learning: Supporting both students and teachers. In the proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL '95). Bloomington, Indiana. Proceedings pp. 321-328. ACM Press. Web: http://GerryStahl.net/cscl/papers/ch06.pdf.

14. Lenell, E., & Stahl, G. (2001). Evaluating affordance short-circuits by reviewers and authors participating in on-line journal reviews. In the proceedings of the European Computer Supported Collaborative Learning Conference (E-CSCL '01). Maastricht, NL. Proceedings pp. 406-413. Web: http://GerryStahl.net/publications/conferences/2001/ecscl2001/ecscl.html.

15. Kintsch, E., Steinhart, D., Stahl, G., Matthews, C., Lamb, R., & the LSA Research Group. (2000). Developing summarization skills through the use of LSA-backed feedback. Interactive Learning Environments. 8(2), 87-109. Web: http://GerryStahl.net/publications/journals/ile2000/ile.html.

16. Collazos, C. A., Guerrero, L. A., Pino, J. A., Ochoa, S., & Stahl, G. (2007). Designing collaborative learning environments using digital games. Journal of Universal Computer Science. 13(7), 781-791. Web: http://GerryStahl.net/pub/jucs2007.pdf.

17. Stahl, G., Rohde, M., & Wulf, V. (2006). Introduction: Computer support for learning communities. Behavior and Information Technology (BIT). 26(1), 1-3. Web: http://GerryStahl.net/pub/bit_intro.pdf. Doi: http://dx.doi.org/10.1080/01449290600811495.

18. Stahl, G. (2000). Review of "professional development for cooperative learning: Issues and approaches" book review]. Teaching and Learning in Medicine: An International Journal. 12(4). Web: [http://GerryStahl.net/cscl/papers/ch18.pdf.

9 Essays in Computer-Supported Collaborative Learning

Stahl, G. (2015). Essays in computer-supported collaborative learning. Philadelphia, PA: Gerry Stahl at Lulu. 216 pages. Web: http://GerryStahl.net/elibrary/cscl.

1. Stahl, G., Spada, H., Miyake, N., & Law, N. (2011). Introduction to the proceedings of CSCL 2011. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. Volume I — long papers. (Vol. I, pp. viii-xi). Lulu: ISLS. Web: http://GerryStahl.net/pub/cscl2011intro.pdf.

2. Stahl, G. (2006). Engaging with engaged learning. In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies. (pp. i-v). Boston: Springer. Web: http://GerryStahl.net/pub/engagement.pdf.

3. Stahl, G. (2006). Interview about chat. Newsletter of the Asia-Pacific Society for Computers in Education (APSCE ). 1(2), 4-5. Web: http://GerryStahl.net/pub/rptel_interview.pdf.

3. Stahl, G., & Chai, S. (2010). Group cognition as a new science of learning: An interview with Gerry Stahl. China Education Technology [in Chinese]. 2010 (May). Web: http://GerryStahl.net/pub/chinaed2009.pdf, http://GerryStahl.net/pub/chinaed2009_Chinese.pdf.

4. Stahl, G. (2010). Group-cognition factors in sociotechnical systems. Human Factors. Special issue on Collaboration, Coordination, and Adaptation in Complex Sociotechnical Systems 52(2), 340-343. Web: http://GerryStahl.net/pub/humanfactors2010.pdf.

5. Stahl, G., & Rosé, C. P. (2011). Group cognition in online teams. In E. Salas & S. M. Fiore (Eds.), Theories of team cognition: Cross-disciplinary perspectives. (ch. 21, pp. 517-547). New York, NY: Routledge/Taylor & Francis. Web: http://GerryStahl.net/pub/gcot.pdf.

6. Stahl, G. (2005). Sustaining online collaborative problem solving with math proposals [winner of best paper award]. In the proceedings of the International Conference on Computers and Education (ICCE 2005). Singapore, Singapore. Proceedings pp. 436-443. Web: http://GerryStahl.net/pub/icce2005.pdf & http://GerryStahl.net/pub/icce2005ppt.pdf.

6. Stahl, G. (2006). Sustaining group cognition in a math chat environment. Research and Practice in Technology Enhanced Learning (RPTEL). 1(2), 85-113. Web: http://GerryStahl.net/pub/rptel.pdf.

7. Stahl, G. (2009). Collaborative learning through practices of group cognition. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL 2009). Rhodes, Greece. Web: <http://GerryStahl.net/pub/cscl2009stahl.pdf.>

8. Sarmiento, J., & Stahl, G. (2008). Extending the joint problem space: Time and sequence as essential features of knowledge building [nominated for best paper of the conference]. In the proceedings of the International Conference of the Learning Sciences (ICLS 2008). Utrecht, Netherlands. Web: http://GerryStahl.net/pub/icls2008johann.pdf.

9. Stahl, G., Wee, J. D., & Looi, C.-K. (2007). Using chat, whiteboard and wiki to support knowledge building. In the proceedings of the International Conference on Computers in Education (ICCE 07). Hiroshima, Japan. Web: http://GerryStahl.net/pub/icce07.pdf.

10. Stahl, G., Çakir, M. P., Weimar, S., Weusijana, B. K., & Ou, J. X. (2010). Enhancing mathematical communication for virtual math teams. Acta Didactica Napocensia. 3(2), 101-114. Web: http://GerryStahl.net/pub/adn2010.pdf.

11. Stahl, G., Rosé, C. P., & Goggins, S. (2010). Analyzing the discourse of GeoGebra collaborations. In the proceedings of the First North American GeoGebra Conference. Ithaca, NY. Web: http://GerryStahl.net/pub/geogebrana2010b.pdf.

12. Stahl, G., Rosé, C. P., O'Hara, K., & Powell, A. B. (2010). Supporting group math cognition in virtual math teams with software conversational agents. In the proceedings of the First North American GeoGebra Conference. Ithaca, NY. Web: http://GerryStahl.net/pub/geogebrana2010a.pdf.

10 Essays in Group-Cognitive Science

Stahl, G. (2015). Essays in group-cognitive science. Philadelphia, PA: Gerry Stahl at Lulu. 218 pages. Web: http://GerryStahl.net/elibrary/science.

1. Stahl, G. (2010). Group cognition as a foundation for the new science of learning. In M. S. Khine & I. M. Saleh (Eds.), New science of learning: Cognition, computers and collaboration in education. (pp. 23-44). New York, NY: Springer. Web: http://GerryStahl.net/pub/scienceoflearning.pdf.

2. Stahl, G. (2011). How to study group cognition. In S. Puntambekar, G. Erkens & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: Methodologies, approaches and issues. (ch. 5, pp. 107-130). New York, NY: Springer. Web: http://GerryStahl.net/pub/analyzinginteractions.pdf.

2. Stahl, G. (2012). A view of computer-supported collaborative learning research and its lessons for future-generation collaboration systems. Web: http://GerryStahl.net/pub/fgcs.pdf.

3. Stahl, G. (2011). How I view learning and thinking in CSCL groups. Research and Practice in Technology Enhanced Learning (RPTEL). 6(3), 137-159. Web: http://GerryStahl.net/pub/rptel2011.pdf, http://youtu.be/h5MpUJnTipM.

4. Stahl, G. (2011). Theories of cognition in CSCW. In the proceedings of the European Computer-Supported Cooperative Work. Aarhus, Denmark. Web: http://GerryStahl.net/pub/ecscw2011.pdf.

4. Stahl, G. (2012). Theorien des CSCL [theories in CSCL -- in German] (J. Haake & M. Muehlpfordt, Trans.). In J. Haake, G. Schwabe & M. Wessner (Eds.), CSCL-kompendium 2.0. (pp. 16-30). Frankfurt, Germany: Oldenburg. Web: http://GerryStahl.net/pub/theorien.pdf, http://GerryStahl.net/pub/theories.pdf, .

4. Stahl, G. (2013). Theories of cognition in collaborative learning. In C. Hmelo-Silver, A. O'Donnell, C. Chan & C. Chinn (Eds.), International handbook of collaborative learning. (ch. 4, pp. 74-90). New York, NY: Taylor & Francis. Web: http://GerryStahl.net/pub/clhandbook.pdf.

4. Stahl, G. (2013). Theories of collaborative cognition: Foundations for CSCL and CSCW together. In S. Goggins & I. Jahnke (Eds.), CSCL@work. (Vol. #13 Springer CSCL Book Series, ch. 3, pp. 43-64). New York, NY: Springer. Web: http://GerryStahl.net/pub/collabcognition.pdf.

5. Stahl, G. (2011). The structure of collaborative problem solving in a virtual math team. In the proceedings of the iConference 2011. Seattle, WA. Web: http://GerryStahl.net/pub/iconf2011.pdf.

5. Stahl, G. (2011). How a virtual math team structured its problem solving. In the proceedings of the Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. N. Miyake, H. Spada & G. Stahl. Lulu: ISLS. Proceedings pp. 256-263. Web: http://GerryStahl.net/pub/cscl2011stahl.pdf, http://GerryStahl.net/pub/cscl2011stahl.ppt.pdf, http://youtu.be/0Dg02YQCQIE.

6. Stahl, G. (2013). Interaction analysis of a biology chat. In D. D. Suthers, K. Lund, C. P. Rosé, C. Teplovs & N. Law (Eds.), Productive multivocality in the analysis of group interactions. (Vol. #14 Springer CSCL Book Series, ch. 28, pp. 511-540). New York, NY: Springer. Web: http://GerryStahl.net/pub/multivocal.pdf.

7. Stahl, G. (2011). Coding scheme for sequential discourse. Web: http://GerryStahl.net/pub/coded4b.pdf.

8. Strijbos, J. W., & Stahl, G. (2007). Methodological issues in developing a multi-dimensional coding procedure for small group chat communication. Learning & Instruction. Special issue on measurement challenges in collaborative learning research. 17(4), 394-404. Web: http://GerryStahl.net/vmtwiki/jw.pdf.

9. Stahl, G., & Strijbos, J. W. (2004). A multi-dimensional coding scheme for mathematical collaboration. Web: http://GerryStahl.net/pub/multi_dim_codes.pdf.

11 Essays in Philosophy of Group Cognition

Stahl, G. (2015). Essays in philosophy of group cognition. Philadelphia, PA: Gerry Stahl at Lulu. 203 pages. Web: http://GerryStahl.net/elibrary/theory.

1. Stahl, G. (2015). Conceptualizing the intersubjective group. International Journal of Computer-Supported Collaborative Learning. 10(3), 209-217. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-015-9220-4.

2. Stahl, G., Zhou, N., Çakir, M. P., & Sarmiento-Klapper, J. W. (2011). Seeing what we mean: Co-experiencing a shared virtual world. In the proceedings of the Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. Lulu: ISLS. Proceedings pp. 534-541. Web: http://GerryStahl.net/pub/cscl2011.pdf, http://GerryStahl.net/pub/cscl2011.ppt.pdf, http://youtu.be/HC6eLNNIvCk.

3. Stahl, G. (2016). The group as paradigmatic unit of analysis: The contested relationship of CSCL to the learning sciences. In M. A. Evans, M. J. Packer & R. K. Sawyer (Eds.), Reflections on the learning sciences. (ch. 5). New York, NY: Cambridge University Press. Web: http://GerryStahl.net/pub/ls.pdf.

4. Stahl, G. (2016). From intersubjectivity to group cognition. Computer Supported Cooperative Work. Web: http://GerryStahl.net/pub/intersubjectivity.pdf

5. Stahl, G. (2014). The constitution of group cognition. In L. Shapiro (Ed.), Handbook of embodied cognition. (ch. 32, pp. 335-346). New York, NY: Routledge. Web: http://GerryStahl.net/pub/embodied.pdf.

6. Stahl, G. (2012). Ethnomethodologically informed. International Journal of Computer-Supported Collaborative Learning. 7(1), 1-10. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-012-9142-3.

7. Stahl, G. (2012). Cognizing mediating: Unpacking the entanglement of artifacts with collective minds. International Journal of Computer-Supported Collaborative Learning. 7(2), 187-191. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-012-9148-x.

8. Stahl, G. (2006). Supporting group cognition in an online math community: A cognitive tool for small-group referencing in text chat. Journal of Educational Computing Research (JECR) special issue on Cognitive tools for collaborative communities. 35(2), 103-122. Web: http://GerryStahl.net/pub/jecr.pdf.

9. Stahl, G. (2005). Group cognition in computer assisted learning. Journal of Computer Assisted Learning. Web: http://GerryStahl.net/publications/journals/JCAL.pdf. Doi: http://dx.doi.org/10.1111/j.1365-2729.2005.00115.x.

10. Stahl, G. (2015). Computer-supported academically productive discourse. In L. Resnick, C. Asterhan & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. (pp. 213-224): AERA Publications. Web: http://GerryStahl.net/pub/lrdc2015.pdf.

12 Essays in Online Mathematics Interaction

Stahl, G. (2015). Essays in online mathematics interaction. Philadelphia, PA: Gerry Stahl at Lulu. 220 pages. Gerry Stahl's assembled texts #12. Web: http://GerryStahl.net/elibrary/math.

1. Çakir, M. P., Stahl, G., & Zemel, A. (2010). Interactional achievement of shared mathematical understanding in virtual math teams. In the proceedings of the International Conference of the Learning Sciences (ICLS 2010). Chicago, IL. ISLS. Web: http://GerryStahl.net/pub/icls2010cakir.pdf.

2. Çakir, M. P., & Stahl, G. (2013). The integration of mathematics discourse, graphical reasoning and symbolic expression by a virtual math team. In D. Martinovic, V. Freiman & Z. Karadag (Eds.), Visual mathematics and cyberlearning. (pp. 49-96). New York, NY: Springer. Web: http://GerryStahl.net/pub/visualmath.pdf.

3. Cakir, M. P., Zemel, A., & Stahl, G. (2009). The joint organization of interaction within a multimodal CSCL medium. International Journal of Computer-Supported Collaborative Learning. 4(2), 115-149. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-009-9061-0.

4. Koschmann, T., Stahl, G., & Zemel, A. (2009). "You can divide the thing into two parts": Analyzing referential, mathematical and technological practice in the VMT environment. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL 2009). Rhodes, Greece. Web: http://GerryStahl.net/pub/cscl2009tim.pdf.

5. Stahl, G., Zemel, A., & Koschmann, T. (2009). Repairing indexicality in virtual math teams. In the proceedings of the International Conference on Computers and Education (ICCE 2009). Hong Kong, China. Web: http://GerryStahl.net/pub/icce2009.pdf.

6. Sarmiento, J., & Stahl, G. (2007). Group creativity in virtual math teams: Interactional mechanisms for referencing, remembering and bridging. In the proceedings of the Creativity and Cognition Conference. Baltimore, MD. Web: http://GerryStahl.net/vmtwiki/johann2.pdf.

6. Sarmiento, J., & Stahl, G. (2008). Group creativity in inter-action: Referencing, remembering and bridging. International Journal of Human-Computer Interaction (IJHCI). 492–504. Web: http://GerryStahl.net/pub/ijhci2007.pdf.

7. Trausan-Matu, S., Stahl, G., & Sarmiento, J. (2006). Polyphonic support for collaborative learning. In Y. A. Dimitriadis (Ed.), Groupware: Design, implementation, and use: Proceedings of the 12th international workshop on groupware, CRIWG 2006, medina del campo, Spain, september 17-21, 2006. LNCS 4154. (pp. 132-139). Berlin: Springer Verlag. Web: http://GerryStahl.net/pub/interanimation.pdf.

8. Stahl, G. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. International Journal of Computer-Supported Collaborative Learning. 3(3), 361-368. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-008-9046-4.

13 Essays in Collaborative Dynamic Geometry

Stahl, G. (2015). Essays in collaborative dynamic geometry. Philadelphia, PA: Gerry Stahl at Lulu. 160 pages. Web: http://GerryStahl.net/elibrary/dynamic.

1. Stahl, G., Ou, J. X., Weusijana, B. K., Çakir, M. P., & Weimar, S. (2010). Multi-user GeoGebra for virtual math teams. GeoGebra: The New Language For The Third Millennium. 1(1), 117-126. Web: http://GerryStahl.net/pub/geogebra_romania.pdf.

2. Stahl, G. (2012). Designing a learning environment for promoting math discourse. In the proceedings of the 12th International Conference on Mathematical Education. Seoul, Korea. Web: http://GerryStahl.net/pub/icme_design.pdf, Slides: http://GerryStahl.net/pub/icme2012.ppt.pdf.

3. Stahl, G. (2012). Supporting group cognition, individual learning and community practices in dynamic geometry. In the proceedings of the 3rd International Conference on Emerging Intelligent Data and Web Technologies (EIDWT 2012). Bucharest, Romania. Web: http://GerryStahl.net/pub/eidwt2012.pdf, http://GerryStahl.net/pub/resources.pdf, http://GerryStahl.net/pub/eidwt.ppt.pdf.

4. Stahl, G. (2012). Evaluating significant math discourse in a learning environment. In the proceedings of the 12th International Conference on Mathematical Education. Seoul, Korea. Web: http://GerryStahl.net/pub/icme_discourse.pdf.

5. Öner, D., & Stahl, G. (2015). Poster: Tracing the change in discourse in a collaborative dynamic-geometry environment: From visual to more mathematical. Presented at the CSCL 2015, Gothenburg, Sweden. Web: http://GerryStahl.net/pub/cscl2015oner.pdf.

5. Öner, D., & Stahl, G. (2015). Tracing the change in discourse from visual to more mathematical. Unpublished manuscript. Web: http://GerryStahl.net/pub/tracing.pdf.

6. Khoo, M., & Stahl, G. (2015). Constructing knowledge: A community of practice approach to evaluation in the VMT project. In the proceedings of the CSCL 2015. Gothenburg, Sweden. Web: http://GerryStahl.net/pub/cscl2015khoo.pdf.

7. Çakir, M. P., & Stahl, G. (2015). Dragging as a referential resource for mathematical meaning making in a collaborative dynamic-geometry environment [nominated for best paper of conference]. In the proceedings of the CSCL 2015. Gothenburg, Sweden. Web: http://GerryStahl.net/pub/cscl2015cakir.pdf.

8. Stahl, G., Weimar, S., Fetter, A., & Mantoan, A. (2014). Collaborative exploration of geometric dependencies in dynamic geometry. In the proceedings of the Fifth North-American GeoGebra Conference 2014. Toronto, Canada. Web: http://GerryStahl.net/pub/ggb2014research.pdf.

9. Stahl, G., Weimar, S., Fetter, A., & Mantoan, A. (2014). Working group: Developing comprehensive open-source geometry curricula using GeoGebra. Presented at the Fifth North-American GeoGebra Conference 2014, Toronto, Canada. Web: http://GerryStahl.net/pub/ggb2014wg.pdf.

14 Adventures in Dynamic Geometry

Stahl, G. (2015). Adventures in dynamic geometry. Philadelphia, PA: Gerry Stahl at Lulu. 355 pages. Web: http://GerryStahl.net/elibrary/topics.

1. Stahl, G. (2015). The construction crew game. Web: http://GerryStahl.net/elibrary/topics/game.pdf; http://ggbtu.be/b154045.

2. Stahl, G. (2014). Geogebrabook: Construct dynamic geometry together. Web: http://GerryStahl.net/elibrary/topics/construct.pdf; http://ggbtu.be/b140867.

2. Stahl, G. (2014). Explore dynamic geometry together. Web: http://GerryStahl.net/elibrary/topics/explore.pdf.

3. Stahl, G. (2013). Topics in dynamic geometry for virtual math teams. Web: http://GerryStahl.net/elibrary/topics/topics.pdf.

4. Stahl, G. (2012). Dynamic-geometry activities with GeoGebra for virtual math teams. Web: http://GerryStahl.net/elibrary/topics/activities.pdf.

15 Global Introduction to CSCL

Stahl, G. (2010). Global introduction to CSCL. Philadelphia, PA: Gerry Stahl at Lulu. 166 pages. Web: http://GerryStahl.net/elibrary/global.

1. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences. (pp. 409-426). Cambridge, UK: Cambridge University Press. Web: http://GerryStahl.net/elibrary/global.

1. Stahl, G., Koschmann, T., & Suthers, D. (2020). Computer-supported collaborative learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences, revised version. Cambridge, UK: Cambridge University Press. Web: http://GerryStahl.net/pub/chls3.pdf.

3. Stahl, G., Koschmann, T., & Suthers, D. (2008). Aprendizagem colaborativa com suporte computacional: Uma perspectiva histórica [computer-supported collaborative learning: An historical perspective] (portugese translation by hugo fuks & tatiana escovedo). Boletim Gepem. 52(Dez.). Web: http://GerryStahl.net/cscl/CSCL_Portuguese.pdf.

5. Stahl, G., Koschmann, T., & Suthers, D. (2008). Învarea colaborative sprijinit de calculator: O perspective istorica. [computer-supported collaborative learning: An historical perspective]. (Romanian) (S. Trusan-Matu, Trans.). In S. Trusan-Matu (Ed.), Interactiunea conversational în sistemele colaborative pe web. [conversational interaction in web-based collaboration systems]. (Romanian). (ch. 1, pp. 1-24). Belgrade, Romania: Editura MatrixRom. Web: http://GerryStahl.net/cscl/CSCL_Romanian.pdf.

16 Editorial Introductions to ijCSCL

Stahl, G. (2010). Editorial introductions to ijCSCL. Philadelphia, PA: Gerry Stahl at Lulu. 357 pages. Web: http://GerryStahl.net/elibrary/ijcscl

17 Proposals for Research

Stahl, G. (2010). Proposals for research. Philadelphia, PA: Gerry Stahl at Lulu. 595 pages. Web: http://GerryStahl.net/elibrary/proposals.

18 Overview & Autobiographical Essays

Stahl, G. (2015). Overview and autobiographical essays. Philadelphia, PA: Gerry Stahl at Lulu. 132 pages. Web: http://GerryStahl.net/elibrary/overview.

19 Theoretical Investigations

Stahl, G. (2018). Theoretical investigations: Philosophical foundations of group cognition. New York, NY: Springer. 600 pages. Web: http://GerryStahl.net/elibrary/investigations.

1. Stahl, G. (2018). Investigation 1. Advancing a CSCL vision. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. New York, NY: Springer. Web: <http://GerryStahl.net/pub/advancing.pdf.>

2. Stahl, G. (2018). Investigation 2. A theory of group cognition in CSCL. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. New York, NY: Springer. Web: <http://GerryStahl.net/pub/theory.pdf.>

2. Stahl, G. (2015b). Conceptualizing the intersubjective group. International Journal of Computer-Supported Collaborative Learning. 10(3), 209-217. Doi: 10.1007/s11412-015-9220-4.

2. Stahl, G. (2012a). Cognizing mediating: Unpacking the entanglement of artifacts with collective minds. International Journal of Computer-Supported Collaborative Learning. 7(2), 187-191. Doi: 10.1007/s11412-012-9148-x.

2. Stahl, G. (2012b). Ethnomethodologically informed. International Journal of Computer-Supported Collaborative Learning. 7(1), 1-10. Doi: 10.1007/s11412-012-9142-3.

2. Stahl, G. (2012c). Traversing planes of learning. International Journal of Computer-Supported Collaborative Learning. 7(4), 467-473. Doi: 10.1007/s11412-012-9159-7.

2. Stahl, G. (2013). Learning across levels. International Journal of Computer-Supported Collaborative Learning. 8(1), 1-12. Doi: 10.1007/s11412-013-9169-0.

8. Stahl, G. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. International Journal of Computer-Supported Collaborative Learning. 3(3), 361-368. Web: Doi: 10.1007/s11412-008-9046-4.

12. Çakir, M. P., Zemel, A., & Stahl, G. (2009). The joint organization of interaction within a multimodal CSCL medium. International Journal of Computer-Supported Collaborative Learning. 4(2), 115-149. Doi: 10.1007/s11412-009-9061-0.

15. Stahl, G. (2016b). The group as paradigmatic unit of analysis: The contested relationship of CSCL to the learning sciences. In M. A. Evans, M. J. Packer & R. K. Sawyer (Eds.), Reflections on the learning sciences. (ch. 5, pp. 76-102). New York, NY: Cambridge University Press. Web: <http://GerryStahl.net/pub/ls.pdf>

16. Stahl, G. (2017). Group practices: A new way of viewing CSCL. International Journal of Computer-Supported Collaborative Learning. 12(1), 113–126. Web: <http://GerryStahl.net/pub/practices.pdf>. Doi: 10.1007/s11412-016-9227-5.

17. Stahl, G., Zhou, N., Çakir, M. P., & Sarmiento-Klapper, J. W. (2011). Seeing what we mean: Co-experiencing a shared virtual world. In the proceedings of the Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. Lulu: ISLS. Proceedings pp. 534-541. Web: <http://GerryStahl.net/pub/cscl2011.pdf>, <http://GerryStahl.net/pub/cscl2011.ppt.pdf>, <http://youtu.be/HC6eLNNIvCk>

18. Stahl, G. (2016a). From intersubjectivity to group cognition. Computer Supported Cooperative Work (CSCW). 25(4), 355-384. Web: http://GerryStahl.net/pub/intersubjectivity.pdf Doi: 10.1007/s10606-016-9243-z

19. Stahl, G. (2014). The constitution of group cognition. In L. Shapiro (Ed.), Handbook of embodied cognition. (ch. 32, pp. 335-346). New York, NY: Routledge. Web: http://GerryStahl.net/pub/embodied.pdf

20. Stahl, G. (2005). Group cognition in computer assisted learning. Journal of Computer Assisted Learning. Web: http://GerryStahl.net/publications/journals/JCAL.pdf. Doi: http://dx.doi.org/10.1111/j.1365-2729.2005.00115.x.

21. Stahl, G. (2015a). Computer-supported academically productive discourse. In L. Resnick, C. Asterhan & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. (pp. 213-224): AERA Publications. Web: http://GerryStahl.net/pub/lrdc2015.pdf

22. Stahl, G. (2006a). Supporting group cognition in an online math community: A cognitive tool for small-group referencing in text chat. Journal of Educational Computing Research (JECR) special issue on Cognitive tools for collaborative communities. 35(2), 103-122. Web: http://GerryStahl.net/pub/jecr.pdf

23. Stahl, G. (2006b). Sustaining group cognition in a math chat environment. Research and Practice in Technology Enhanced Learning (RPTEL). 1(2), 85-113. Web: http://GerryStahl.net/pub/rptel.pdf.

23. Stahl, G. (2011a). Coding scheme for sequential discourse. Web: http://GerryStahl.net/pub/coded4b.pdf.

24. Stahl, G. (2011c). How I view learning and thinking in CSCL groups. Research and Practice in Technology Enhanced Learning (RPTEL). 6(3), 137-159. Web: http://GerryStahl.net/pub/rptel2011.pdf, http://youtu.be/h5MpUJnTipM.

25. Stahl, G. (2011b). How a virtual math team structured its problem solving. In the proceedings of the Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. N. Miyake, H. Spada & G. Stahl. Lulu: ISLS. Proceedings pp. 256-263. Web: http://GerryStahl.net/pub/cscl2011stahl.pdf, http://GerryStahl.net/pub/cscl2011stahl.ppt.pdf, http://youtu.be/0Dg02YQCQIE

20 Works of 3-D Form

Stahl, G. (2018). Works of 3-D form. Philadelphia, PA: Gerry Stahl at Lulu. 180 pages. Web: http://GerryStahl.net/elibrary/form.

  1. Chronological Listing of Papers with Volume and Chapter Numbers

Vol. 7. Ch. 1. (1967). G. Stahl. Truth as value: Nietzsche's escape from nihilism.

Vol. 7. Ch. 20. (1970). G. Stahl. Time and Being: A translation of Martin Heidegger's Zeit und Sein.

Vol. 7. Ch. 4. (1974). G. Stahl. Sound and Society: An Essay on Electronic Music.

Vol. 7. Ch. 5. (1974). G. Stahl. Utopian Optics: Theodor W. Adorno's Prisms: Cultural Criticism and Society.

Vol. 1. Ch. 1. (1975). G. Stahl. Marxian Hermeneutics and Heideggerian Social Theory: Interpreting and Transforming Our World.

Vol. 7. Ch. 2. (1975). G. Stahl. The jargon of authenticity: An introduction to a Marxist critique of Heidegger.

Vol. 7. Ch. 3. (1976). G. Stahl. Attuned to Being: Heideggerian music in technological society.

Vol. 7. Ch. 7. (1976). G. Stahl. The Theory and Practice of Democratic Socialism.

Vol. 7. Ch. 6. (1978). G. Stahl. A Modern Voice for Marx.

Vol. 7. Ch. 8. (1979). G. Stahl. The Economic Facts of Unemployment.

Vol. 7. Ch. 3. (1979). G. Stahl. Attuned to Being: Heideggerian music in technological society.

Vol. 7. Ch. 9. (1984). G. Stahl. Education for Democracy at Mondragon.

Vol. 8. Ch. 1. (1991). G. Stahl. A Hypermedia Inference Language as an Alternative to Rule-based Systems.

Vol. 8. Ch. 2. (1992). G. Stahl. A Computational Medium for Supporting Interpretation in Design.

Vol. 8. Ch. 3. (1992). G. Stahl. Toward a Theory of Hermeneutic Software Design: Dissertation Proposal.

Vol. 7. Ch. 11. (1992). G. Stahl. The Evolutionary Analysis of Knowledge.

Vol. 7. Ch. 12. (1992). G. Stahl. The Rapid Evolution of Knowledge.

Vol. 8. Ch. 1. (1992). G. Stahl, R. McCall and G. Peper. Extending hypermedia with an inference language: An alternative to rule-based expert systems.

Vol. 8. Ch. 7. (1993). G. Fischer, K. Nakakoji, J. Ostwald, G. Stahl and T. Sumner. Embedding computer-based critics in the contexts of design.

Vol. 8. Ch. 8. (1993). G. Fischer, K. Nakakoji, J. Ostwald, G. Stahl and T. Sumner. Embedding critics in design environments.

Vol. 3. Ch. 4. (1993). G. Stahl. Supporting situated interpretation.

Vol. 2. Ch. 1. (1993). G. Stahl. Interpretation in Design: The Problem of Tacit and Explicit Understanding in Computer Support of Cooperative Design.

Vol. 8. Ch. 4. (1995). G. Stahl. Supporting Personalizable Learning.

Vol. 3. Ch. 1. (1995). G. Stahl, T. Sumner and R. Owen. Share globally, adapt locally: Software to create and distribute student-centered curriculum.

Vol. 8. Ch. 13. (1995). G. Stahl, T. Sumner and A. Repenning. Internet repositories for collaborative learning: Supporting both students and teachers.

Vol. 8. Ch. 5. (1996). G. Stahl. Personalizing the Web.

Vol. 3. Ch. 3. (1996). G. Stahl. Armchair missions to Mars: Using case-based reasoning and fuzzy logic to simulate a time series model of astronaut crews.

Vol. 2. Ch. 2. (1996). G. Stahl. Supporting Interpretation in Design.

Vol. 7. Ch. 13. (1996). G. Stahl. We have to work in the future now. (In fact, we are already late.).

Vol. 7. Ch. 18. (1996). G. Stahl. On Alexander's pattern language as end-user programming.

Vol. 7. Ch. 15. (1997). G. Stahl. Consciousness Without Neural Correlates.

Vol. 7. Ch. 14. (1997). G. Stahl. LSA Visits the Chinese Room.

Vol. 8. Ch. 8. (1998). G. Fischer, K. Nakakoji, J. Ostwald, G. Stahl and T. Sumner. Embedding critics in design environments.

Vol. 3. Ch. 5. (1998). G. Stahl. Collaborative information environments for innovative communities of practice.

Vol. 7. Ch. 16. (1998). G. Stahl. Software Semiotics.

Vol. 7. Ch. 17. (1998). G. Stahl. Software as a new art form.

Vol. 7. Ch. 19. (1998). G. Stahl. Lela's Birthday is a "Lela Birthday".

Vol. 8. Ch. 11. (1998). G. Stahl and T. Herrmann. Verschrankung von Perspectiven durch Aushandlung (in German; translated by G. Stahl as: The sharing of perspectives by means of negotiation).

Vol. 7. Ch. 10. (1998). G. Stahl, T. Koschmann and H. S. Barrows. Problem-Based Learning: White paper for a Collaboration.

Vol. 8. Ch. 10. (1999). G. Stahl. Reflections on WebGuide: Seven issues for the next generation of collaborative knowledge-building environments.

Vol. 8. Ch. 9. (1999). G. Stahl. POW! Perspectives on the Web.

Vol. 3. Ch. 6. (1999). G. Stahl. WebGuide: Guiding collaborative learning on the Web with perspectives.

Vol. 8. Ch. 6. (1999). G. Stahl. Supporting Personalization and Reseeding-on-demand.

Vol. 8. Ch. 11. (1999). G. Stahl and T. Herrmann. Intertwining perspectives and negotiation.

Vol. 8. Ch. 15. (2000). E. Kintsch, D. Steinhart, G. Stahl, C. Matthews, R. Lamb and the LSA Research Group. Developing summarization skills through the use of LSA-backed feedback.

Vol. 3. Ch. 5. (2000). G. Stahl. Collaborative information environments to support knowledge construction by communities.

Vol. 8. Ch. 18. (2000). G. Stahl. Review of "Professional Development for Cooperative Learning: Issues and Approaches" [book review].

Vol. 3. Ch. 9. (2000). G. Stahl. A model of collaborative knowledge-building.

Vol. 3. Ch. 3. (2000). G. Stahl. Armchair missions to Mars: Using case-based reasoning and fuzzy logic to simulate a time series model of astronaut crews.

Vol. 8. Ch. 14. (2001). E. Lenell and G. Stahl. Evaluating affordance short-circuits by reviewers and authors participating in on-line journal reviews.

Vol. 3. Ch. 6. (2001). G. Stahl. WebGuide: Guiding collaborative learning on the Web with perspectives.

Vol. 3. Ch. 10. (2002). G. Stahl. Rediscovering CSCL.

Vol. 3. Ch. 11. (2002). G. Stahl. Contributions to a theoretical framework for CSCL.

Vol. 3. Ch. 11. (2002). G. Stahl. Introduction: Foundations for a CSCL community.

Vol. 3. Ch. 12. (2002). G. Stahl. Understanding educational computational artifacts across community boundaries.

Vol. 3. Ch. 7. (2002). G. Stahl. Groupware goes to school.

Vol. 3. Ch. 17. (2002). G. Stahl. Can community knowledge exceed its members'?

Vol. 3. Ch. 8. (2003). G. Stahl. Knowledge negotiation in asynchronous learning networks.

Vol. 3. Ch. 16. (2003). G. Stahl. Meaning and interpretation in collaboration.

Vol. 3. Ch. 20. (2003). G. Stahl. Keynote: The future of computer support for learning: An American/German DeLFIc vision.

Vol. 3. Ch. 17. (2003). G. Stahl. Can shared knowledge exceed the sum of its parts?

Vol. 3. Ch. 17. (2003). G. Stahl. Can community knowledge exceed its members'?

Vol. 3. Ch. 16. (2003). G. Stahl. Mediation of Group Cognition.

Vol. 3. Ch. 18. (2004). T. Koschmann, G. Stahl and A. Zemel. The Video Analyst's Manifesto (or The Implications of Garfinkel's Policies for the Development of a Program of Video Analytic Research within the Learning Sciences).

Vol. 3. Ch. 15. (2004). G. Stahl. Building collaborative knowing: Elements of a social theory of CSCL.

Vol. 3. Ch. 7. (2004). G. Stahl. Groupware goes to school: Adapting BSCW to the classroom.

Vol. 3. Ch. 13. (2004). G. Stahl. Collaborating with Relational References [contribution to the workshop on Representational Support for Knowledge Building Discourse].

Vol. 3. Ch. 21. (2004). G. Stahl. Thinking at the group unit of analysis.

Vol. 3. Ch. 14. (2004). G. Stahl and A. Carell. Kommunikationskonzepte [The role of communication concepts for CSCL pedagogy].

Vol. 10. Ch. 10. (2004). G. Stahl and J. W. Strijbos. A Multi-Dimensional Coding Scheme for Mathematical Collaboration.

Vol. 3. Ch. 19. (2005). G. Stahl. Group cognition: The collaborative locus of agency in CSCL.

Vol. 11. Ch. 10. (2005). G. Stahl. Group cognition in computer assisted learning.

Vol. 9. Ch. 6. (2005). G. Stahl. Sustaining online collaborative problem solving with math proposals [winner of best paper award].

Vol. 8. Ch. 12. (2005). G. Stahl. Reflections on Supporting and Studying Collaborative Team Formation in Post-Cardiac Surgery Care.

Vol. 4. Ch. 22. (2005). J. W. Strijbos and G. Stahl. Chat-based problem solving in small groups: Developing a multi-dimensional coding scheme.

Vol. 4. Ch. 23. (2005). A. Zemel, F. Xhafa and G. Stahl. Analyzing the organization of collaborative math problem-solving in online chats using statistics and conversation analysis.

Vol. 3. Ch. 0. (2006). G. Stahl. Group Cognition: Computer Support for Building Collaborative Knowledge.

Vol. 9. Ch. 2. (2006). G. Stahl. Engaging with engaged learning.

Vol. 4. Ch. 18. (2006). G. Stahl. Scripting Group Cognition: The Problem of Guiding Situated Collaboration.

Vol. 4. Ch. 5. (2006). G. Stahl. Analyzing and Designing the Group Cognitive Experience.

Vol. 9. Ch. 6. (2006). G. Stahl. Sustaining group cognition in a math chat environment.

Vol. 4. Ch. 2. (2006). G. Stahl. Virtual Math Teams Project: An Overview of VMT.

Vol. 9. Ch. 3. (2006). G. Stahl. Interview about chat.

Vol. 11. Ch. 9. (2006). G. Stahl. Supporting group cognition in an online math community: A cognitive tool for small-group referencing in text chat.

Vol. 16. Ch. 4. (2006). G. Stahl and F. Hesse. Social practices of computer-supported collaborative learning.

Vol. 16. Ch. 3. (2006). G. Stahl and F. Hesse. Focusing on participation in group meaning making.

Vol. 16. Ch. 2. (2006). G. Stahl and F. Hesse. Building knowledge in the classroom, building knowledge in the CSCL community.

Vol. 16. Ch. 1. (2006). G. Stahl and F. Hesse. ijCSCL -- a journal for research in CSCL.

Vol. 15. Ch. 2. (2006). G. Stahl, T. Koschmann and D. Suthers. Computer-supported collaborative learning: An historical perspective.

Vol. 8. Ch. 17. (2006). G. Stahl, M. Rohde and V. Wulf. Introduction: Computer support for learning communities.

Vol. 12. Ch. 7. (2006). S. Trausan-Matu, G. Stahl and J. Sarmiento. Polyphonic Support for Collaborative Learning.

Vol. 8. Ch. 16. (2007). C. A. Collazos, L. A. Guerrero, J. A. Pino, S. Ochoa and G. Stahl. Designing collaborative learning environments using digital games.

Vol. 3. Ch. 18. (2007). T. Koschmann, G. Stahl and A. Zemel. The Video Analyst's Manifesto (or The Implications of Garfinkel's Policies for the Development of a Program of Video Analytic Research within the Learning Sciences).

Vol. 4. Ch. 15. (2007). M. Mühlpfordt and G. Stahl. The Integration of Synchronous Communication across Dual Interaction Spaces.

Vol. 12. Ch. 6. (2007). J. Sarmiento and G. Stahl. Group Creativity in Virtual Math Teams: Interactional Mechanisms for Referencing, Remembering and Bridging.

Vol. 16. Ch. 7. (2007). G. Stahl. CSCL and its flash themes.

Vol. 16. Ch. 5. (2007). G. Stahl and F. Hesse. Welcome to the future: ijCSCL volume 2.

Vol. 16. Ch. 6. (2007). G. Stahl, D. D. Suthers and F. Hesse. A double issue for CSCL 2007.

Vol. 9. Ch. 9. (2007). G. Stahl, J. D. Wee and C.-K. Looi. Using chat, whiteboard and wiki to support knowledge building.

Vol. 10. Ch. 9. (2007). J. W. Strijbos and G. Stahl. Methodological issues in developing a multi-dimensional coding procedure for small group chat communication.

Vol. 12. Ch. 6. (2008). J. Sarmiento and G. Stahl. Group creativity in inter-action: Referencing, remembering and bridging.

Vol. 9. Ch. 8. (2008). J. Sarmiento and G. Stahl. Extending the Joint Problem Space: Time and Sequence as Essential Features of Knowledge Building [nominated for best paper of the conference].

Vol. 4. Ch. 1. (2008). G. Stahl. Chat on Collaborative Knowledge Building.

Vol. 12. Ch. 8. (2008). G. Stahl. Thinking as communicating: human development, the growth of discourses and mathematizing.

Vol. 16. Ch. 9. (2008). G. Stahl. The strength of the lone wolf.

Vol. 16. Ch. 11. (2008). G. Stahl and F. Hesse. CSCL practices.

Vol. 16. Ch. 10. (2008). G. Stahl and F. Hesse. Explorations of participation in discourse.

Vol. 16. Ch. 8. (2008). G. Stahl and F. Hesse. The many levels of CSCL.

Vol. 15. Ch. 7. (2008). G. Stahl, T. Koschmann and D. Suthers. Învăţarea colaborativă sprijinită de calculator: o perspectivă istorică. [Computer-supported collaborative learning: An historical perspective]. (Romanian)

Vol. 15. Ch. 4. (2008). G. Stahl, T. Koschmann and D. Suthers. Aprendizagem colaborativa com suporte computacional: Uma perspectiva histórica [Computer-supported collaborative learning: An historical perspective] (Portugese translation by Hugo Fuks & Tatiana Escovedo).

Vol. 4. Ch. 24. (2008). S. Trausan-Matu, G. Stahl and J. Sarmiento. Polyphonic Support for Collaborative Learning.

Vol. 12. Ch. 2. (2009). M. P. Çakir, A. Zemel and G. Stahl. The joint organization of interaction within a multimodal CSCL medium.

Vol. 12. Ch. 4. (2009). T. Koschmann, G. Stahl and A. Zemel. "You can divide the thing into two parts": Analyzing Referential, Mathematical and Technological Practice in the VMT Environment.

Vol. 4. Ch. 0. (2009). G. Stahl. Studying Virtual Math Teams.

Vol. 9. Ch. 7. (2009). G. Stahl. Collaborative learning through practices of group cognition.

Vol. 18. Ch. 5. (2009). G. Stahl. A Career in Informatics.

Vol. 4. Ch. 1. (2009). G. Stahl. A Chat About Chat.

Vol. 4. Ch. 17. (2009). G. Stahl. Deictic Referencing in VMT.

Vol. 4. Ch. 16. (2009). G. Stahl. Designing a Mix of Synchronous and Asynchronous Media for VMT.

Vol. 4. Ch. 5. (2009). G. Stahl. From Individual Representations to Group Cognition.

Vol. 4. Ch. 4. (2009). G. Stahl. Interactional Methods and Social Practices in VMT.

Vol. 4. Ch. 3. (2009). G. Stahl. Mathematical Discourse as Group Cognition.

Vol. 4. Ch. 26. (2009). G. Stahl. Meaning Making in VMT.

Vol. 4. Ch. 18. (2009). G. Stahl. Scripting Group Processes in VMT.

Vol. 4. Ch. 2. (2009). G. Stahl. The VMT Vision.

Vol. 4. Ch. 28. (2009). G. Stahl. Toward a Science of Group Cognition.

Vol. 18. Ch. 6. (2009). G. Stahl. Catch.up.me.

Vol. 16. Ch. 12. (2009). G. Stahl. Yes we can!

Vol. 16. Ch. 15. (2009). G. Stahl and F. Hesse. Paradigms of shared knowledge.

Vol. 16. Ch. 14. (2009). G. Stahl and F. Hesse. Classical dialogs in CSCL.

Vol. 16. Ch. 13. (2009). G. Stahl and F. Hesse. Practice perspectives in CSCL.

Vol. 12. Ch. 5. (2009). G. Stahl, A. Zemel and T. Koschmann. Repairing Indexicality in Virtual Math Teams.

Vol. 12. Ch. 1. (2010). M. P. Çakir, G. Stahl and A. Zemel. Interactional Achievement of Shared Mathematical Understanding in Virtual Math Teams.

Vol. 10. Ch. 1. (2010). G. Stahl. Group Cognition as a Foundation for the New Science of Learning.

Vol. 9. Ch. 4. (2010). G. Stahl. Group-Cognition Factors in Sociotechnical Systems.

Vol. 16. Ch. 0. (2010). G. Stahl. Editorial Introductions to ijCSCL.

Vol. 1. Ch. 0. (2010). G. Stahl. Marx and Heidegger.

Vol. 2. Ch. 0. (2010). G. Stahl. Tacit and Explicit Understanding in Computer Support.

Vol. 15. Ch. 0. (2010). G. Stahl. Global Introduction to CSCL.

Vol. 7. Ch. 0. (2010). G. Stahl. Essays in Social Philosophy.

Vol. 17. Ch. 0. (2010). G. Stahl. Proposals for Research.

Vol. 16. Ch. 18. (2010). G. Stahl. Guiding group cognition in CSCL.

Vol. 9. Ch. 10. (2010). G. Stahl, M. P. Çakir, S. Weimar, B. K. Weusijana and J. X. Ou. Enhancing mathematical communication for virtual math teams.

Vol. 9. Ch. 3. (2010). G. Stahl and S. Chai. Group Cognition as a New Science of Learning: An Interview with Gerry Stahl.

Vol. 16. Ch. 19. (2010). G. Stahl and F. Hesse. Beyond folk theories of CSCL.

Vol. 16. Ch. 17. (2010). G. Stahl and F. Hesse. A prism of CSCL research.

Vol. 16. Ch. 16. (2010). G. Stahl and F. Hesse. The CSCL field matures.

Vol. 13. Ch. 1. (2010). G. Stahl, J. X. Ou, B. K. Weusijana, M. P. Çakir and S. Weimar. Multi-User GeoGebra for Virtual Math Teams.

Vol. 9. Ch. 11. (2010). G. Stahl, C. P. Rosé and S. Goggins. Analyzing the discourse of GeoGebra collaborations.

Vol. 9. Ch. 12. (2010). G. Stahl, C. P. Rosé, K. O'Hara and A. B. Powell. Supporting group math cognition in virtual math teams with software conversational agents.

Vol. 10. Ch. 8. (2010). A. Zemel and G. Stahl. Coordinating Collaborative Action in Online Math Problem-Solving.

Vol. 4. Ch. 4. (2011). G. Stahl. Social practices of group cognition in virtual math teams.

Vol. 10. Ch. 1. (2011). G. Stahl. How to Study Group Cognition.

Vol. 10. Ch. 3. (2011). G. Stahl. How I View Learning and Thinking in CSCL Groups.

Vol. 10. Ch. 5. (2011). G. Stahl. The Structure of Collaborative Problem Solving in a Virtual Math Team.

Vol. 10. Ch. 5. (2011). G. Stahl. How a Virtual Math Team Structured its Problem Solving.

Vol. 10. Ch. 4. (2011). G. Stahl. Theories of cognition in CSCW.

Vol. 8. Ch. 0. (2011). G. Stahl. Essays in Personalizable Software.

Vol. 10. Ch. 7. (2011). G. Stahl. Coding scheme for sequential discourse.

Vol. 16. Ch. 23. (2011). G. Stahl. Collaborating around the tabletop.

Vol. 16. Ch. 21. (2011). G. Stahl and F. Hesse. Let a hundred flowers bloom; let a hundred schools of thought contend.

Vol. 16. Ch. 20. (2011). G. Stahl and F. Hesse. CSCL in Asia.

Vol. 16. Ch. 22. (2011). G. Stahl, F. W. Hesse and N. Law. Tweets from #cscl2011.

Vol. 9. Ch. 5. (2011). G. Stahl and C. P. Rosé. Group Cognition in Online Teams.

Vol. 9. Ch. 1. (2011). G. Stahl, H. Spada, N. Miyake and N. Law. Introduction to the Proceedings of CSCL 2011.

Vol. 11. Ch. 3. (2011). G. Stahl, N. Zhou, M. P. Çakir and J. W. Sarmiento-Klapper. Seeing what we mean: Co-experiencing a shared virtual world.

Vol. 10. Ch. 4. (2012). G. Stahl. Theorien des CSCL [Theories in CSCL -- in German].

Vol. 10. Ch. 2. (2012). G. Stahl. A View of Computer-Supported Collaborative Learning Research and its Lessons for Future-Generation Collaboration Systems.

Vol. 13. Ch. 4. (2012). G. Stahl. Evaluating Significant Math Discourse in a Learning Environment.

Vol. 13. Ch. 2. (2012). G. Stahl. Designing a Learning Environment for Promoting Math Discourse.

Vol. 14. Ch. 4. (2012). G. Stahl. Dynamic-Geometry Activities with GeoGebra for Virtual Math Teams.

Vol. 13. Ch. 3. (2012). G. Stahl. Supporting group cognition, individual learning and community practices in dynamic geometry.

Vol. 5. Ch. 2. (2012). G. Stahl. Translating Euclid: Liberating the Cognitive Potential of Collaborative Dynamic Geometry.

Vol. 16. Ch. 27. (2012). G. Stahl. Traversing planes of learning.

Vol. 11. Ch. 8. (2012). G. Stahl. Cognizing mediating: Unpacking the entanglement of artifacts with collective minds.

Vol. 11. Ch. 7. (2012). G. Stahl. Ethnomethodologically informed.

Vol. 16. Ch. 26. (2012). G. Stahl, N. Law and F. Hesse. An international research community.

Vol. 12. Ch. 3. (2013). M. P. Çakir and G. Stahl. The Integration of Mathematics Discourse, Graphical Reasoning and Symbolic Expression by a Virtual Math Team.

Vol. 5. Ch. 7. (2013). R. M. Magee, C. M. Mascaro and G. Stahl. Designing for Group Math Discourse.

Vol. 10. Ch. 4. (2013). G. Stahl. Theories of Cognition in Collaborative Learning.

Vol. 10. Ch. 4. (2013). G. Stahl. Theories of Collaborative Cognition: Foundations for CSCL and CSCW together.

Vol. 10. Ch. 6. (2013). G. Stahl. Interaction Analysis of a Biology Chat.

Vol. 5. Ch. 0. (2013). G. Stahl. Translating Euclid: Designing a Human-Centered Mathematics.

Vol. 5. Ch. 8. (2013). G. Stahl. Resources for Connecting Levels of Learning.

Vol. 14. Ch. 3. (2013). G. Stahl. Topics in Dynamic Geometry for Virtual Math Teams.

Vol. 16. Ch. 29. (2013). G. Stahl. Transactive discourse in CSCL.

Vol. 16. Ch. 28. (2013). G. Stahl. Learning across levels.

Vol. 16. Ch. 31. (2013). G. Stahl, N. Law and F. Hesse. Reigniting CSCL flash themes.

Vol. 16. Ch. 30. (2013). G. Stahl, N. Law and F. Hesse. Collaborative Learning at CSCL 2013.

Vol. 11. Ch. 6. (2014). G. Stahl. The constitution of group cognition.

Vol. 14. Ch. 2. (2014). G. Stahl. Explore Dynamic Geometry Together.

Vol. 6. Ch. 3. (2014). G. Stahl. Group cognition displayed.

Vol. 14. Ch. 4. (2014). G. Stahl. Construct Dynamic Geometry Together.

Vol. 14. Ch. 1. (2014). G. Stahl. GeoGebraBook: Construct Dynamic Geometry Together.

Vol. 16. Ch. 32. (2014). G. Stahl, U. Cress, N. Law and S. Ludvigsen. Analyzing the multidimensional construction of knowledge in diverse contexts.

Vol. 16. Ch. 33. (2014). G. Stahl, U. Cress, S. Ludvigsen and N. Law. Dialogic foundations of CSCL.

Vol. 15. Ch. 1. (2014). G. Stahl, T. Koschmann and D. Suthers. Computer-supported collaborative learning: An historical perspective.

Vol. 16. Ch. 35. (2014). G. Stahl, N. Law, U. Cress and S. Ludvigsen. Analyzing roles of individuals in small-group collaboration processes.

Vol. 16. Ch. 34. (2014). G. Stahl, S. Ludvigsen, N. Law and U. Cress. CSCL artifacts.

Vol. 13. Ch. 9. (2014). G. Stahl, S. Weimar, A. Fetter and A. Mantoan. Working Group: Developing Comprehensive Open-Source Geometry Curricula using GeoGebra.

Vol. 13. Ch. 8. (2014). G. Stahl, S. Weimar, A. Fetter and A. Mantoan. Collaborative Exploration of Geometric Dependencies in Dynamic Geometry.

Vol. 13. Ch. 7. (2015). M. P. Çakir and G. Stahl. Dragging as a Referential Resource for Mathematical Meaning Making in a Collaborative Dynamic-Geometry Environment [nominated for best paper of conference].

Vol. 16. Ch. 36. (2015). U. Cress, G. Stahl, S. Ludvigsen and N. Law. The core features of CSCL: Social situation, collaborative knowledge processes and their design.

Vol. 13. Ch. 6. (2015). M. Khoo and G. Stahl. Constructing Knowledge: A Community of Practice Approach to Evaluation in the VMT Project.

Vol. 16. Ch. 35. (2015). S. Ludvigsen, G. Stahl, N. Law and U. Cress. From the editors: Collaboration and the formation of new knowledge artifacts.

Vol. 13. Ch. 5. (2015). D. Öner and G. Stahl. Poster: Tracing the Change in Discourse in a Collaborative Dynamic-Geometry Environment: From Visual to More Mathematical.

Vol. 13. Ch. 5. (2015). D. Öner and G. Stahl. Tracing the Change in Discourse from Visual to More Mathematical.

Vol. 9. Ch. 0. (2015). G. Stahl. Essays in Computer-Supported Collaborative Learning.

Vol. 11. Ch. 11. (2015). G. Stahl. Computer-Supported Academically Productive Discourse.

Vol. 14. Ch. 1. (2015). G. Stahl. The Construction Crew Game.

Vol. 10. Ch. 0. (2015). G. Stahl. Essays in Group-Cognitive Science.

Vol. 13. Ch. 0. (2015). G. Stahl. Essays in Collaborative Dynamic Geometry.

Vol. 18. Ch. 0. (2015). G. Stahl. Overview and Autobiographical Essays.

Vol. 14. Ch. 0. (2015). G. Stahl. Adventures in Dynamic Geometry.

Vol. 12. Ch. 0. (2015). G. Stahl. Essays in Online Mathematics Interaction.

Vol. 11. Ch. 0. (2015). G. Stahl. Essays in Philosophy of Group Cognition.

Vol. 11. Ch. 2. (2015). G. Stahl. Conceptualizing the intersubjective group.

Vol. 16. Ch. 38. (2015). G. Stahl. A decade of CSCL.

Vol. 6. Ch. 0. (2016). G. Stahl. Constructing Dynamic Triangles Together: The Development of Mathematical Group Cognition.

Vol. 11. Ch. 4. (2016). G. Stahl. The group as paradigmatic unit of analysis: The contested relationship of CSCL to the Learning Sciences.

Vol. 11. Ch. 5. (2016). G. Stahl. From Intersubjectivity to Group Cognition.

Vol. 11. Ch. 1. (2017). G. Stahl. Group practices: A new way of viewing CSCL.

Vol. 20. Ch. 0. (2018). G. Stahl. Works of 3-D Form.

Vol. 19. Ch. 0. (2019). G. Stahl. Theoretical Investigations: Philosophical Foundations of Group Cognition.

Vol. 19. Ch. 1. (2019). G. Stahl. Investigation 1. Advancing a CSCL vision.

Vol. 19. Ch. 2. (2019). G. Stahl. Investigation 2. A theory of group cognition in CSCL.

Vol. 11. Ch. 12. (2020). G. Stahl & K Hakkarainen. Theories of CSCL.

Vol. 11. Ch. 13. (2020). R. Medina & G. Stahl. Analysis of group practices.
  1. Summaries of the Volumes

My CV at the end of this volume lists 360 publications and presentations, including books, dissertations, journal articles, book chapters, conference presentations, invited talks and informal writings. There are overlaps of ideas and formulations as my thinking developed over the 50 years from college to retirement. In an effort to organize this material, I published four books, which contain my most important ideas related to my recent academic specialty, computer-supported collaborative learning (CSCL). In addition, I edited 13 collections of papers, which I self-published. These collected the best versions of the most important essays that were not already included in the four books. The essays are organized thematically and largely chronologically. Altogether, in the self-publishing paperback/pdf format, the eLibrary contains more than 200 essays in over 5,600 pages. I hope that the following summaries will provide an initial guide through this jungle of words. The style of the individual chapters and essays varies widely—some will undoubtedly appeal to a particular reader more than others. Browse around. You can also conduct searches for key concepts from my website.

1 Marx & Heidegger (1975)

This was my doctoral dissertation in philosophy at Northwestern University. The dissertation was defended on May 8, 1975. The original typewritten version was scanned and an electronic version was created on the 25th anniversary of the document. Changes were limited to minor stylistic improvements and the graphics. Digital copies are available in html and pdf format at: http://GerryStahl.net/publications/dissertations/philosophy. Additional graphics were added for the 35th anniversary edition.

The dissertation considers the two most important philosophers of the modern age. When I was there, Northwestern had the only American department of philosophy that encouraged the study of European philosophy. I also conducted my research during three years in Germany: at Heidelberg, where Heidegger's work was continued, and at Frankfurt, where critical theory extended Marx' thinking.

In recent years, I have applied conceptual and methodological perspectives from Marx and Heidegger to the theory of CSCL. In particular, Marx countered the ideology of individualism by analyzing social structures and interpersonal interactions at different units of analysis than the individual person. Heidegger also questioned the traditional ontology of natural objects with innate attributes by proposing dynamic interactive processes of beings in their ecological context.

Today, the philosophies of Marx and Heidegger are still extremely relevant—provided one adapts them to the current socio-historical context and adjusts each to the implicit criticisms of the other.

2 Tacit & Explicit Understanding in Computer (1993)

This was my doctoral dissertation in computer science at the University of Colorado. It was entitled: "Interpretation in Design: The Problem of Tacit and Explicit Understanding in Computer Support of Cooperative Design" and was defended on August 5, 1993.

The dissertation explored the implications of the theory of tacit knowledge for the problem of computer capture of design rationale. It discussed a software system for design by teams of NASA designers. The computer environment captured design ideas in a flexible system of professional perspectives. This research led to explorations after graduation in prototyping collaboration software incorporating mechanisms to support perspectives and negotiation.

3 Group Cognition (2006)

My first book reported on a number of attempts to provide computer support for cooperative work and collaborative learning. Critical consideration of the problems exposed by these efforts led to the formulation of the concept of group cognition as a view at the group unit of analysis. It suggested starting the Virtual Math Teams Project to analyze in detail how group interaction can achieve cognitive accomplishments. Analysis of small groups of students in a face-to-face setting and using AOL chat provided examples of how to study textual interaction, pioneering a method specifically designed for CSCL research.

4 Studying Virtual Math Teams (2009)

By the time the VMT Project had been running for five years, considerable interaction data had been collected by the instrumented software environment. A number of international researchers joined the project team in analyzing some of the most robust data. This edited volume contains the results of such analyses, as well as discussions of the VMT research agenda, technology design, pedagogy, methodology and philosophy. In particular, visiting researchers explored rigorous coding, statistical analysis, conversation analysis and ethnomethodology approaches to CSCL research. Theoretical considerations of group interaction as a meaning-making process led the project in the direction of interaction analysis based on adaptation of conversation analysis to the online context.

5 Translating Euclid (2013)

This book documents all the major aspects of the VMT Project at what was perhaps its apex. It treats the project as design-based research, in which technology, pedagogy, analysis and theory co-evolve through rapid cycles of realistic usage, analysis and re-design. During this phase, the VMT Project focused on the domain of dynamic geometry. It trained math teachers in the use of VMT as a collaborative-learning tool and supported the teachers to use the VMT software and associated curriculum with their students. The multi-dimensional presentation provides a paradigmatic example of CSCL research.

6 The Development of Mathematical Group Cognition (2015)

In this final book of the set of four published volumes on the VMT Project, the focus is exclusively on a single eight-hour-long case study of a specific team of four girls as they begin to learn geometry. The entire eight-session experience in which these students first encounter geometry and begin to explore and master it through the VMT support for multi-user dynamic geometry is longitudinally captured in detail. The book reports every chat-text posting of the team interaction and most of the team's geometric actions. It provides a detailed analysis of how the team successively adopts more than sixty group practices, which allow them to engage in challenging, open-ended, creative problem solving. The presentation displays perhaps the most detailed example of the analysis of a case of group cognition—in a prototypical CSCL setting.

7 Essays in Social Philosophy (1967-1998)

Here is a diverse collection of writings, starting with my undergraduate thesis on Nietzsche. As an undergraduate, I realized that I did not know how to write and I began by experimenting with assembling quotes from the materials I was discussing. After studying German philosophy from Hegel and Marx to Heidegger and Adorno, my writing became excessively complex, trying to capture German syntax in English sentences. Then, during my community organizing days, I learned to write more clearly. This volume reflects those stylistic changes as well as playing with some ideas that are later woven into more academic presentations. This volume includes a wide-ranging diversity of writings on philosophy, aesthetics, politics, technology and history.

8 Essays in Personalizable Software (1991-2005)

The idea of personalizable software is fashionable today. I explored it in a number of software prototypes a decade or two earlier. The perspectives mechanism in Hermes, my dissertation software system, was an initial major initiative in this direction, allowing specialists to personalize their views of designs and associated design rationale. WebNet was a follow-up system to integrate the perspective mechanism into discussion-forum collaboration software. Subsequent systems explored personalization mechanisms in systems for work and for learning, including TCA for teachers developing and sharing curriculum and systems for automated critics in design systems or reviewers of journal articles. In each case, the mechanisms were intended to support users to view and discuss materials from their personal perspectives and to share those views with others to encourage building group perspectives. The volume is organized in terms of essays on (a) structured hypermedia, (b) personalizable software, (c) software perspectives and (d) applications to health care, education and publishing.

9 Essays in Computer-Supported Collaborative Learning (2005-2011)

These essays are some of the most important papers co-written with my colleagues that supplement the discussion of CSCL research in the published books. These chapters take the discussion in specific directions. They begin with my general reflections on the importance of CSCL as a research field, situating my work on the VMT Project and my theory of group cognition within the field of CSCL. They describe the VMT research project, including its research approach, technology, pedagogy and analysis methods. Mostly, they discuss in some detail the findings that have emerged from the VMT Project about the nature of online interaction in that type of CSCL setting. The volume concludes with reports of work in the project and future directions that were underway.

10 Essays in Group-Cognitive Science (2010-2013)

These essays argue for methodological approaches based on group cognition theory as a scientifically sound basis for CSCL research. They take different approaches to describing a science and/or theory of group cognition as an approach to CSCL research. The book includes detailed coding schemes, which take into account the sequentiality of group interaction as formulated in conversation analysis. They also illustrate and discuss different methodological approaches I have explored. Part A of the volume consists of two introductions to group-cognitive science as a critique of traditional cognitive science; Part B includes discussions of the theory of group cognition, from different perspectives; and Part C presents concrete case studies and documents coding schemes that were developed within the VMT Project.

11 Essays in Philosophy of Group Cognition (2005-2015)

The philosophy of group cognition addresses and builds upon concepts of intersubjectivity, common ground, shared knowledge, etc. This volume brings together a number of papers that explore this in theoretical terms. Some chapters are written for a broad audience, others are oriented more toward readers familiar with philosophic discourse. The history of the concept of intersubjectivity is traced historically and the constitution of group cognition is described in some detail, with illustrations from case studies of VMT usage by student groups.

The volume includes essays that attempt to address the philosophical issues raised in the broader publications on the VMT Project. In particular, the discussion of philosophy of group cognition tackles the following questions:

  1. What is the nature of group cognition?
  2. What conditions make group cognition possible?

Question (a) seeks a definition or description of group cognition: What are its characteristics and how does it differ from (or relate to) other forms of cognition, such as individual cognition and social cognition? Question (b) inquires about what the necessary preconditions are that allow for group cognition to take place, such as shared understanding among the group members.

The philosophy of group cognition is presented as founding a paradigm of CSCL research, which contrasts with traditional educational psychology.

12 Essays in Online Mathematics Interaction (2006-2010)

This collection of case studies from VMT data includes teams working on problems of combinatorics. In particular, two teams that interacted on the same problems during 2006 provide a variety of insights into the nature of CSCL. These papers were written with close colleagues.

13 Essays in Collaborative Dynamic Geometry (2010-2015)

This collection of case studies from VMT data includes teams working on problems of dynamic geometry. This volume includes papers that introduced the transition of the VMT Project to its focus on collaborative learning of dynamic geometry, as well as papers—written from various theoretical perspectives with colleagues—that reflected on details of the data from this final period of the project.

14 Adventures in Dynamic Geometry (2012-2015)

This volume reproduces the successive versions of the VMT curriculum in dynamic geometry. In consecutive years, the curriculum focused more tightly on introducing teacher teams and student teams to the concept of invariant dependencies, which is central to the theory and implementation of dynamic geometry. The collection of versions shows how the curriculum evolved in response to observations of how teachers and students were responding to it.

The VMT Project developed a collaboration environment and integrated a powerful dynamic mathematics application into it, namely the open-source GeoGebra, which integrates geometry, algebra and other forms of math in a dynamic computational environment. The project made the incorporated GeoGebra multi-user, so that small groups of students can share their mathematical explorations and co-construct geometric figures online. In support of teacher and student use of this collaboration environment, it developed several versions of a set of activities to systematically introduce people to dynamic geometry, including core concepts from Euclid, standard geometry textbooks and the Common Core Standards for Geometry.

The topics for VMT with GeoGebra are available for free download in several versions. They all include GeoGebra tasks to work on collaboratively and tutorials on the use of VMT and GeoGebra software. The best version is the active GeoGebraBook version at http://ggbtu.be/b140867. Here, you can try out all the activities yourself. (Future version of VMT-mobile or of GeoGebra may allow you to do those same activities collaboratively with chat in persistent rooms.) Several versions of the curriculum are included here in reverse chronological order.

15 Global Introduction to CSCL (2006)

This introduction to CSCL by Gerry Stahl, Tim Koschmann and Dan Suthers is perhaps the most quoted paper in the CSCL field. Here is the original version from the Cambridge Handbook of the Learning Sciences (first edition). Accompanying it are translations into Spanish, Portuguese, Chinese (traditional and simplified), Romanian and German.

16 Editorial Introductions to ijCSCL (2006-2015)

As Editor-in-Chief of the International Journal of Computer-Supported Collaborative Learning from its founding in 2006 to my retirement from that position at the end of 2015, I drafted an editorial introduction to each quarterly issue. This provided a venue for me to comment on the importance of each published article (from my perspective) and sometimes to offer my ideas or reflections on the field of CSCL or one of its central issues. The 39 introductions included here provide a glimpse into the evolution of the CSCL field during a key decade of its history, as it became internationally established with conferences around the world and with this journal.

17 Proposals for Research (1993-2012)

My career has usually been funded by grants. Here are some of the proposals I wrote at the University of Colorado and at Drexel University. Successful grant proposals are tricky to write. The ones reproduced here might provide helpful examples. They may also provide explicit statements of some of the goals of my research over the years.

18 Overview & Autobiographical Essays

This volume is intended to provide an overview of the eLibrary and some documentation of my life as the author of these texts.

19 Theoretical Investigations

A number of theoretical papers originally published in ijCSCL are re-published here and commented on. They are supplemented by philosophical essays of mine and two new essays reflecting on the accomplishments of CSCL theory.

20 Works of 3-D Form

My work in sculpture is documented with a catalog of all my works. Other works of 3-D design are also included, as are some reflections on my art work.

Other Documents and Sources

My website provides additional resources, including, for instance, PowerPoint presentations associated with conference papers and YouTube videos of presentations:

* Videos of some of my talks on my YouTube channel: http://www.youtube.com/user/GerryStahl

* My print-on-demand books at Lulu: http://www.lulu.com/spotlight/GerryStahl

* My e-books for iPad, Kindle, etc. at Smashwords: http://www.smashwords.com/profile/view/GerryStahl

* My books at Amazon: http://www.amazon.com/s/ref=ntt_at_ep_srch?ie=UTF8&search-alias=books&field-author=Gerry+Stahl

* Books on CSCL at Amazon: http://www.amazon.com/lm/R2OYK7US8LYVPN/ref=cm_pdp_lm_all_itms

* A chronological list of my publications, with links to PDF versions: http://gerrystahl.net/pub

* A list of my publications by category, with links to PDF versions: http://gerrystahl.net/publications

  1. Reflections on my e-Library

H

aving reviewed and published all 18 volumes of my e-library in late 2015, I started to go through them and read them sequentially in 2016 to get a coherent sense of what I had written. In the following, I collect my notes about my impressions of the volumes.

At first, I wondered if a set of books (or PDF digital versions of books) was the best format for organizing my publications. After all, many of them are highly interrelated and reference each other extensively. Would not a large hyper-media edition with direct links make more sense? To just reproduce the original publications with their reference lists would make it difficult for readers to follow references to papers that might be in the same or another volume—or even only in a version published under another title. However, hypermedia tends to be too distracting (as we see with social media); one rapidly looses the train of presentation and gets lost in hyperspace. It is hard to get an overview of the structure or even return to a previous page.

When I started organizing the e-Library it looked like Kindle and its various competitors might be transforming the way we read and I started to make versions specially formatted for Kindle or iBooks, as well as PDFs and Lulu print-on-demand. However, having spent some time re-reading my essays in these various formats, I now believe that printed books and PDFs are the best. The Kindle format is designed for easy-reading novels without graphics; it does not support layout of figures, charts, tables or page references. By contrast, a PDF preserves page layout and can correspond exactly with a printed version. To assist the reader in finding a referenced paper in the e-Library, the Overview volume #18 lists the contents of each volume with the original reference and also lists all my publications with pointers to chapters in e-Library volumes.

I organized my publications from conferences, journals, edited chapters and academic books in a series of volumes that arranged them in logical order. I eliminated most redundancies, selected the best versions and formatted it all consistently.

To review the development of my thinking across 50 years of writings, I proceeded through the volumes in the following thematic, roughly chronological order:

#1. Marx and Heidegger

#7. Essays in Social Philosophy

#2. Tacit and Explicit Knowledge

#8. Essays in Personalizable Software

#3. Group Cognition

#15. Global Introduction to CSCL

#9. Essays in Computer-Supported Collaborative Learning

#17. Proposals for Research

#4. Studying Virtual Math Teams

#12. Essays in Online Mathematics Interaction

#10. Essays in Group-Cognitive Science

#5. Translating Euclid

#13. Essays in Collaborative Dynamic Geometry

#14. Adventures in Dynamic Geometry

#6. Development of Mathematical Group Cognition

#16. Editorial Introductions to ijCSCL

#11. Essays in Philosophy of Group Cognition

#18. Overview and Autobiographical Essays

My overall impression of the contents of the e-Library is one of continuity and growth. The early philosophical discussions are incorporated into the computer-science studies, which then lead into the CSCL analyses. The early CSCL writings, in turn, start by calling for the kind of research that was carried out in the VMT project and the last writings draw the conclusions that were anticipated early on. The VMT project was informed by the philosophic perspectives and it illustrated a response to the computer-science issues.

#1. Marx and Heidegger

My dissertation from the 1970s provoked the most reflections when looked back on in 2017. I was interested in how my thinking 40 years ago then influenced my later work and how it stood up in the present historical context.

Central theme

Both Marx and Heidegger develop historically based approaches—to the methodology of a critical theory of society or to a hermeneutic of Being, respectively. Marx traces how core concepts of his theory emerged historically through the developments leading to capitalism: for instance, commodity production, free labor and the form of value as labor time. Heidegger discusses the changing epochs of ontological categories and being, but attributes this to "the Ereignis," without showing concretely how one epoch emerges from the dynamic of the previous epoch and the current relationships. For both writers, understanding social or ontological transformation requires historically situated interpretation. I conclude that we need a synthesis of Heidegger's hermeneutic methodology and his dynamic ontology with Marx's transformational historical praxis. While Heidegger developed an innovative and profound philosophy for our times, his writings lack the kind of concrete historical analysis that Marx offered in the opening to Capital: an explanation of the major social transformation to the capitalist epoch in terms of the dynamics of commodity production, as they developed out of feudal conditions. An interest in contemporary philosophy motivates a critical reflection on the writings of Marx and Heidegger.

My study of philosophy and its effects in my later work

When I went to college, I was already interested in philosophy and even discussed this interest in my college application to MIT. During high school, I was particularly enamored of Bertrand Russell and his logical atomism, as well as logic, positivism and philosophy of science more generally. This changed radically in college, as I found contemporary Anglo-American philosophy to be disappointing. I turned to continental philosophy, studying Camus, Nietzsche, Sartre, Merleau-Ponty and Heidegger, as well as Wittgenstein. My focus on philosophy lasted from 1963 to 1973, as I studied at MIT, Heidelberg, Frankfurt and Northwestern. Even after earning my PhD, I took individual philosophy courses at Temple University while I worked there, and continued to enjoy philosophy for the rest of my life.

When I taught philosophy as a graduate student, I would use readings of Marx, Heidegger and Wittgenstein to represent what I considered the three mainstreams of contemporary philosophy. Each of the schools based on these philosophers had run into serious problems historically:

  * Marx was misinterpreted in a mechanistic way, already starting with Engels and then Lenin. Eventually it was corrupted into the ideology of Stalinist USSR. 
  * Heidegger was misinterpreted in an individualistic existential way, with Heidegger himself even becoming a Nazi collaborator.
  * Wittgenstein was misinterpreted in terms of ordinary-language analysis, depriving his reflections of their critical thrust.

My PhD dissertation on Marx and Heidegger was an attempt to understand and reverse the first two of these problems by arguing that Marx should be understood as following a hermeneutic approach similar to that proposed by Heidegger, and that Heidegger should incorporate a more social analysis similar to that worked out by Marx.

Both Marx and Heidegger were deeply indebted to Hegel, and their misinterpretations could largely be attributed to the prevailing idealist interpretation of Hegel. Hegel's greatness consisted of his processual, dialectical approach, which incorporated at the core of its method a holistic social and historical perspective. Opposing the Soviet (Leninist and Stalinist) and prevailing Anglo-American interpretations of Hegel, critical theorists like Adorno (and Lukacs, Marcuse, Habermas) proposed an alternative reading of Hegel, and consequently of Marx.

After being exposed to continental philosophy at MIT, studying with Dreyfus and Todes, I went to Heidelberg for a year to study Heidegger. I took all of Gadamer's courses; he had been Heidegger's assistant and had developed a philosophic hermeneutics based on Heidegger. Midway through my year there in 1968, the university was transformed into a "free university" by the student left in sympathy with the national workers strike in France. This increased my opportunities to study Marx in a highly politicized context. I became familiar with critical theory, which was widely debated in the German student movement. When I returned to Germany for two years as part of my doctoral studies at Northwestern, I went to the Institute for Social Research at the University of Frankfurt, where Adorno, Habermas and other critical theorists had taught. My reading of Hegel, Marx and Heidegger was strongly influenced by them. Hegelian/Marxist concepts like mediation, externalization and reification were central to that perspective.

When I became involved in research on educational technology many years later (as a post-doc and research professor at Colorado in 1996 and a professor at Drexel in 2003), my background in philosophy was an important influence. When I read learning theorists Vygotsky, Lave and Engeström, for instance, I was immediately struck by how much they were grounded in a dialectical reading of Hegel and Marx. Even Vygotsky, who worked in Stalinist Russia, avoided the prevailing distortions of Marx and foregrounded the underlying historical principles of Hegel and Marx to propose theories of development that are still important and under-valued.

In my writings on CSCL, I have often presented a chart that traces the main theories in the current learning sciences back to Hegel and the three philosophic traditions of the twentieth century. In particular, I have emphasized that Hegel provides the turning point from individualistic and ahistorical views. Remnants of positivism and behaviorism that persist harken back to the rationalist and empiricist predecessors of Hegel; they have been fundamentally critiqued by Marx, Heidegger, Wittgenstein and their followers, especially critical social theory.

My appraisal of the field of CSCL is a philosophic one, based in my study of philosophy, including my dissertation on Marx and Heidegger. I argue that research in CSCL should not be exclusively or even primarily conducted at the individual unit of analysis. The psychological hypothesis of dominant cognitive science—that meaning is represented in individual minds—is based on a conceptualization that has been rejected by leading philosophers since Kant. My dissertation tried to highlight some key themes in this critique and to thereby reinstate the relevance of Marx and Heidegger's contributions to our understanding.

My theory of group cognition is deeply indebted to Marx, Heidegger and Wittgenstein—as well as subsequent theorists of human-computer interaction, situated learning, ethnomethodology, socio-cultural theory, and so on. In particular, I reject the traditional ontology of individuals as the only agents of meaning making, and adopt an interactional framework. In my dissertation's presentation of Marx, I emphasized that for him the analytic cell is the interaction between people in the processes of commodity production and exchange. Then I explored Heidegger's processual ontology in his later writings (e.g., the work of art or the bridge as agent of meaning making). Thus, I motivate my rejection of methodological individualism with the approaches of Marx and Heidegger.

In terms of Wittgenstein and his followers, I have noted his view of meaning as use. This is an alternative to meaning as mental representation of an individual. For instance, Searle's speech acts locate agency in the social force of utterances, rather than in the mind of the utterer. Conversation analysis then extends this to locate meaning in the interaction within adjacency pairs of utterances by multiple participants. I call such analysis at the group unit "group cognition."

In particular, my theory of group cognition proposes that understanding, problem solving, learning and other cognitive achievements involve a subtle interplay of individual, small-group and socio-cultural processes. As Marx put it in his 6th thesis on Feuerbach, "the essence of man is no abstraction inhering in each single individual. In its actuality it is the ensemble of social relationships." Later, in his Grundrisse, Marx documented how the ideology of individualism arose as a socially necessary illusion resulting from the separation of most people from their means of production. Heidegger characterized human being as Being-in-the-world-with-others, although as Adorno noted Heidegger blunted this approach with his jargon of authenticity, which cuts short his presentation of Being-together.

The interpretational context

In the politically charged late 1960s and early 1970s, it was clear to me that Marx and Heidegger had important contributions to make to thinking critically about our world. However, it was equally clear that their most profound offerings were obscured by inadequate or misguided interpretations, largely motivated by conservative political ideologies prevailing in contemporary America. Marx had transformed philosophy into social science in a way that maintained much of the depth and critical edge of philosophy while tying analysis to concrete investigation. Heidegger had gone even further in opening up innovative ways of thinking about ontology. However, it was difficult to sort out ambiguities and alternative readings of Marx' and Heidegger's writings and their trajectories of thinking.

Especially in the USA, Marx stood in disrepute. His name was associated primarily with the communism of the Soviet Union, which was seen as a ruthless dictatorship and the archenemy of American democracy. Heidegger was rejected by Anglo-American philosophy as irrational and unreadable, while Europeans accused him of being reactionary and a Nazi sympathizer. During my research in the library stacks in Frankfurt, I discovered his Rectoratsrede. This was the public speech he gave when he accepted the role of Rector of the University of Freiburg for a year after Hitler first gained power. In this speech, Heidegger adapted his vocabulary to the Nazi rhetoric. Although this speech was known, it was rarely mentioned. Other than Adorno's brief Jargon, my dissertation was one of the first analyses of the relation of Heidegger's politics to his philosophy. Much later, in 2014, Heidegger's notes (Schwarze Hefte) from 1931-1941 were published, revealing the depth of his relationship with Nazism. Subsequent discussions of the relation of Heidegger's philosophy to his politics have been generally consistent with the analysis in my dissertation.

In the late 1960s and early 1970s, Adorno's work and that of other critical theorists including Marcuse and Habermas seemed to draw upon Marx and Heidegger in ways that appeared to be relevant to the contemporary scene—both in terms of their critiques of modern society and their visions that appealed to the student movement of the time. Yet, due to the prevailing cold-war intellectual atmosphere, it was hard to pin down the writings of these critical theorists. More generally, references to both Marx and Heidegger were indirect, given the pressures to avoid being labeled as either a Marxist or a Heideggerian (in the senses that these philosophies were broadly assigned then).

I had already realized in working on my undergraduate thesis on Nietzsche that one can only interpret a philosophic text with some understanding of the author's entire corpus, as well as a familiarity with the tradition of previous thinkers who provided the historical context of the text being read. For historically influential texts, it is also important to take into account the history of the text's reception. Therefore, it was necessary in my dissertation to review the life's work of Marx and of Heidegger to determine what was central to their approaches and relevant to my concerns. This had to be done with an awareness of the social and political contexts in which each of them had worked and in which their legacy had been interpreted. An initial perspective for undertaking this was offered by Adorno, although specifying his viewpoint involved a systematic review of his life's work as well.

The Marx interpretation

I interpreted Marx as conducting a philosophical immanent critique of capitalist social structure. An immanent critique (as defined by Kant, Hegel and critical theory) involves starting from the assumptions of the object being critiqued and drawing out of those assumptions their contradictions. Hegel called this dialectics. Marx took the assumptions of capitalism—such as the exchange of commodities based on labor time—and showed that this form of so-called equal exchange actually led to negative consequences, such as impoverishment of workers and monopolization of capital.

Marx' major writing, Capital, had originally been interpreted in terms of his popular writings on class warfare. Later, when his early writings on alienation were discovered, published and translated, his work was reinterpreted. When I researched my dissertation, Marx's extensive notes had recently been published in German as the Grundrisse. This is where he worked out his methodology for analysis of society. I focused on this and on the opening section of the first edition of Das Kapital, where he presented the foundational dialectic of commodity exchange as the starting point of his analysis. (After the first edition, this section was removed because it was too abstract for most readers.) This provided the cell-form of capitalism, from which the rest could be worked out. It was from the interaction of two commodities being exchanged that the character of the social system emerged—and then influenced everything that took place in that form of society. Thus, the ontological character of things in our world was determined by the nature of concrete interactions that took place characteristically and ubiquitously in our society.

The Heidegger interpretation

Heidegger's work opens up innovative understandings of how things (beings) get to be the way they are (their Being). It is not a matter of some essence imposed from outside them, but rather a dynamic in which they work out how they will exist. My paradigm example is Heidegger's analysis of the work of art. He shows how in a work of art, the artwork works out some truth about the world that is opened up by the working of the work. In his later writings, Heidegger provides more examples of objects (bridges over rivers joining the banks, temples bringing together the holy and the mortal, wine jugs gathering the fruit of the earth and the life of man) working out their manner of functioning in the world.

Unfortunately, Heidegger always seems to stop short of drawing the innovative consequences he seemed to be heading toward. Already in his early Being and Time, he was arguing extensively against an individualistic view of man. Rather than talking about traditional isolatable "man," Heidegger talked about "Dasein" as a being-there-with-others and a being involved with meaningful artifacts in the world. However, just as he started describing the social belonging-togetherness of people, Heidegger denigrated the shared understanding of human culture as mere gossip and turned to emphasizing an "authentic" stance of an individual to his own finitude. Similarly, just as he described how beings like artworks actively open up a world, he insisted that the character of that world (its Being) was "sent" mysteriously from a world-historical event (Ereignis).

The scope of Heidegger's work—beyond what I discussed in my dissertation—included a rather comprehensive critical reception of the history of Western philosophy, from the Pre-Socratics and Plato through Descartes, Kant, Hegel and Husserl. He hinted at least at a synthetic response to this critique. His position gradually emerged as the dominant contemporary philosophy, as articulated by many people more than by Heidegger himself. This includes, for instance, Sartre, Merleau-Ponty, Latour, Derrida, other French thinkers, the Frankfurt School and so on. In drawing out the consequences of his critique, Heidegger was not always his own best interpreter. His essays tended to be obscure and launch into mysticism when they should have presented their main innovation. In fact, Heidegger's right-wing and Nazi jargon can probably be viewed as a major misinterpretation (which he calls his great risk and danger). My sense is that the positive, innovative elaboration of his position has barely scratched the surface so far, and that much more is possible. I tried to make a modest effort in this direction in my essays on electronic music and in my theoretical discussions related to educational technology in my later career.

Despite the limitations of his path of investigation, Heidegger provided important methodological insights based on phenomenology and hermeneutics. The phenomenological tradition insisted on a focus on analysis of concrete phenomena, and hermeneutics provided a rigorous approach to interpretation. Understanding Marx as working out a hermeneutics of capitalist society may save his theory from prevalent misunderstanding of his theory. Adopting some of Heidegger's processual ontology, suggests stimulating re-conceptualizations of the mechanisms of historical transformations.

The implication of the comparison

The methodological recommendations of Heidegger provide some guidance for my reading of Marx' approach and offer some justification for it as a modern form of Marxian theorizing. It is likely that Heidegger's case studies of ontology (like the artwork) could be used to elaborate concrete examples of capitalist artifacts within an extended Marxian framework.

However, the implications of Marx for Heidegger are even stronger. Moreover, Heidegger seems to have completely overlooked the methodological or ontological aspects of Marx, even on the rare occasions when Heidegger conceded that Marx could be seen to play a pivotal role in Western philosophy. The dissertation concludes by arguing that a Marxian corrective to Heidegger's analysis can provide a dialectical analysis of how concrete beings and world-historical Being can mutually determine each other in an interaction that Giddens calls "structuration."

For Heidegger, the developmental process whereby Being, which determines the form of presence of beings, is itself determined takes place solely within the realm of Being-itself (the Ereignis). In Marx's theory, on the contrary, the history of Being is the consequence of concrete human history, and its apparent autonomy from human control is an illusion resulting from the complexity of historical mediations within an antagonistically structured society.

That Heidegger can now describe beings as present in the form of calculable stock, abstracted from their unique context and physical characteristics, is, according to Marx, primarily a result of their being present in relations of exchange. It is these concrete relations of beings to beings as they have developed in social, economic, material history, which equate the forces used in the production of each commodity with all other forces of production. They equate each being with every other commodity, equate the human activity involved in any task with labor as such, and thereby abstract from the mortality and situatedness of people.

Consequently, a consideration of Marx and Heidegger together can provide a firm methodological framework for Marx's analyses and indicate a way of filling Heidegger's analyses with concrete socio-historical content. The dissertation was designed to document the central analyses by Marx and Heidegger that can contribute to a methodological synthesis of their perspectives.

In my writings after defending my dissertation, I occasionally wrote papers that built upon my understanding of Marx and Heidegger. My Essays in Social Philosophy (vol. #7) includes some of these papers as well as my translation of Heidegger's Time and Being, the last of his works discussed in the dissertation. It also includes my application of a Heideggerian perspective to electronic music. Much later, my writings on educational technology became more philosophical, especially those collected in Essays in Philosophy of Group Cognition (vol. #11). Perhaps the greatest influence of the dissertation on my research in the 21st century was my commitment to grounding my theoretical claims about education in concrete data of student interactions. I thereby tried to conduct phenomenology of collaborative learning in ways that integrated abstract theorizing with attention to the details of dialog as the observable, trans-individual site of thinking.

#7. Essays in Social Philosophy

This volume supplements my dissertation on Marx and Heidegger. It starts with my undergraduate thesis on Nietzsche, my first attempt to present core ideas of a philosopher. In a sense, Nietzsche was trying to come to grips with the changing times, in which "God is dead" and the old ways of thinking are being questioned. Like Marx and Heidegger, Nietzsche (along with Freud and Darwin) built upon and critiqued Hegel. He started to draw the consequences of an open-ended, historical and political world, in which the old imposed rules were becoming unhinged and people could start to creatively define their own ways in a complex world.

The announcement of the death of God by Nietzsche implied more than just a new theory of truth. My thesis advisor kept asking me what it meant in general. I now think that it meant that there is no God's-eye view of truth: that naïve realism is dead and reality is open to interpretation from one's perspective. This realization even later crept into math and science—often assumed to be the prime exemplars of objective truth—with truth in math being relative to the relevant axiomatic system and space-time and mass-energy being relative to one's frame of reference and one's observational interventions.

In educational theory, this means that learning is not some objectively measurable state of mind that can be uniquely assessed (whether through interviews of subjects to discover what they "really thought" or by identifying their neural states). What people say in response to others is a matter of endless ambiguity and interpretation—for researchers, for the other discussants and even for the speakers themselves. This Nietzschean view of truth influenced my later research to focus on the interpretation of student discourse as a matter of open-ended negotiation of meaning, as opposed to data that could be classified objectively from an all-knowing viewpoint. Combined with a social aspect that was already present in Hegel and Nietzsche, this anti-positivism grew into what I eventually called post-cognitivist theory. But before going into educational research, I engaged in a variety of other domains.

The following four essays in volume #7 grew out of my dissertation. They start with my first journal article, which was also incorporated in the dissertation. The next three apply the concerns of the dissertation to the phenomenon of electronic music, a hobby of mine at the time. The article, "Attuned to being," was published in the same journal as my "Jargon" article, and the other two were written in the context of philosophy courses I taught at Northwestern's evening school as a graduate student. The perspective on music was based on Walter Benjamin's "The work of art in the era of its technical reproducibility," a Marxian analysis that could well be contrasted to Heidegger's "Origin of the work of art." Benjamin argued that art, through its mediation by the means of production, could point to social potentials. My essays tried to show the relation of technical details of electronic music to contemporary society. The influence of Adorno's writings on my thinking is explicit in these articles.

After my graduate studies of philosophy, I worked in Philadelphia and was politically engaged there. I was a computer systems programmer at Temple University, where I helped to form a union for those who were not already in unions at the university, including the computer center. After being fired for my union activity, I volunteered at the Philadelphia Unemployment Project and researched the economic causes of unemployment. I was active in the Democratic Socialist Organizing Committee, where I taught some informal courses on Marx and democratic socialism. I became a VISTA Volunteer community organizer with the Philadelphia Council of Neighborhood Organizations, and later a researcher at the Institute for the Study of Civic Values. From there, I became the neighborhood planner and fundraiser for the Southwest Germantown Community Development Corporation, where I was involved in housing rehab, economic development, a credit union and energy conservation service. I also moved to that neighborhood and rehabbed my own Victorian house. In the writings from this period, the political influence of my Marx studies shows clearly.

While involved with many neighborhood organizations in Philadelphia, I started the Community Computerization Project, helping dozens of non-profit organizations to computerize their record keeping and accounting on the first generation of microcomputers. I also served on the Boards or as Treasurer of several of these organizations. With my practical experience programming super-computers and microcomputers, I decided to go to graduate school to study the theory of computer science. The final essays in volume #7 come from my years at the University of Colorado in Boulder, culminating in my second dissertation. Some of them reflect my tendency to bring philosophic reflections to issues of computer science.

The essays on social philosophy are examples of my movement from the pure theory of theoretical physics, pure math and traditional philosophy in my college years to a more engaged and grounded form of philosophical praxis. My philosophical inclinations became immersed in my political activity, then in my computer science, and eventually in my educational research—as will become evident in later volumes of my essays. I still recall a talk at the only philosophy conference I attended, where the speaker used Nietzsche's career to argue against academic philosophy and for a more engaged philosophic crafting of one's life. Combining this with the observation that philosophy from Marx onward transformed itself into a reflective form of empirical science, I generally attempted throughout my career to argue based on trying things out and analyzing observational data. However, I always strove to draw out the consequences in order to address fundamental issues and implications, rather than ending with just objective statistical findings and correlations.

#2. Tacit and Explicit Knowledge

As I read this volume at the close of 2016, after the election of Donald Trump, social media were being criticized for encouraging simplistic thinking and even rude interaction. The proposals for achieving the potential of networked computers by visionary pioneers (e.g., Bush, 1945; Engelbart, 1962; Halasz, 1988; Nelson, 1981; Nelson, 1995) have been undercut by the design of current technologies, which treat computer users as consumers of information (and customers of Apple, Microsoft, Amazon, Facebook, Google,....) rather than as collaborative producers of knowledge. Bush envisioned support for navigating the world's knowledge, constructing innovative paths through there and sharing the paths with other people. Engelbart developed human-computer interaction techniques (the desktop metaphor, the mouse, etc.) for managing complexity of shared information. Halasz and Nelson proposed hypermedia structures to link information together in flexible ways. The WorldWideWeb, Wikipedia, the Well and online salons were intended to build and share new knowledge and thoughtful ideas. However, such approaches to collaboration software have been replaced by simple, restricted apps that only allow users to select from limited options, often with commercial charges. Users are treated as individual consumers with personal opinions that can be expressed by pushing "like" icons. They are not treated as learners trying to develop new knowledge in collaboration with other people.

My dissertation on tacit and explicit understanding in computer support (vol. #2) was part of the earlier effort; it explored how computers could be used to support knowledge building. The software prototype it described, Hermes, was the first of several systems I designed to promote the shared construction of innovative knowledge. Systems like the WebGuide discussion medium and the Virtual Math Teams learning environment are discussed in the volumes of my later work.

Building on my study of Heidegger for my philosophy dissertation (vol. #1), my computer science dissertation expounded a detailed philosophy of human understanding based on the interplay of tacit and explicit knowledge in processes of interpretation, particularly within design efforts. The distinction between tacit and explicit is key to a theory of computer support for knowledge building because human understanding is founded in tacit practices and grounded in tacit human being-in-the-world, whereas computer systems are restricted to manipulating representations of explicit knowledge. By analyzing how tacit knowledge can be transformed into explicit knowledge through interpretation processes, a connection can be found between human and computer information, so that computers can support human knowledge building. Heidegger was the first to analyze the fundamental role of tacit knowledge in making all human knowledge possible and meaningful. My dissertation provides perhaps the most extensive exposition of Heidegger's theory of interpretation (at least in English), specifically applying it to the realm of design.

The dissertation reviews the theories of design of three prominent writers on this topic: Alexander, Rittel and Schön. From this, it proposes that computer support for design should be situated, perspectival and linguistic. Accordingly, the Hermes system is described in terms of three central aspects: (1) it provides facilities for representing the design situation within the software; (2) it allows users to define multiple perspectives for viewing information; and (3) it offers users an end-user-programmable scripting language for controlling all components of the system. The design features and architecture of Hermes are derived from the philosophy of interpretation through a finely argued discussion, focused on the three aspects.

(1) The Hermes system defines a substrate for users to instantiate domain-oriented design environments corresponding to particular design domains, such as kitchen layout or lunar-habitat design. The dissertation adopts the example domain of lunar-habitat design, drawing its examples of design discourse from this domain as well as its application designs. The situation support consists of a graphics area for drawing habitat layouts. (2) The perspectives mechanism includes perspectives for technical fields (electrical, plumbing, HVAC, psychological, low gravity, etc.), for sequential and alternative versions of designs, as well as for individual designers and teams. (3) The scripting language can be used to define technical terms, display lists, search queries and analytic critics.

Displays were generated at run time through a system of recursive methods, allowing for arbitrarily deep inheritance trees (actually, acyclical directed graphs) of perspectives, virtual copies, content links and graphical links.

The dissertation not only provides an elaborated theory to motivate the design of software to support design, but also documents some of the technical details of the hypermedia, perspectives and language of Hermes. There is enough to guide one in implementing these subsystems. In addition, a copy of this annotated source code is available at: http://GerryStahl.net/pub/hermes.pdf . The full object-oriented Pascal source code for Hermes ©1994 is also filed at the Library of Congress under the record:

A limitation of the Hermes system was that it was not fully multi-user. While multiple people could use it sequentially, defining perspectives for their personal views, the architecture did not provide for simultaneous use by groups of people, sharing views of information, sketches and ideas. There was not even a communication facility to support group work, except through modifying and annotating design elements. Addressing this limitation of Hermes led me to my subsequent work on a discussion forum with perspectives in WebGuide and a collaborative problem-solving environment in VMT. Each of these (and other) later systems featured both group and personal perspectives on information and knowledge.

A major issue related to the Hermes system is the management of complexity. The Hermes prototype demonstrated that the software could be written for the computer to manage a high level of complexity. The combination of dynamic hypermedia, perspectives hierarchies and the end-user scripting query language meant that rather complicated computations took place at run-time to create the interface displays. The user-interface screens for specifying the corresponding selections and displays were not extensively developed in the prototype or tested with users. The question of how well both end-users and application developers could understand and make use of features of Hermes remained to be explored in future systems. The claim of the dissertation was that the appearance of these features could be made to be quite natural looking to support relatively tacit usage. In addition, it was assumed that design environments built upon the Hermes substrate would be intended for professionals, who could devote time to learning and mastering a complex system. The history of software development in the interim shows that simplistic apps with narrow capabilities, drastically limited options and obvious interfaces have been overwhelmingly successful. This has raised the question of whether digital technology as popularly and ubiquitously used in 2016 encourages superficial opinion expression to the detriment of more complex knowledge building.

References

Bush, V. (1945). As we may think. Atlantic Monthly. 176(1), 101-108.

Engelbart, D. (1962). Augmenting human intellect: A conceptual framework (Vol. Summary Report 3578). Menlo Park, CA: Stanford Research Institute.

Halasz, F. G. (1988). Reflections on notecards: Seven issues for the next generation of hypermedia systems. Communications of the ACM. 31(7), 836-852.

Nelson, T. (1981). Literary machines. New York, NY: Mindful Press.

Nelson, T. H. (1995). The heart of connection: Hypermedia unified by transclusion. Communications of the ACM. 38(8), 3-33.

#8. Essays in Personalizable Software

At this point in my review of my publications, I am impressed at the quality of the writing and the thoroughness of the analyses. I did not remember my undergraduate thesis, my philosophy dissertation and my computer science dissertation as being as solid as they now appear to me or as having influenced my future work so heavily. Perhaps I retained some of my old feelings (when I wrote these) that I was not fully up to the task and my sense back then of certain weaknesses in the documents. Although in each case, my presentations may have disappointed my advisors in one way of another—it was certainly never what they would have written—it seems to me the texts conveyed—often in between the sentences of their formal structures—a sense of the underlying topic. The review of Nietzsche's attacks on prevailing theories of truth allowed a guiding sense about Nietzsche's philosophical system as a whole to shine through. This was the first time I had developed an overview of a philosopher's system, and although I was not able to articulate it in the thesis, it is clearly at work in my interpretations of Nietzsche's texts there. One might expect the analysis of Marx and Heidegger to answer the question about how Heidegger's philosophy led to his disastrous politics. However, that is probably not possible and no one else has come closer to answering it than the suggestions in Adorno's Jargon, which my dissertation enunciated. Rather, my dissertation considered core motives in Marx and Heidegger's respective systems and argued for a dialectical synthesis of them. Not only are these two systems complex and obscure, but they have been ruthlessly obfuscated by the histories of their interpretations. In my rereading of my philosophy dissertation, the analysis of these philosophers seems to have well stood the test of the intervening 40 years. When it came to my computer-science dissertation, the Marxian influence was sublimated in the attempt to design collaboration software to empower people by adapting the current leading means of knowledge production. The Heideggerian influence was explicit in my presentation of his hermeneutic theory of interpretation. I was surprised in rereading this at the depth of this presentation as well as its fit to the dissertation's topic. In addition, it was fun for me to read the descriptions of the software prototype and to recall the sophistication of the programming that went into the Hermes prototype.

The essays in volume #8 come from the period of my second dissertation, when I was a graduate student in computer science and then a researcher in Boulder, Colorado. They cover some of the ideas about hypermedia that went into Hermes and present drafts of parts of the dissertation that were presented to various audiences. The ideas for personalizing software to the needs and circumstances of different users—especially through variations on the Hermes perspectives mechanism—were central to a number of software prototypes and systems that I subsequently developed. Some of these efforts were reported in my most popular publication, volume #3. Others are documented in volume #8.

My general impression of the "Essays in Personalizable Software" is surprise at the number of software systems I explored with mechanisms to support complex knowledge building. The Hermes prototype in my computer science dissertation featured: dynamic hypertext, a perspectives mechanism and a scripting language. While Hermes was intended to support collaborative design, it was technically a single-user system. So my later efforts focused on supporting communication within groups of students or professionals. Part I of volume #8 documents ideas that led to the mechanisms in Hermes. Part II proposes the concept of "personalizable software." This is a concept that has been discussed from time to time in the computer-science literature. The writings here proposed computational mechanisms to support this in a deeper sense and with more end-user control than usually included—particularly the perspectives mechanism of virtual copying throughout a tree of defined inheritance.

In Part III, perspectives are applied to the critics, which were central to the research lab in which I worked during my dissertation research. It was also applied to a sequence of systems after graduation. The most important of those later systems was WebGuide. During development of WebGuide, I collaborated with Thomas Herrmann of Dortmund, Germany, on combining perspectives with negotiation, as synergistic supports for building effective groups and reaching group consensus in collaborative knowledge-building efforts.

Part IV reflects some of the breadth of exploration that I was engaged in during my later years in Colorado as a research professor. WebGuide and the subsequent support for perspectives and negotiation in BSCL (during my year in Bonn, Germany) are presented in volume #3. That volume can be read in terms of a line of investigation of group formation, perspective sharing and knowledge negotiation as supports for collaborative knowledge building. The essays in volume #8 anticipate and motivate that focus. They also supplement the major papers included in volume #3 with related descriptions (e.g., of Hermes, TCA, LSA, WebGuide, BSCL, and other prototypes developed in parallel with those).

#3. Group Cognition

This is a self-contained volume published by MIT Press in the Acting with Technology series. It includes essays related to computer support for collaborative learning from my computer science dissertation through the start of the VMT Project.

Looking back at this publication 15 years later, I am surprised how thoroughly it presented my conception of group cognition, which was a new term essentially invented in the writing of the book. Even the introduction presents a careful description of the core idea that I would be hard put to articulate better now. The concept is even well illustrated by analysis of empirical interactions—despite the fact that my systematic investigations with students had not yet begun. The theoretical and philosophical aspects are well covered, particularly be a couple of key essays. The proposal for follow-up research nicely anticipates and calls for precisely the kinds of studies that took place in the subsequent VMT project (which was just announced in Group Cognition) and that was extensively documented in my later books.

This was certainly my most popular book. The printing of 1,000 hard bound copies was sold out and many digital copies circulated. As of 2019, its Google citation count was 1,563. This far surpasses all my other publications except the chapter on CSCL co-authored with Tim and Dan (2,113), which is perhaps the defining statement of the field. The next two most cited documents are both chapters in Group Cognition, and the next most cited book is SVMT at a mere 283 citations. My total citation count is about 10,000—with an h-index of 38.

The chapters of the book are of varied quality and I still feel uneasy about some of their weaknesses as stand-alone presentations. However, they are well integrated into a coherent argument about group cognition by the hierarchy of introductions to the book, its three sections and the individual chapters. While it is possible that certain readers would be critical of aspects of specific chapters, the larger problem is simply the volume and complexity of the manuscript and the demands it makes of the reader in terms of concentration and background knowledge. Various chapters assume facility with various domains of computer science, cognitive science, mathematics and philosophy. Of course, the synthesis of these domains underlies the power and focus of the presentation, which requires the diversity of sources.

In a sense, the concrete software examples in Group Cognition illustrate the difficulties of CSCL more than the potential, which is argued for mostly in theoretical terms. From the 2019 perspective, the difficulties are akin to the conundrum of social media as purveyor of fake news. That is, the CSCL prototypes tended to be used as media for exchange of opinions, just like social media are designed to do. The goal of collaborative knowledge building was explicitly contrasted to this.

A repeated conclusion in Group Cognition was the need to develop empirical examples of collaborative knowledge building and to analyze in detail how they work. This was seen as a prerequisite for further significant progress in groupware system design, in CSCL pedagogy and in group-cognition theory. That nicely set the stage for my later published books, focused on the work of the VMT project. SVMT described the VMT project. Translating Euclid described many aspects of the associated design-based research of the project. Constructing Dynamic Triangles Together provided a detailed analysis of successful group cognition, chat posting by posting and geometry action by action. They confirm the central hypothesis proposed by Group Cognition.

A copy of the Java source code for versions of WebGuide from 2000 is available at: http://GerryStahl.net/pub/webguide.zip .

#15. Global Introduction to CSCL

This volume contains my most popular article. It is highly cited in the published literature on educational technology and CSCL. It is widely considered the definitive definition of the field of CSCL. I co-authored the original version with Timothy Koschmann and Daniel Suthers at the suggestion of Keith Sawyer, the editor of the comprehensive Handbook of the Learning Sciences. In 2015, I made very slight changes to up-date it for the revised version of the Handbook.

In order to make the article more readily available to readers globally, I had it translated into several major languages. The original and revised English versions are included in volume #15, along with the translations of the original version. This way, readers of a translation can conveniently compare the wording with the original English.

As the field of CSCL spreads around the world to new areas in Asia, the Middle East, Africa and South America, it is important that newcomers to the field are informed about the major characteristics of CSCL that differentiate it from traditional educational psychology and generic distance education.

If one reads the article carefully, the emphasis on the group as the focal unit of analysis becomes clear. Methodologically, this can involve an ethnomethodological or conversation-analytic approach, in place of the statistical techniques of coding and counting. Thus, the introduction to CSCL aligns closely with themes from my theory of group cognition in volumes #3, #9 and subsequent writings. It even mentions focusing on the interactive constitution of intersubjectivity and on the adoption of practices, as discussed extensively in my last writings (volume #11).

#9. Essays in Computer-Supported Collaborative Learning

This volume supplements the compilations of articles about the VMT project in volumes #3 and #4. It shows the understanding of online collaborative knowledge building gained through the research in the early years of the VMT Project, prior to the incorporation of multi-user GeoGebra. For instance, the central essay on "Sustaining Interaction in a CSCL Environment" presents a number of insights into how collaborative problem solving is accomplished in this context.

I am surprised in re-reading these essays at how broad an understanding of the processes of group cognition are described, despite the focused nature of most research reports. The unique nature of VMT chats seems to be quite consistent across multiple studies, events and analyses.

In particular, I did not realize how many "group practices" or "member methods" are identified in these early studies. It is not until my last book (volume #6, 2015) that I focused on the adoption of group practices. There I explored how groups interactionally adopt new group practices. In previous analyses, we identified practices that were used by groups to accomplish their group cognition. However, we did not explicitly inquire how the groups adopted these practices. Similarly, ethnomethodology researches the tacit methods that group members use in their interactions, without necessarily identifying the ways in which these methods are introduced into the group interaction and adopted by the group in their interactions.

One could now look back over the early VMT excerpts to see how the group practices that are found there arose through a process of tacit activity encountering a breakdown in shared understanding, solutions to the breakdown being made explicit in the interaction, new group practices being adopted by the group, and the practices becoming tacit member methods. This process could parallel at the group unit of analysis the hermeneutic dialectic of human-computer interaction proposed in my dissertation on tacit and explicit knowledge (vol. #2, 1994), based on my analysis of Heidegger's philosophy (vol. #1, 1974): i.e., tacit to explicit and then back to tacit (but now shared).

#17. Proposals for Research

The purpose of this volume was to share the academic grant proposals that I have made for research, including first of all those that have been funded and have allowed me to engage in an active research agenda, both at the University of Colorado in Boulder as a Research Professor and at Drexel University in Philadelphia as an Associate Professor and Full Research Professor.

I have also included a number of proposals that I felt should have been funded; these document ideas that I was working on at the time they were written, but ultimately represent roads not taken. They were modest (more or less) proposals for promising, but unfulfilled, research potentials. Perhaps they document stages in the development of my thinking not otherwise visible; perhaps they will inspire a reader to pursue an otherwise forgotten trail of inquiry.

Writing effective, competitive grant proposals is a delicate business. First, one has to conceive of a program of research that one would like to undertake and that is reasonable to attempt under the proposed conditions. Then, one must convince the funding source and their reviewers that the funding proposal should be accepted. This must be accomplished with a written document of restricted form, content and length.

Preparing a proposal is a challenging writing task, requiring project planning, persuasive presentation and organized narrative. In many ways it is like writing a professional research report for a journal, such as one would compose near the end of the prospective funded project, but it needs to include more than just the concept, theory, literature review and analysis. It also needs to demonstrate why the person or group proposing is the right one to do the job and detail how the work is expected to be accomplished with the requested resources. In this publication, I only include the Proposal Summary, Proposal Description and Proposal References. The details of personnel and budget are too specific to be of interest to the reader. (Although putting together an effective and convincing budget is itself an art.)

I attribute my success in grantsmanship to a number of stages in my life. Most likely, I honed my natural argumentation tendencies through a decade of study of philosophy (Stahl, 2010a; 2010b). But this left my writing style too abstruse for the practical world of grant funding. Once I had completed my doctoral study of philosophy, I returned to the streets of Philadelphia as a community organizer in the 1970s of the Great Society era of federal funding. My first proposal was awarded a million dollar grant to the Philadelphia Council of Neighborhood Organizations (PCNO) to train unemployed residents in poor neighborhoods to start energy conservation, recycling and home repair/weatherization projects. I later joined the Southwest Germantown Community Development Corporation (SGCDC) as community planner and brought in dozens of federal, state, city and foundation grants over several years to grow the organization from a small home rehab group to include a local credit union, an energy conservation organization and neighborhood projects in youth employment, housing rehab and economic development. This taught me not only proposal writing, but project management, especially non-profit fund accounting and budgeting. Next, I provided technical assistance to non-profit organizations throughout Philadelphia on the staff of the Institute for the Study of Civic Values and started a computerization service for them when the first personal computers came along, developing custom accounting and service tracking software. Eventually, I spun off my own non-profit, the Community Computerization Project, helping dozens of organizations in Philadelphia.

In 1989, I moved out West and studied computer science, artificial intelligence and cognitive science in Boulder (Stahl, 2010c). I helped writing proposals for the lab I was in and drafted the proposal that paid for my post-doc position.

After graduation, I worked with a small research start-up, drafting SBIR (federal small-business innovative research program) proposals for research in collaboration with firms and government agencies. I worked as VP for R&D, doing the programming for grants that were funded. The projects were in collaboration with the Boulder Department of Education and with the astronaut psychology group in NASA. Some of this research is reported in Group Cognition (vol. #3).

I eventually became a Research Professor at the Institute of Cognitive Science and the Department of Computer Science. This meant that I had to raise my entire salary from grants, so I began writing proposals intensively (documented in vol. #17). While I was awarded some relatively small grants, I never succeeded in the almost impossible job of supporting myself as a research professor.

I went to work at a CSCW lab in Germany for a year and then joined the faculty of the College of Information Science and Technology (the iSchool) at Drexel University. There, I met the people at the Math Forum at Drexel and developed collaborations that resulted in successful grant proposals and productive research. My grants raised over six million dollars to support the VMT Project from 2003-2016.

#4. Studying Virtual Math Teams

This is a self-contained book published by Springer in the Computer-Supported Collaborative Learning series #11. Including chapters authored by international colleagues, it documents the initial years of the VMT Project at Drexel University and the Math Forum.

The styles of the chapters vary considerably, partially as a result of the different perspectives of the authors. Even my own chapters take quite different approaches. The volume opens and closes with nice presentations at a higher level of overview than most of the other chapters. The introductory "chat" or "interview" format provides an informal view of the general undertaking of the VMT research effort and the concluding chapter looks beyond the state of the project to an envisioned science of group cognition. This vision arranges many of the preceding chapters into a systematic framework and foresees much of the future work of the project, including even the identification of "group practices"—which turned out to be the final focus of the project (volume #6).

The diverse authorship of the chapters reflects the collaborative spirit of the VMT project. The list of Authors and Collaborators at the start of the book and the Notes at the end document many of the people and groups involved. The project was always primarily a collaboration between the I-School and the Math Forum, both at Drexel. Steve Weimar and the staff of the Math Forum provided the practical support: programmers, educational analysts and connections with teachers and students. A shifting collection of people from the I-School joined me and my four PhD students. Researchers from around the world joined the group for periods of months. Everyone contributed from their own perspective and expertise.

Several of the chapter authors participated in the four-day VMT project kick-off workshop in June 2003. The workshop was held at Drexel University's Peck Center on the 8th, 9th and 10th; at the Inn at Penn on the 11th; and at my home on the 12th. All hotel, travel, food and entertainment costs of the participants were paid for out of the grant. Out-of-town participants were given an honorarium of $600 each. The following people participated in the workshop: Bob Aiken (Temple), Wolfgang Appelt (Germany), Gerardo Ayala (Mexico), Chip Bruce (U of Ill.), Santi Caballé (Spain), Murat Cakir (RA), Annie Fetter (Math Forum), Hugo Fuks (Argentina), Geri Gay (Cornell), Ricki Goldman (NJIT), Jörg Haake (Germany), Thomas Herrmann (Germany), Jim Hewitt (Canada), Cindy Hmelo-Silver (Rutgers), Chris Hoadley (Penn State), Victor Kaptelinin (Sweden), Tim Koschmann (S. Ill. U), Kristina Lasher (Math Forum), Lisa Lavelle (Lewis & Clark), Sten Ludvigsen Norway), Ana Marjanovic-Shane (Philadelphia), Eugene Matusov (Delaware), Pete Miller (UW Madison), Tracey Perzan (Math Forum), Johann Sarmiento (RA), Wes Shumar (Drexel), Gerry Stahl (Drexel), Jan-Willem Strijbos (Netherlands), Ramon Toledo (RA), Stefan Trausan-Matu (Romania), Ian Underwood (Math Forum), Steve Weimar (Math Forum), Martin Wessner (Germany), Fatos Xhafa (Spain), Alan Zemel (post-doc), Nan Zhou (RA).

While SVMT documents many aspects of the project, there is further detailed documentation in other volumes of my eLibrary, such as coding schemes, versions of dynamic geometry curriculum and software documentation that came after SVMT was published.

The Java source code for VMT is freely available as open source at SourceForge, the open source repository. There are versions of VMT for desktop/laptop computers, for mobile/tablet and for the VMT Replayer: https://sourceforge.net/directory/os:mac/?q=VMT.

After I retired, Steve Weimar took the VMT software with him to new organizations, where it was reprogrammed; see vmt.mathematicalthinking.org; send inquiries to vmt@21pstem.org or SWeimar@21pstem.org.

#12. Essays in Online Mathematics Interaction

What is immediately striking in re-reading these essays from the 2006 VMT trials is the wealth of detailed analysis of the group practices adopted by student teams in conducting mathematical problem solving. Specifically, these essays analyze how student interactions apply referential and representational methods to direct teammates' attention and to represent (graphically, symbolically or linguistically) mathematical relationships.

These methods may be generally accepted social practices, established mathematical practices or locally adopted group practices. These alternatives are not differentiated in these essays, but we could go back now after having focused on the adoption of group practices in volume #6 to observe how the VMT teams adopt the various practices.

In the essays of this volume, members of the VMT research team presented important observations: Murat Cakir presented graphical methods of sequential drawing as contributing to the intersubjective meaning making in coordination with the chat. Johann Sarmiento explored in innovative ways the temporal structure of the small-group interactions, especially across multiple chat sessions. These essays complement Alan Zemel's analysis of chat interaction as "reading's work" and Nan Zhou's analysis of the important role of questioning in team interaction. Together, these analyses provide a foundation for a description of group practices that are foundational for mathematical group cognition. Cakir, Sarmiento and Zhou were the graduate research assistants on the VMT project and wrote their groundbreaking dissertations on these themes. Zemel was the post-doc on the project, and trained us all on the ethnomethodological perspective on communication. Stefan Trausan-Matu was a visiting researcher at the VMT project for six months; he developed a perspective based on Bakhtin. Stephen Weimar and others at the Math Forum helped us to understand the mathematics from a pedagogical perspective.

The second essay, originally published in ijCSCL, could be considered the central paper in this volume. It concludes with a summary of the accomplishment of the VMT project generally:

> The coordination of visual and textual realizations of the mathematical objects co-constructed by the students provides a grounding of the algebraic formulas the students jointly derive using the line drawings that they inspect visually together. As the students individualize this experience of group cognition, they can develop the deep understanding of mathematical phenomena that comes from seeing the connections among multiple realizations. Our case study does not by any means predict that all students can accomplish similar results under specific conditions, but merely demonstrates that such group cognition is possible within a synchronous CSCL setting and that a fine-grained sequential analysis of interaction can study how it is collaboratively accomplished.

The project was able to describe in considerable detail the group interactions conducted in the graphical and textual media of the VMT environment. This was a unique achievement in the field of CSCL. Based on such analysis, the project was able to argue for a view of grounding that differed from the widely accepted theory of Clark, centered on contributions from individual minds. One could argue that grounding in mathematics provides a useful example. It is sometimes argued (e.g., by Sfard) that deep understanding of mathematical phenomena consists of the adoption of multiple practices or routines associated with a given mathematical object. However, one can say it is also important for grounding one's understanding of a mathematical abstraction in an embodied sense of the object (e.g., Wittgenstein insists on practices that guide the application of rules and Lakoff describes bodily metaphors underlying mathematical relationships, while Merleau-Ponty would stress our bodily movement and manipulation). Mathematicians typically rely upon sketches on paper (or, derivative of that, in their imaginations). The analysis in this essay illustrates repeatedly interactional moves that ground textual references to mathematical terms and objects in visual perceptions of graphical displays and animations. This grounding—which makes use of the whiteboard and the persistent chat stream—is carried out at the group level, in the interaction. Strikingly, it can still be observed there in the VMT data a decade later. We can ground our understanding of the student drawings, animations, postings, terminology and formulas by looking at the graphics in the VMT Replayer or even the figures in the paper and the sequences of chat postings. The grounding and meaning making is still there in the interaction traces. We do not need to question the students about what they were thinking because they already posed to each other in the chat the most important questions for interpreting what was said and we can read the responses. The group cognition and its grounding are captured in the essay.

#10. Essays in Group-Cognitive Science

Taken together, the essays in this volume illustrate a method of conducting analysis of CSCL interactions. This method is suggested at several points in my writings, but never spelled out. In this volume, one can see it worked out.

The method is based on two principles: coding adjacency pairs rather than individual utterances and coding the hierarchical structure of a session.

The hierarchical structure is presented in two of the essays (Chapters 3 and 4). A set of codes for the two parts of typical adjacency pairs is presented in the chart of Chapter 7. Here, codes are also listed for the other hierarchical levels.

These codes have been worked out in a spreadsheet that is available at www.gerrystahl.net/pub/coded4b.xls for hands-on usage. I developed the codes through detailed consideration of the postings, their interactional roles, their meaning making and their timing. As I worked on one column of codes, it affected codes in other columns (and even changed the threading)—in a dialectic of whole and part that is typical of interpretation.

Standard measures of inter-rater reliability cannot be used directly in this multi-dimensional analysis because raters would have to do one level at a time and agree before doing the next level to avoid unacceptably large divergences. However, the levels of codes are interdependent. Rather than using multiple raters, I asked Carolyn Rose to look at the excerpt. She is an expert in coding, but comes from a very different methodological perspective from me. She independently analyzed the adjacency-pair structure—which is probably the most important dimension—using her own approach. She generally confirmed my analysis of what were the major adjacency pairs in the excerpt.

A multi-level coding using the approach specified in this chapter—including the reasoning supporting it—constitutes a rather thorough analysis of the interaction. If a research team agrees on such a coding, this can form a useful basis for further analysis, such as the identification of patterns of academically productive discourse or the adoption of group practices. The coding of adjacency pairs and higher level processes at the group unit of analysis may overcome the tension in CSCL between quantitative and qualitative methodologies. This tension was already explicitly discussed in Chapter 2 from 2012 in terms of group practices.

I always wanted to analyze the whole sequence of sessions of Team B and Team C in VMT Spring Fest 2006. The VMT research team spent months discussing these sessions in its weekly project meetings, going over every line of chat. It would be interested to complete the coding of all this chat using the system presented in this volume. It would also be interesting to identify the adoption of group practices in these chats, as done in vol. #6. Some of this was done by Richard Medina in his dissertation and in his ijCSCL article.

#5. Translating Euclid

This is a self-contained volume. It was written to document multiple aspects of the VMT Project as a prototypical example of CSCL research. It was published by Morgan and Claypool, in the Synthesis Lectures on Human-Centered Informatics series #17.

This book presents perhaps the most comprehensive documentation of a CSCL research agenda ever published:

  * The VMT research was conducted over a period of a dozen years, from 2003-2015, of which the last couple years are focused on it this book.
  * The book includes several examples of empirical analysis and references many more from the related VMT research.
  * Including are all the major relevant perspectives and historical context: history of the subject domain, theory of geometry as a human-centered undertaking, technological considerations, theory of interactional resources, analysis of usage by researchers, teachers and students,....
  * A geometry teacher could gather a systematic approach to collaborative dynamic geometry and come to understand the basics of an introductory curriculum for the subject from the examples of GeoGebra resources in the chapter on Practice.
  * A software designer could learn important considerations for the technological support of collaborative dynamic geometry.
  * The chapter on Theory of resources provides an important contribution to the philosophy of group cognition.

While reading Translating Euclid during a winter 2019 vacation in Florida, I was impressed by the analysis of interactional resources. Relating it to other theories I had discussed—such as those involving artifacts, perspectives, practices—it struck me that I have penned many attempts to understand the relationship between the levels of individual, small group and community/society:

  * My philosophy dissertation (Stahl, 1975) considers Marx' analysis of group interaction of two people in the core interaction of commodity exchange. It also considers Heidegger's theory of the history of Being and the working of things. It takes as problematic the relations among these different units of analysis in the two philosophies.
  * My computer science dissertation (Stahl, 1993) discusses computer support for group work, presenting a theory of tacit and explicit understanding in computer mediation of collaborative knowledge building.
  * My work on software perspectives, such as individual, group and classroom perspectives in WebGuide (Stahl, 1999) proposes support for moving between these levels.
  * My model of collaborative knowledge building (Stahl, 2000) pictures the interaction of these levels during knowledge building.
  * My discussion of "shared" understanding (Stahl, 2003a) considers potential relationships among knowledge considered as personal, group or community.
  * My analysis of (social) meaning and (individual) interpretation (Stahl, 2003b) takes a hermeneutic approach to understanding the interplay here.
  * My first attempt at a theory of collaborative learning, emphasizes the role of artifacts (Stahl, 2004) and brings together many existing theories.
  * My first book, Group Cognition (Stahl, 2006), especially the chapter on "Thinking at the small-group unit of analysis," gathers together my various explorations at the time and coins the term "group cognition."
  * My ijCSCL editorials on "CSCL and its flash themes" (Stahl, 2007) and "The strength of the lone wolf" (Stahl, 2008) explore the alternatives of individual and group conceptualizations.
  * My second book, Studying Virtual Math Teams (Stahl, 2009b), explores the interplay of levels, especially in the chapter on "Meaning making in VMT."
  * My keynote, "How I view learning and thinking in CSCL groups" (Stahl, 2009a) discusses the levels of discourse analysis.
  * My chapter on "Social practices of group cognition in virtual math teams" (Stahl, 2011b) focuses on social practices. 
  * My coding scheme for sequential discourse (Stahl, 2011a) coordinates coding at different levels.
  * My ijCSCL editorials on "Traversing planes of learning" (Stahl, 2012b), "Cognizing mediating" (Stahl, 2012a), "Learning across levels" (Stahl, 2013a) and "Conceptualizing the intersubjective group" (Stahl, 2015) propose the importance of connecting the levels and points our how little this has been done in theory.
  * My third book, Translating Euclid (Stahl, 2013b), develops a theory of connected levels using the notion of interactional resources, especially in the chapters on "Philosophy: The obfuscation of geometry" and "Theory: Resources for geometry."
  * My fourth book, Constructing dynamic triangles together: The development of mathematical group cognition (Stahl, 2016), provides an analysis of group practices as the mediator between levels.
  * My fifth book, Theoretical investigations: Philosophical foundations of group cognition (Stahl, 2019b), addresses the philosophy of group cognition in its many theoretical essays, including "Investigation 2. A theory of group cognition in CSCL" (Stahl, 2019a).
  * My chapters in the CSCL Handbook, "Theories of CSCL" (Stahl & Hakkarainen, 2020) and "Analysis of Group Practices" (Medina & Stahl, 2020) summarize and present theories and methods relevant to group cognition.

One might conclude from this list—spanning my entire adult life and publishing career—that the relationship and interplay between the individual and the group or the personal and the social has been an abiding and consuming theme. In reviewing my recent contributions on this thematic complex, I was pleased that I had come so far in responding to the central issues and in forging a distinctive path. My only regret is that the evolution of these ideas is only visible to someone who reads many of my publications, amounting to thousands of pages. Furthermore, many of these publications are demanding for any reader not well steeped in philosophy, computer science, learning science, cognitive science, etc. I have tried to consolidate my presentations in my e-library to avoid excessive duplication and have summarized some of the presentations in more popularized writings. But the attempt to overview the sequence of theories and to contrast them to each other would still be daunting. The complex of theories is more than can be kept in memory and it required being committed to the texts, where it was worked out.

References

#13. Essays in Collaborative Dynamic Geometry

The most advanced period of the VMT project involved dynamic geometry. The project devoted considerable effort to developing a multi-user version of dynamic geometry and integrating it into the VMT software environment. We wanted to provide more direct support for math in the environment. The Math Forum had been involved in the invention of dynamic geometry, resulting in the commercial product, Geometer's Sketchpad. The math professor at Swarthmore who started the Math Forum also started the development of Sketchpad. Steve Weimar and Annie Fetter were both involved in supporting teachers working with Sketchpad throughout the history of the Math Forum, and both were part of the VMT team throughout its existence. By the time of the VMT effort, GeoGebra had come into existence as a free, open source alternative to Sketchpad. We hired a sequence of three full-time programmers to convert GeoGebra to a multi-user version, in coordination with the GeoGebra developers.

The research involving dynamic geometry is extensively documented in Translating Euclid and Constructing Dynamic Triangles Together. In addition, the curriculum associated with this effort is republished in volume #14. That leaves little else to publish from that period in this volume. Consequently, the volume consists primarily of conference and workshop presentations that presented aspects of the research.

However, the collection of mostly brief papers in this volume sheds interesting light on the mature VMT project, not necessarily visible in the single-author more comprehensive monographs. The first essays are to some extent taken from funding proposals arguing for the unique contributions and potentials of the VMT project. They were also used to introduce the project to the wider mathematics education community, for instance in an international conference in Korea or in GeoGebra workshops. The later essays by Oner, Cakir, Khoo and the VMT team generally provide diverse perspectives on major issues such as how to analyze/evaluate VMT sessions and how to envision future directions for VMT with GeoGebra.

A whole other research stream, not well represented in the eLibrary, is the work of Arthur Powell and his students. While I focused on the students in VMT sessions, Arthur focused on their teachers. A major part of the VMT project involved teacher training. The project held courses for local teachers through Drexel and Rutgers, to prepare them to use VMT with GeoGebra in the classrooms. This was a central concern of Arthur, Jason, Steve and Annie. I was not much involved in that aspect, except to help coordinate it within the overall project and to raise funding to support it.

I was more involved in presenting the VMT research at international conferences, such as ICLS and CSCL. For instance, we held a workshop on the Cereal Team data at the ICLS 2014 conference in Boulder, Colorado. Presenters included Stahl, Weimar, Oner, Cakir and Khoo. Participants included Sfard, Koschmann, Schwarz and Alterman. The data for the workshop data sessions is still available at http://gerrystahl.net/vmt/icls2014. There are also videos there from the presentations. I was also invited to give presentations on VMT in Sweden and Norway, which are available as YouTube videos. These presentations led to the monographs and to the papers in this volume.

In particular, at the time of the workshop in Boulder, Diler Oner was a visiting researcher at VMT from Turkey. She had done her doctoral dissertation at Wisconsin on dynamic-geometry environments. She presented the data from Session 3. Oner and I later presented our analysis of that session at a workshop at CSCL 2015 in Gothenburg and then submitted an extended version to a math journal. When that journal did not respond with a review after about a year, we withdrew the article, extensively revised it, and submitted it to ijCSCL, where it was published. The ijCSCL version is republished here. It differs considerably—although does not contradict—the analysis of Session 3 in Constructing Dynamic Triangles Together. It reflects Oner's analytic approach, just as certain essays reflect Cakir's or Khoo's, which all fed into the VMT team's group cognition.

#14. Adventures in Dynamic Geometry

This volume reproduces four versions of VMT curriculum for introducing collaborative dynamic geometry using multi-user GeoGebra in the VMT collaboration environment. This includes the curriculum that was used by teams of students and by teams of teachers in the VMT project—as reported in the other volumes.

The curriculum reproduced here includes a wealth of activities for exploring geometry at beginner and intermediate levels. It also includes descriptions of the VMT and GeoGebra software interfaces as well as guidance for working collaboratively online. Many of the activities are open-ended, inquiry-oriented and constructionist.

#6. Constructing Dynamic Triangles Together: Development of Mathematical Group Cognition

This is a self-contained volume published by Cambridge University Press in the Learning in Doing: Social, Cognitive and Computational Perspectives series. It is a detailed report on a case study of collaborative learning using VMT with dynamic geometry.

The analysis of the student interaction not only follows the work and learning of the group step by step, it also reflects on the nature of collaborative mathematical work. There is a rich discussion of many aspects of the CSCL interaction illustrated by the details in the transcript. The reflections on what is involved in learning to use GeoGebra is closely interwoven with the analysis of the team adopting group practices.

It is amazing how the team articulates in the chat each step of their collaborative learning of dynamic geometry. The analysis of their chat leads one naturally through each step in a logical, well-motivated way, richly supported by chat logs and screenshots.

While the analysis generally focuses on how chat postings respond and elicit each other or display questions, proposals and agreements, sometimes they illustrate one student's perspective or role and then discuss how this fits into the group process.

It is striking how much the group advances in its ability to conduct dynamic geometry problem solving from one session to the next. It is obvious that deep mathematical learning is taking place—at the group level. The group advances from naive visual thinking to numeric, conceptual and construction forms of thinking and discourse. The analysis of each chapter demonstrates clearly how progress is made by the group as a unit, with each participant contributing, maintaining shared attention and being jointly involved.

The analysis of collaborative learning takes place over multiple sessions. The traditional CA approach of looking at brief and isolated interchanges has to be extended to a hierarchy of response pairs, interchanges, topics, sessions and sequences of sessions.

The focus on the adoption of group practices is maintained consistently throughout the analysis. The analysis shows that dramatic learning can take place through this kind of CSCL approach. At the same time that the analysis provides impressive results, it also reveals the fragility and difficulty of such learning. The teacher's decision to suddenly move into a unit on transformations led to a setback for the group. In addition, certain other units were inadequately presented. So the analysis shows the need for continuing redesign and adaptation of the curriculum to different settings and audiences.

In addition to the PDF versions of updated curricula, two GeoGebra book versions are available:

  * Construct Dynamic Geometry Together: https://www.geogebra.org/m/gDNv2VCV
  * The Construction Crew Game: https://www.geogebra.org/m/uegN2fXQ

#16. Editorial Introductions to ijCSCL

I was the founding Editor-in-Chief of this journal for ten years. Hans Spada and Friedrich Hesse first suggested I take on this role following a contentious debate about the inclusion of CSCL within ISLS during CSCL 2003 in Bergen. I discussed the possibility with international colleagues during a workshop I hosted in Philadelphia during the start of the VMT project. My Dean agreed to provide a half-time editorial assistant to help me with the journal.

Looking back at the editorial introductions I wrote for each quarterly issue, I recall the process of soliciting promising manuscripts, guiding them through the peer-review process and then analyzing them for my intros. For each published paper, I tried to summarize its potential contribution to the CSCL research field—and often to hint at questions I would raise about their argument. Most quarters, I would try to bring out a theme of theoretical, methodological or practical centrality for CSCL, which unified that issue's papers.

In later years, I used the introductions as occasions to present some of my own views about the theory of CSCL, particularly as they related to the articles being published. As co-Editor, Friedrich Hesse always reviewed the introductions and prevented me from ignoring or offending alternative viewpoints. After he stepped back, the introductions were reviewed by and often co-written by the Executive Editors.

Looking over ten years of introductions to 40 issues and about 180 journal articles, I see the continuous focus on theory and on alternative methods of analysis. Through the years, important themes from within the CSCL community are showcased and trends are documented. "Flash themes" of scripting, argumentation, tabletop interfaces, etc. were featured with introductory overview articles and sets of findings. In particular, the growing internationalization of the research community was emphasized with CSCL conferences in Asia and articles reporting on Asian research.

The "agonistic" nature of scientific fields—in which methodological controversies are negotiated through argumentation—is particularly clear. My own emphasis on the group unit of analysis and preference for conversation-analytic approaches was balanced by the views of my colleagues on the Editorial Board and by many of the articles we published representing contrasting perspectives.

#11. Essays in Philosophy of Group Cognition

This is where my abiding interest in philosophy explicitly meets my empirical study of group cognition in the VMT project. The volume opens with my 2017 submission to ijCSCL, a "squib" or brief controversial statement. Since I was no longer the Editor-in-Chief of ijCSCL, I felt I could publish there and that the journal could reach the largest audience interested in my research. This article highlighted the concept of "group practices" as a focus for my research, particularly in my last book, Constructing Dynamic Triangles Together. I argued that the analysis of the adoption of group practices by student teams in VMT could provide a key focus for a new methodology of CSCL. That is, that collaborative learning could largely be viewed as the successive adoption of group practices. While others and I had previously discussed the use of social practices by small groups, the practices had not been viewed as often being defined at the small-group unit of analysis. It was generally implicitly assumed that the groups were simply using practices (e.g., linguistic or mathematical) that were broadly accepted in a larger community (e.g., English speakers or mathematicians). While group practices may often correspond or even be derived from social practices, it is crucial that they be proposed, negotiated, accepted and adopted at the group level. Furthermore, a focus on what group practices are or are not adopted by a group in a specific CSCL environment could be central to assessing and redesigning that environment.

The other essays take up philosophical foundations of CSCL, such as the concepts of intersubjectivity, shared understanding, Being-with and common ground. They review, for instance, the discourse within academic philosophy of intersubjectivity, from Husserl to Vygotsky. They argue that the theory of group cognition is a post-cognitive approach in line with developments in philosophy into the 21st century.

#18. Overview and Autobiographical Essays

The present volume provides personal background to my writings and these reflections from 2017 on various aspects of the books or essays.

#19. Theoretical Investigations

A number of theoretical papers originally published in ijCSCL are re-published here and commented on. They are supplemented by philosophical essays of mine and two new essays reflecting on the accomplishments of CSCL theory.

#20 Works of 3-D Form

My work in sculpture is documented with a catalog of all my works. Other works of 3-D design are also included, as are some reflections on my art work.

  1. My Timeline

The timeline of my life is charted in this chapter.

Painting by local artist, Florence Starr Taylor, 1945, less than a year old.

Painting by Doris Stahl, 1968, Heidelberg, Germany, studying philosophy, age 23.

Painting by Doris Stahl, 1970, Chicago, studying philosophy at Northwestern, age 25.

Following the timeline are two autobiographical essays: "A Career in Informatics" and "Catch.Me.Up." These informal discussions were written to provide a glimpse of my life leading up to my professorship at Drexel University. The discussion of my career was addressed to students in my courses on information science; it stresses the importance of life-long learning in a rapidly evolving society. The catch-up article was for friends and family, covering the earlier phases of my life.

After them are chronological lists of "Homes I have lived in," "My travels abroad," "My academic conferences and presentations" and "My education," which separate out the information contained in the combined timeline annual overview.

Additional lists of my employment and publications are to be found in my official Curriculum Vitae, which concludes this volume.

My four published books discuss the history of my major research effort, the VMT Project. Visiting researchers were important to the project. The project kicked off with the 2003 workshop, attended by international CSCL researchers. The project started with an intervention in face-to-face collaboration in a math classroom in a Philadelphia middle school. The VMT software was based on a German prototype and was eventually extended to include a multi-user version of GeoGebra. The published books provide autobiographical references and note the collaborations involved in the research, documenting the decade of my research prior to retirement.

A word cloud of this volume. | |

My Timeline Annual Overview  | |

---|---|---|---|---

|  | life events, homes | schools, jobs | travel, conferences

|  | |

|

14,000,000,000 | years ago | The universe exploded into existence | |

4,500,000,000 | years ago | Planet Earth formed around the Sun | |

100,000,000 | years ago | Life formed in the ocean | |

65,000,000 | years ago | Mammals began to dominate on the land | |

5,000,000 | years ago | Hominids evolved from apes in Africa | |

300,000 | years ago | Humans evolved in Africa | |

70,000 | years ago | Behaviorally modern humans developed language & collaboration skills | |

60,000 | years ago | My ancestors crossed the Red Sea to the Levant (Israel area) | |

2,200 | years ago | They migrated to Turkey along the Mediterranean  | |

1,900 | years ago | They migrated from Turkey to Italy (the diaspora) | |

650 | |

They migrated from Rome to Frankfurt area | |

1200 | |

They migrated from Frankfurt to Bialystok and Romania | |

1851 | |

Chaim Levy (1816-1852) and Rachel (1820-1852) begat Yetta in Bialystok | |

1885 | |

Mordecai Kaplan (1851-1898) and Yetta Levy (1851-1928) begat Minnie in Bialystok | |

1901 | |

Issac and Hannah Stahl emigrated from Romania to Philadelphia | |

1904 | |

Nathan Miller (Millendovich) and Minnie Kaplan emigrated from Aradok (a village near Bialystok, Poland) to Chicago | |

1915 | |

Issac and Hannah Stahl begat Ben in Philadelphia | |

1920 | |

Nathan Miller (1885-1965) and Minnie Kaplan (1885-1963) begat Evelyn in Chicago | |

1943 | |

Ben Stahl (1915-1998) and Evelyn Miller (1920-2001) married in Philadelphia (rebel attic) | |

1945 | |

Gerry born in Wilmington, DE; lived in Arden, DE | |

1946 | |  | |

1947 | |

Alan born in North Providence, RI | |

1948 | |

Moved to Philadelphia | |

1949 | |

Summer in Peawaukee, WI | |

1950 | |  | attended pre-school

|

1951 | |

Moved to Trevose, PA | |

1952 | |  | started at Trevose Elementary School

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1953 | |  | |

1954 | |

Moved to Columbus, OH for half a year; summer in Camp Kinderland, South Haven, MI | |

1955 | |

Moved to Cleveland, OH for a year | |

1956 | |  | |

1957 | |

Moved to Louisville, KT for half a year, where I read lots of science fiction | graduated from Trevose Elementary School; started at Bensalem High School; Louisville HS for middle of year

|

1958 | |  | |

1959 | |  | Took Algebra course for a second time due to scheduling change

|

1960 | |

Read about math and science | Took Geometry course and enjoyed proofs | summer family car trip in Canada

1961 | |

Played basketball, track, wrestling | Took classical physics course

|

1962 | |

Participated in math & science clubs | Took MIT version of HS physics | summer family car trip in Mexico

1963 | |

Moved to Cambridge, MA,; lived in dorm | graduated from Bensalem High School; started at MIT

|

1964 | |  | summer job at Bell telephone company

|

1965 | |

Lived in apartment in Boston, MA | summer job at U of Penn

|

1966 | |

Summer in Baden, Switzerland | intern at Brown Bovari | summer in Switzerland; travel through England, France, Germany, Austria

1967 | |

Married Doris; summer at language institute in Achenmuehle, Germany; moved to Heidelberg | graduated from MIT; attended University of Heidelberg | honeymoon in Switzerland; traveled to Austria, Hungary, Yugoslavia, Greece, Turkey, Israel, Italy; New years in Paris

1968 | |

Moved to Neckargemund, Germany; Zake born; moved to Philadelphia | taught at Bartram High in SW Philadelphia; worked at Yellow Cab

|

1969 | |  | worked at Temple University

|

1970 | |

Moved to Chicago, Il | attended Northwestern University

|

1971 | |

Moved to Kronberg, Germany | attended University of Frankfurt | traveled to Yugoslavia, Denmark, Sweden, Norway

1972 | |

Moved to dorm in Frankfurt | |

traveled to England; trip to Spain with Ben & Evelyn

1973 | |

Moved to Chicago, IL | |

1974 | |

Moved to Pine Run, NJ | worked at Temple University

|

1975 | |  | graduated from Northwestern

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1976 | |

Rusty born; moved to West Philadelphia, PA | |

1977 | |  | |

1978 | |  | worked at PUP, PCNO

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1979 | |

Moved to Southwest Germantown, Philadelphia, PA | worked at SWG Community Development Corporation

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1980 | |  | |

1981 | |  | |

1982 | |  | |

1983 | |  | |

1984 | |  | worked at Center for the Study of Civic Values | tour of worker coops in Europe

1985 | |  | worked at Community Computerization Project

|

1986 | |  | |

family vacation in Venezuela

1987 | |  | |

1988 | |  | |

1989 | |

Moved to Boulder, CO; remarried to Carol | attended University of Colorado; worked as Teaching Assistant | honeymoon in Vera Cruz and Oaxaco, Mexico

1990 | |  | worked at US West phone company

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1991 | |  | worked as Graduate Research Assistant

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1992 | |  | |

1993 | |  | graduated from Colorado | Cognitive Science conference in Boulder; InterCHI conference in Amsterdam

1994 | |

Built house in Niwot, CO | worked at Owen Research

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1995 | |  | |

CSCL conference in Bloomington, IN

1996 | |  | worked as Post-Doctoral Researcher  | NASA in Houston

1997 | |  | |

CSCL conference in Toronto, Canada; Carol's birthday vacation in Belize and Guatamala

1998 | |

Ben died | |

ICLS conference on Atlanta; CILT conference in San Jose; Carribean cruise through Panama Canal with Evelyn and Carol

1999 | |  | worked as Assistant Research Professor | CSCL conference at Stanford; AERA conference in Montreal with Rusty; GROUP conference in Phoenix; WebNet conference in Honolulu; speaking tour in Germany and visit to Basel

2000 | |  | |

ICLS conference in Ann Arbor; AERA conference in New Orleans; family vacation in Puerto Vallarta with Evelyn, Carol, Rusty, Zake, Kimlou

2001 | |

Nastasja born; moved to Bonn, Germany; Evelyn died | worked at GMD-FIT as Visiting Research Scientist | CSCL conference in Mastricht, Netherlands; Ethnography in Education conference in Philadelphia; CRIWG conference in Darmstadt; GROUP conference in Boulder (with me as Local Arrangements Chair); travel to Finland, Spain and Luxembourg

2002 | |

Moved to Chestnut Hill, Philadelphia, PA | worked at Drexel University as Associate Professor; published Proceedings of CSCL 2002 | CSCL conference in Boulder (with me as Program Chair); ICLS conference in Seattle; vacation with Carol in Austria, Italy, Switzerland; vacation with Kelly, Rusty, Carol in Netherlands, Belgium, France; CRIWG conference in La Serena, Chile; ISCRAT conference in Amsterdam; CSCW conference in New Orleans

2003 | |

Moved to different house in Philadelphia, PA | |

CSCL conference in Bergen; DeLFI conference in Munich (keynote); C&T conference in Amsterdam; HICCS conference in Oahu; Ethnography in Education conference in Philadelphia; GROUP conference in Sanibel Island; NSDL conference in Washington

2004 | |  | VMT workshop | ICLS confernce in Santa Monica; Kaleidoscope conference in Lausanne, Switzerland; AERA conference in San Diego;NCTM conference in Philadelphia; IERI PI conference in DC; travel to Germany and Norway

2005 | |  | |

CSCL conference in Taiwan; EARLI conference in Nicosia, Cypress; CRIWG conference in Recife, Brazil (keynote); ICCE conference in Singapore (my best paper award); travel to Malasia; NAIL worklshop in Gothenberg, Sweden; ELOC workshop in Madison; Frode PhD defense in Bergen

2006 | |

Heart stent | published Group Cognition; published CSCL: An historical perspective with Tim & Dan; started the International Journal of CSCL | ICLS conference in Bloomington; KP-Labs and CMC book workshop in Oslo; Kaleidoscope conference in Bergen; AERA conference in San Francisco;HCIC consortium in Frasier, CO; ICS workshop in Boulder; ELOC workshops in Oahu, Bloomington and Boulder; tour on group cognition to Freiburg and Tubingen with Tim & Dan; IERI PI conference in DC

2007 | |  | |

CSCL conference in New Brunswick, NJ; AERA in Chicago; KMRC Beirat in Tubingen; Creativity conference in DC; GROUP conference in Sanibel Island; Open Learning Initiative in Pittsburgh

2008 | |  | Earned tenure at Drexel University | ICLS conference in Utrecht; OLI workshop in Pittsburgh; HCIS conference in Frasier, CO; KMRC Beirat in Tubingen;

2009 | |  | published Studying VMT | CSCL conference in Rhodes; GROUP conference in Sanibel Island; ICCE conference in Hong Kong (keynote)

2010 | |  | |

ICLS conference in Chicago; GeoGebra conference in Ithaca; Communication Analysis workshop in Tempe, AZ; ONR workshop in Orlando, FL; NCA conference in San Francisco; cruise to Greek Islands for 65th birthday

2011 | |  | |

CSCL conference in Hong Kong, Guangzhou, Shanghai, Beijing; Alpine Rendezvous in La Clusaz in the French Alps; LRDC workshop in Pittsburgh; ECSCW in Aarhus, DN; iConference in Seattle; CTS conference in Philadelphia

2012 | |  | became Research Full Professor at Drexel University | ICLS conference Sydney; ICME conference in Seoul; GeoGebra conference in Seoul; EIDWT conference in Bucharest; GROUP conference in Sanibel Island; NSF DR K-12 workshop in DC; talk at Rutgers, New Brunswick; travel to Weyher, Tubingen, Wolfratshausen

2013 | |  | published Translating Euclid | CSCL conference in Madison, WI; GeoGebra conference in Oxford, OH; NAIL workshop in Gothenberg; travel to Paris; travel to Machu Picchu & Galapagos; Crina PhD defense in Oslo & talks in Gothenberg & Oslo

2014 | |  | retired from Drexel; became Professor Emeritus | ICLS conference in Boulder; GeoGebra conferenece in Toronto; travel through Guatamala

2015 | |  | designed house in Chatham; published collected writings | CSCL conference in Gothenberg; workshop in Umea; travel to Weyher, Germany

2016 | |

Built house; moved to Chatham, MA; Ruby born | published Constructing Dynamic Triangles Together ; set up studio/workshop and created furniture (mantle, bookcases, ship's ladder, tables) for house  | had 31 house guests

2017 | |  | landscaped house; joined Board of Chatham Conservation Foundation (CCF) and converted their membership and accounting to online systems as Treasurer | symposium on Quality of Life in Hannover; vacation in Vidanta, Neuvo Vallarta; tour through Scotland & Ireland; had 26 house guests

2018 | |  | created pottery, ceramic sculpture and wood sculpture. Published Works of 3-D Form | March in Sarasota, Florida; December in Tucson, Sedona, San Francisco

2019 | |

Ora born | created pre-Columbian reproductions, ceramic sculpture, plaster casts; started Salt Marsh Task Force at CCF | March in Sarasota, Florida

2020 | |  | |

Spring in Venice, Florida

  1. A Career in Informatics

Gerry Stahl, March 2009

I grew up interested in science, math and philosophy. Perhaps the launching of Sputnik in 1957 contributed to this when I was 12 years old and finishing elementary school. I remember field trips of various kinds during my high school years, where I saw some of the US space rockets and the accelerator for training astronauts for high-g's during takeoff, as well as Univac where I saw the incredible wiring being put into new mainframe computers.

 A friend of the family gave me a Brainiac kit to build my own computer when I was in junior high. By rotating pressboard circles with metal staples placed strategically, one could turn small light bulbs on and off, computing Boolean functions through simple wiring arrangements. I bought a second kit and added some more parts to program more complicated systems. The hardware was flakey and it took me decades to get more reliable computer hardware. But the Brainiac gave me good practice in binary arithmetic and a sense of computer architecture. When I was in high school, I read about formal logic systems and became a fan of Bertrand Russell, who took positivism to an extreme position.

I went to MIT to study math and physics, but got sidetracked into philosophy. It was more challenging for me and seemed to address the issues of science that really attracted me, as well as seeming to be relevant to social issues. Social issues had become more urgent as the McCarthyism of my youth in a conservative suburb turned into the student movement of the Vietnam years when I got to college.

At MIT, I took Noam Chomsky's course on social change and Hubert Dreyfus' courses on continental philosophy. Although the culture at MIT was strongly oriented to logical positivism, I was moving to the critiques of this perspective. I also took Marvin Minsky's introductory computer course and then his graduate course on artificial intelligence. Of course, there were no PCs in the early 1960's, but MIT had one of the first time-sharing mainframe computers. While Minsky lectured on neural networks, we students read the manual for an assembly language and a language like BASIC, punched programs on paper tape, submitted the tapes and got their output back the next day. For the AI course, I defined a term project of designing a program in LISP 1.5 to play Eleusis, a card game requiring inductive reasoning.

During the summer of 1965, I had my first computer job. I worked at a computer center at the U of Penn, across the street from where the first digital computer was built in the year of my birth. I helped a graduate student from India analyze his data on Indian politicians. He had a large stack of punched cards with his data. I programmed a card sorter, by arranging the wiring of the sorter (like an old fashioned telephone operator connecting calls) and running successive sorts. The next summer I spent in Baden, Switzerland, at a large electrical equipment factory. I wrote a program in Fortran to do successive approximations to a calculus formula for electric charge distribution across a non-standard cable cross-section. The procedure there was to write the program on coding sheets and submit it for card punching and running over night. It would take several days just to fix the key punching errors, let along the programming syntax problems.

After college, I married and went to Heidelberg, Germany, to study philosophy for a year. There I began to understand many of the ideas that have become central to my recent writing on informatics theory.

Returning to Philadelphia, I tried teaching math in the public schools without much success. I then became a systems programmer at Temple University on their two CDC 6400 supercomputers. These were state-of-the-art. In addition to programming in two assembly languages and Fortran, I had to operate the computers by myself on the weekend night shift to debug system software. This involved programming the boot sequence by setting binary switches, spinning up the dishwasher-sized hard disks and mounting data and program tapes on the refrigerator-sized tape drives. For fun, I programmed a 3-D tic-tac-toe game and a statistical sorting program for my brother's dissertation data.

I never felt really at home with the CDC 6400 operating system, the largest software system in the world for some time. So I went back to school at Northwestern and Frankfurt to complete my philosophy studies. My dissertation (Stahl, 1975) brought together Marx and Heidegger, the two thinkers who most directed attention to the social and everyday world as the foundation for thought and human life. While at Northwestern, I worked part-time at their computer center, also with CDC 6400s, along with the programmer of the world champion chess program.

Returning to Philadelphia, I resumed my job at Temple. I later took to the streets, becoming a community organizer in the neighborhoods and eventually settling in the Germantown neighborhood, raising dozens of grants for community development. At this time, the first personal computers were becoming available. I bought an Atari 400 to teach my kids programming. I used it to plan a revolving loan fund that capitalized the local neighborhood credit union. I later got an Amiga and taught myself C for doing computer graphics for an art video and some promo videos for my head-start software.

Shortly before the IBM PC with MS-DOS came out, I started a non-profit consulting service to computerize community organizations. From 1984-1989 I founded and ran the Community Computerization Project, serving dozens of community development corporations, neighborhood organizations, credit unions, energy conservation services, women's groups, university research institutes, and charitable organizations. I programmed custom database systems using dBase III and FoxPro on IBM PCs for client transaction tracking, fund accounting, and fund-raising; conducted organizational needs assessments for computerization and general management; installed hardware and custom or commercial software systems and trained personnel in their use. I designed, developed and marketed nationally software for Head Start reporting.

Hermes interface for lunar habitat design.

In 1989 I moved to Colorado and went to graduate school in computer science, concentrating in artificial intelligence and cognitive science. As a TA, I was the first to teach object-oriented programming to undergraduates there. I interned in US West's new research labs, programming interfaces in C++.

Teachers' Curriculum Assistant and Optonet.

As an RA, I completely rewrote a prototype system for NASA design rationale, using object-oriented Pascal. This software evolved into both an online system for NASA's Manned Systems Manual and my own dissertation system, Hermes (Stahl, 1993). The software included an intelligent hypermedia system, an innovative mechanism for personal perspectives, and an end-user programming language for design rationale navigation that included a sophisticated query language with inferencing (see Stahl, 2006, Ch. 4). The custom object-oriented database incorporated virtual copying for efficient inheritance of object versions. I interviewed and videotaped engineers at a NASA subcontractor and also NASA astronauts, including the last man to walk on the moon, for domain knowledge about lunar habitat design.

Upon graduation, I joined a start-up lab as director of research and development, working on both educational software and contracts with NASA. Major projects were the Teacher's Curriculum Assistant in Java (see Stahl, 2006, Ch. 1), the CREW system to simulate teams on missions to Mars in FoxPro (Ch. 3), and the neural net Optonet holographic stabilizer in MatLab.

Meanwhile, I developed a prototype business application based on my dissertation perspectives technology, called the Corporate Information Environment, developed in Java. I worked with an entrepreneur, but we did not succeed in attracting venture capital for this prototype.

Corporate Information Environment.

When project funding ended at the lab, I returned to the University of Colorado as a post-doc and then as a research professor. As a post-doc, I developed a number of web-based domain-oriented design environments and sketched other applications:

  * WebNet: a design environment for a community of LAN managers (see Stahl, 2006, Ch. 5).
  * State the Essence: middle school application for text summarization using latent semantic analysis—in Perl (see Stahl, 2006, Ch. 2).
  * WebGuide: middle school application for threaded discussion with perspectives and modification of the threading structure—in Java (see Stahl, 2006, Ch. 6).
  * SimRocket: a simulation of rocket launches used to support collaborative learning by 6th graders about data analysis—in Agentsheets (see Stahl, 2006, Ch. 12 and 13).
  * AstroQuest: mock-up of a game for exploring the solar system and constructing knowledge using the web—in Lisp.
  * Locations: mock-up of an interface to an organizational memory of weather station locations around the world and their identification codes.

The Lobby of Virtual Math Teams.

  * MedGuide: mock-up of a version of WebGuide for problem-based (PBL) collaborative learning by medical students.
  * North Rim/Lake Valley Trails Committee: organizational memory of a community campaign for well-conceived open space trails.
  * WebInquiry: a threaded discussion on the question, "Does the Web Support Student Inquiry?"

I decided to move to Drexel University for a faculty position, but first went to the CSCW lab near Bonn, Germany, for a year to work on a European Union CSCL project. There I led the design and implementation of BSCL, a threaded discussion system for schools in Europe—in Python (see Stahl, 2006, Ch. 7 and 8).

At Drexel, I have directed the Virtual Math Teams (VMT) project (see Stahl, 2009). The VMT environment integrates a Java applet supporting text chat and a shared whiteboard with a social networking portal in Java and a wiki using WikiMedia. We are currently scaling up the VMT software to support its release as a regular service of the Math Forum. I will not discuss here what we have learned from this project because we have published thousands of pages about it.

The workspace of Virtual Math Teams.

* * *

During the roughly 50 years of my interest and career in informatics, things have changed enormously. The year I was born, the electronic digital computer was also born. As I grew up, large mainframe computers were only found in government office buildings—working on number crunching for the census, military or space race—in major research universities or in large corporations, like insurance companies. These computers were limited to numerical manipulations, had continuous hardware failures, required large staffs and had severely limited computational power by today's standards. Personal computers evolved slowly, frequently changing operating systems, programming languages, application areas, techniques and cultures. A novice can now accomplish in minutes what used to take an expert weeks, if it was possible at all. Much of what visionaries once hoped for has been long since passed, and innovation now out-leads vision, with researchers falling far behind current realities. On the other hand, some expectations about intelligent behavior of computers and natural language understanding have advanced little in 50 years, except to realize how complex the issues involved really are. While one can now do wonderful things with computers, networked information and mobile digital devices, computers are still frustratingly hard to set up, learn to use and maintain.

My use of computers has changed dramatically. I used to worry a lot about hardware aspects: holes in tape or cards, wiring in circuits or between peripherals, processor down-time, movement of data between memory locations. Now the computer and Internet connections are reasonably dependable. At first, I used computers for special tasks, like manipulating numerical data or programming a visual pattern for a video game or animation. Now I do most of my work and communication on my laptop. Throughout the day, I cycle through multiple applications to maintain my activity at Drexel, with friends and in the international research community. My productivity in preparing for teaching, conducting research, writing papers and running an international journal is many times greater than what it could have been without computers.

My computer usage changes rapidly with innovations in the field. When the Web started, I created one of the first personal websites, which now has thousands of pages. I also started websites for several organizations. I maintain a blog and a wiki related to my journal. I use websites, wikis, Blackboard and VMT technologies for my classes. I coordinate four laptops, an iPod and an iPhone to maintain access to my email and my digital music collection wherever I am. I am continually integrating new applications into my computer-supported life.

For at least the past 15 years, it has been clear to me that the interesting issues in informatics have less to do with the design of computer technology and software as such than with the ways in which groups of people can interact with each other through the technology. Increasingly. my research has therefore focused on analyzing how small groups of people communicate and work using networked computers. This raises the age-old issues of philosophy, but within an interesting new context, that sheds new light. Details of language usage in communication and shared understanding become explicit. Questions about knowledge, reality, cognition and society come to the fore.

In my career, I have been involved in many software development projects. It seems like each one required a whole new approach, new expertise and even a new language. Change in the informatics field has been increasing at a doubly exponential rate, which means that people starting careers in the field now will have to deal with even a drastically increased rate of change. Technical skills that freshmen learn now—even assuming they are leading-edge—will be out-of-date in a year or two and obsolete before they graduate. To get by after college, they will need to be constantly learning.

In contrast to technological details, what I learned long ago about how to think, learn, read, write and compute still serves me well. The philosophy I read as a young man guides my research now, and I often return to the musty volumes on my bookshelf to reflect on what was said there by Plato, Hegel, Marx or Heidegger. I was always a self-motivated learner, and followed my interests, learning how to learn what I wanted to know about. I have spent many years in schooling, but I am equally engaged in learning outside of school. Always a good reader, I find myself writing more than I read now. Writing is hard work, but there is no way to learn how to do it well other than doing it. Even my high school penchant for algebra comes in handy now as I interpret the work of students in the VMT project and try to solve their problems myself. Perhaps it is such a mix of persistent themes with the churn of innovation that allows a career in informatics to be a rewarding and ceaseless adventure.

References

Stahl, G. (Ed.). (2009). Studying virtual math teams. New York, NY: Springer. Available at http://GerryStahl.net/vmt/book. eLibrary vol. 4.

Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. Available at http://GerryStahl.net/mit/. eLibrary vol. 3.

Stahl, G. (1993). Interpretation in design: The problem of tacit and explicit understanding in computer support of cooperative design. Unpublished Ph.D. Dissertation, University of Colorado. Available at http://GerryStahl.net/publications/dissertations/computer. eLibrary vol. 2.

Stahl, G. (1975). Marxian hermeneutics and Heideggerian social theory: Interpreting and transforming our world. Unpublished Ph.D. Dissertation, Northwestern University, Evanston, IL. Available at http://GerryStahl.net/publications/dissertations/philosophy. eLibrary vol. 1.

  1. Catch.Up.Me

Introducing my life

In the digital age when one is supposed to twitter one's virtual associates with the least significant activities of one's last minute of mundane teenage activity, it becomes an anachronistic and strenuous job to reflect on the longer trajectory of one's life from a perspective of unfathomable decades. When I met a high school friend this week after not having had contact with anyone from that era for exactly 40 years, it was a weird and difficult business to catch each other up on our now ripe lives and on the glimpses or more-than-faded memories of people with whom we had collectively endured our formative years.

So I thought—now that possible ties to long-gone friends seem to be popping up through social networking like FaceBook—why not try to reach out and catch up in at least a superficial way with some of the memorable (or remembered) people of the ancient past while they and I are still lucid.

A full-scale memoir would be overkill and would never get written. But, I could, within an afternoon free of pressing tasks, gather together some lists and lots of digital photos (the many faces of Gerry) lying around on my computers and string them together with brief annotations.

Even before me

For the sake of completeness, I will start a full century ago. My grandparents were Eastern European Jews who immigrated to the US in the early 1900s. My father's parents came from somewhere in Romania and settled in Philadelphia, running a mom-and-pop furniture upholstery shop under the El in Kensington. My mother's parents came from the Bialystock region of Poland/Ukraine and shared a small carpet-cleaning factory with their relatives in Chicago. My parents were politically oriented and met in the socialist party. My father was a union organizer and my mother worked on integrated housing.

The early years

Because of my father's work and my mother's wanderlust, we traveled a good bit. Here is a list of the places I called home over the years: http://GerryStahl.net/personal/recreation/home.html As the list documents, I have spent my life trying to get away from Philadelphia, with little long-term success. ;-)

I grew up in Trevose, a working-class suburb of Philadelphia. I went to Trevose Elementary School for most of six years. In the middle, we lived in Ohio. When I came back, my closest buddies had been held back a year, while I had survived inner-city schools that were both rougher and more academically advanced. My school was a six-room schoolhouse that I walked to from a mile away. I received a classic American education there, being the only non-Republican, non-Satan-fearing-Protestant. Among my earliest memories are crying at being left at school by my mother the first day of first grade. However, I also recall being taken by my second grade teacher across the hall to the third grade classroom so I could explain to them how multiplication was just an extended form of addition. I never thought that I was a good student before senior high school, but when it was time for me to graduate, apparently my first grade teacher still remembered me and wondered with some expectation how I was doing.

Junior High School

Seventh grade threw me into a bigger world than I was prepared for. Grades 7 through 12 were all in one building. Before I could quite adjust, my family moved to Kentucky for the middle of the academic year. The building there was even larger and I often got lost, physically and mentally. Fortunately, the library had a large science fiction section, which I read end to end to feel at last at home. After I returned to Bensalem High, they opened a modern junior high building, which by then seemed rinky-dink, with low ceilings and walls that closed in on you with their decorator colors.

Senior High School

Going back to the high school building in 10th grade was almost a liberating experience after that. By then, I knew my classmates and was involved in various school activities. Geometry class was the first course that clicked for me, despite the teacher, who was more interested in sports. I found the method of axiomatic proofs and demonstrations appealing. I had already been interested in science, but this was probably when I started to read about math on my own.

Bensalem was not an academically distinguished institution, but they did attempt to keep up with the times as best they could. One year, they tried to start teaching algebra earlier. Then, the next year they reversed this decision and we had to take Algebra I again. It turns out that this may have been quite helpful for me. Algebra is a major turning point in math education, where one moves from rote arithmetic to abstract understanding, if one is lucky. By taking it twice, I really nailed the subject. I could understand the details of what was going on and could treat it as a game, in which I trained my skills. My mastery of algebra helped me significantly to score well on standardized tests, to get through several college courses and even now to understand what students are doing in my current research.

Another curriculum experiment was introducing modern physics the year after I took the classical physics course. The new curriculum was beyond the understanding of the physics teacher, but was just my cup of tea. I took the class as a repeat of physics and found it stimulating. The curriculum had been developed at MIT—and that was where I was heading after high school. Academically, I outgrew the high school curriculum and could not wait to move on to a challenging college experience.

During the summer before my sophomore year, my family embarked on a road trip through Canada. Before my junior year, we drove through Mexico. Before my senior year, I attended a summer physics program at the University of Arizona in Tucson, loving the desert and going to the Seattle World's Fair on my way home.

Of course, the important thing in high school is the social life. It is now clearer than ever that interacting with my classmates was my major formative social experience. It was the period in my life when I spent the most time with other people and had the largest set of friends. In later periods, I was either too busy studying, working or raising a family to socialize as much. In addition, because I moved about a lot in my life, I did not maintain contact with many people over extended periods.

Off to College

MIT was an intellectually exciting time for me. I took a variety of courses, from philosophy and literature to math and physics. I took graduate courses that were way beyond my ability. I took computer and AI courses, as well as courses on social change. I took courses from Nobel laureates and world leaders of their fields.

It was also a politically charged time, with the Vietnam War ramping up. I was active in Students for a Democratic Society (SDS), becoming the chair of the MIT chapter. I pursued student issues within MIT as well as war issues. I met Doris, my first wife, on the bus to a demonstration in DC.

During the summer before my junior year, I helped an Indian graduate student analyze data on politicians in India, working in Penn's computer center across the street from the world's first digital computer. The next summer I worked at an electrical turbine factory in Baden, Switzerland, programming in Fortran.

Starting a Family

Within days of graduation from MIT, I was married and studying German in a farm town in Bavaria, as the start of my exchange fellowship. Doris and I spent the academic year in Heidelberg. That was an exciting time for me. I took courses from Heidegger's assistant, Gadamer, and other German philosophers. I read lots of Hegel, Marx, Heidegger and Habermas. During the semester break, we hitchhiked around Greece and visited Israel. The second semester, the university became a "free university," in solidarity with the general strike in France. This was the closest thing to a revolutionary period during my lifetime. It was exhilarating. I was involved with the German SDS then and read many political tracts.

Doris had been pregnant our whole time in Heidelberg. Zake was born while I was at a lecture on the birth of philosophy with the pre-Socratics. We had an apartment in the quaint town of Neckargemünd, outside of Heidelberg. My mother visited to be present for her first grandson. A week later, we took a boat back to the US, in time to watch the Chicago convention and Woodstock on tv. Driving through New Jersey after a year in Europe would have been culture shock enough without the political upheaval and repression.

I had out-maneuvered the draft board while in Germany, and then I took a job teaching remedial math at Bartram High in SW Philly to stay out of the military. That was such a repressive environment—with police in the halls—that I did not last until Christmas. I tried driving a taxi and volunteering in a progressive experimental school, but ended up caring for Zake while Doris worked as an art teacher. Eventually, I was hired as a system programmer at Temple University's computer center. I worked on CDC 6400 computers, the most complicated supercomputers in existence then. We lived in a block of Quaker coop housing in North Philly.

Graduate School

I tired of programming after a while and itched to return to philosophy. I went to Northwestern, which had the only department in the US that offered continental philosophy. We lived in the northern-most section of Chicago, a low-income area where we participated in an active hippy community. I worked part-time at Northwestern's computer center, where a co-worker developed the world-champion chess program. I wrote a dissertation synthesizing what I considered the major contributions of Marx and Heidegger. To do the research, I returned to Germany

.

This time we spent two years in Frankfurt, living at first in the village of Kronberg im Taunus and later in a married-student dorm. We had a VW bus and traveled throughout Europe. During the summer between the two years, we first went down to a nudist colony on the coast of Yugoslavia, so Zake could frolic in the sand and water. Then we drove up through Scandinavia, crossing Norway and Sweden in their beautifully desolate tundra interior.

Frankfurt had been home to the "Frankfurt School" of Western Marxism (Marcuse, Habermas, Adorno, Horkheimer). Although the original members were no longer there, I steeped myself in that tradition. Angela Davis had been the American visitor there a couple years before me. I finally got the sense that I was not only starting to understand the philosophers I was reading, but also developing my own perspective on them.

Back to Philadelphia

After earning a doctorate in a field that was anathema to American academia, I returned to my old position at Temple University. By the time I started to get bored with the programming, I became involved in organizing a union for the computer-center employees, one of the few groups at Temple not unionized. This turned into a major battle, climaxing in a strike. I was instrumental in starting the union, was an officer of it, produced a lot of its propaganda and was the deciding voice in calling the strike. We were all fired, but offered jobs with the anti-union subcontractor. A couple years later, the subcontractor was exposed as incompetent and the union was ultimately recognized. It continues today as one of Philadelphia's most progressive unions.

While I was employed at Temple, we had our second son, Rusty. By then, I was in my early thirties and was feeling over the hill. The birth of Rusty rejuvenated me. He has always brought energy into my life.

After the strike, I chose unemployment and even a little welfare, while I volunteered at the Philadelphia Unemployment Project and then as a VISTA Volunteer community organizer. I soon became a supervisor of community organizers and wrote my first grant proposal for a million dollar neighborhood jobs project, including recycling and weatherization. I was assigned to work in the neighborhoods of West Philadelphia. I focused on the little neighborhood where I lived and created a classic block organization with political clout and an urban garden.

The community organizing led to a job as neighborhood planner at Philadelphia's most successful community development corporation, the Southwest Germantown CDC. As the grant writer, I brought in federal, state, city, foundation and corporate funding to move from a small sweat-equity program to more extensive housing rehab and economic development. We bought a small factory and several store fronts as incubators for new businesses. We grew the community credit union and started an energy conservation business.

For nine years, we lived on Newhall Street in the neighborhood I worked for, and we gradually rehabbed our Victorian three-story house from top to bottom. I learned how to do carpentry, electrical, plumbing, sheet rocking and a little roofing.

When the first personal computers appeared on the market, I began to explore their potentials. I taught Zake how to program little video games we invented and he even gave a course on Logo to Rusty's first-grade buddies. I used my Atari 800 to do financial projections for a revolving loan fund that capitalized the credit union with federal grant funds. I used my Amiga computer to produce animated fractal graphics for an art video.

I decided that personal computers could be useful for non-profit organizations and started a project to implement that idea at a center city think tank. After a couple years, I spun the project off into my own non-profit consulting firm, the Community Computerization Project, which worked with a variety of non-profit organizations.

A new life out West

Just as my consulting business was starting up, Doris left. I took care of Zake and Rusty until they moved on—Zake to Penn State and Rusty to live with his mother. I enjoyed being a bachelor and dating for the first time in my life.

One of my consulting jobs was to develop software for head start agencies. While I was marketing this, I met Carol, who lived in Denver. She did not want to live in Philadelphia, so I sold my house and moved to Colorado with her, where we married. I was attracted to the University of Colorado and decided to enroll in computer science there in order to fill in my understanding of computers and artificial intelligence. We lived in an apartment in walking distance of campus and enjoyed the culture in Boulder.

I earned a doctorate in computer science and then began developing software for a number of projects, including education-related and NASA space programs. While working on the software projects, we built a southwestern house outside of Boulder. We traveled a lot in the Colorado area, skiing, camping, hiking, biking, etc. I finally got to know the desert environs much better, especially in Utah. I ran the Boulder 10K most years and biked the 100K. Pawnee Pass was my favorite hike in the Rockies.

When funding dwindled, I returned to the university as a post-doc. I started to get my own funding and became a research professor. I pursued a research agenda in computer support for collaborative learning and taught occasional courses of my choosing.

Back to Europe

I started traveling to academic conferences and finally got back to Europe for a speaking tour, after a 25-year absence. The lab where I spoke near Bonn offered me a position. When I read the proposal for the project they wanted me to staff, I could not resist accepting a year on the project. (As it turned out, the people who had proposed the project stole several ideas from my proposals and writings, which explains why the project struck me as so exciting.)

Meanwhile, my funding in Colorado ran out and a string of my proposals were turned down. Hearing of an opening at Drexel University in Philadelphia, I applied, interviewed and accepted the position. I postponed start-up for a year, while I went to work in the German research lab.

The year in Germany was important for my career. I attended numerous conferences and meetings across Europe and made many contacts there. My field of computer-supported collaborative learning (CSCL) is primarily established in Europe, so it was helpful for me to be seen as one of the few Americans who respected and worked with Europeans—and even bothered to learn their language. I also organized and chaired the major CSCL conference that year, which was held back in Boulder. In addition, I began to publish more than I had in the past. This year saw major growth in my international travel, see http://GerryStahl.net/personal/recreation/travels.html

Philly again

Now I am a professor at Drexel in the College of Information Science and Technology. I teach courses on how to design software that people will actually want to use and be able to use without unnecessary frustration. After six years, I was granted tenure. I spend most of my time on my research. I have gathered an exciting group of people for the research team that I direct. I raised enough grant funds to buy myself out of half of my teaching load, to pay for travel to conferences, to hire four PhD students, to bring in visiting researchers and to keep the project going smoothly. Most of what I do is to write: conference papers, book chapters, journal articles, etc. I also edit an academic journal for the CSCL field.

Carol and I live in a modest, but comfortable home in a wooded area on the outskirts of Philadelphia. Zake lives outside of San Francisco and works in Silicon Valley. He and his wife, Kimlou, have an amazing eight-year-old daughter, Nastasja.

[Update in 2014:] Rusty and his wife, Sarah, live in Brooklyn, where he directs an organization to build leadership in the non-profit field. My brother, Alan, and his husband, Bill, live in Ossining, NY, and Carol's family lives in New York state.

The future

Where we will all go from here on is quite unpredictable. Stay tuned.

Because I am an information scientist, I was an early adopter of the web homepage as a venue for sharing one's life. Although it is heavily oriented toward people in my academic field, it may supplement the description here with more recent events: http://GerryStahl.net .

  1. Homes that I Have Lived in

March 1945 | Wilmington, Delaware

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Born in hospital

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1945-47 | Arden, Delaware

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1947 | N. Providence, Rhode Island

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Summer 1949 | Peawaukee, Wisconsin

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1949 - 51 | Philadelphia, Pennsylvania | Beaumont Street | Nursery school

1951 - 63 | Trevose, Pennsylvania | Tremont Avenue | Trevose Elementary Bensalem High School

1954 | Columbus, Ohio

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4th grade

Summer 1954 | South Haven, Michigan | Camp Kinderland

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1955 | Cleveland, Ohio

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5th grade

1957 | Louisville, Kentucky

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7th grade

1963 - 65 | Cambridge, Massachusetts | dorm | MIT

1965 - 67 | Boston, Massachusetts | 382 Commonwealth Ave | MIT

Summer 1966 | Baden, Switzerland

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Brown Boveri

Summer 1967 | Achenmuehle, Germany

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Goethe School

1967 | Heidelberg, Germany

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Uni Heidelberg

1968 | Neckargemund, Germany

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Uni Heidelberg

1968 - 69 | Philadelphia, Pennsylvania | Friend's Coop | Temple University

1970 - 71 | Chicago, Illinois | Howard Street | Northwestern U.

1971 - 72 | Kronberg im Taunus, Germany

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Uni Frankfurt

1972 - 73 | Frankfurt am Main, Germany | University dorm | Uni Frankfurt

1973 - 74 | Chicago, Illinois | Juneway Terrace | Northwestern U.

1974 - 76 | Pine Run, New Jersey

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Temple University

1976 - 80 | Philadelphia, Pennsylvania | 46th Street | Temple University

1980 - 88 | Philadelphia, Pennsylvania | Newhall Street | SGCDC

1989 - 1994 | Boulder, Colorado | Spruce Street | U. of Colorado

1994 - 2002 | Niwot, Colorado | 3900 Pebble Beach Drive | U. of Colorado

2001-2002 | Bonn, Germany | Kirsch Strasse 6 | GMD/ Fraunhofer

2002 - 2003 | Philadelphia, Pennsylvania | 365 Springfield Avenue | Drexel University

2003 - 2016 | Philadelphia, Pennsylvania | 194 Lynnebrook Lane | Drexel University

2016 - present | Chatham, Massachusetts | 100 George Ryder Road So | Retired

  1. My Travels Abroad

> 1960 | > summer | > Canada | > Family trip

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> 1962 | > summer | > Mexico | > Family trip

> 1966 | > summer | > Basel, Switzerland | > Summer job

> 1967 | > 1 year | > Heidelberg, Germany | > Grad school

> 1971 | > 2 years | > Frankfurt, Germany | > Grad school

> 1984 | > 2 weeks | > Spain, UK, France & Switzerland | > Worker coops tour

> 1986 | > December | > Venezuela | > Family trip

> 1989 | > December | > Vera Cruz, Mexico | > Honeymoon

> 1997 | > April | > Belize & Guatemala | > Carol's birthday

> 1997 | > September | > Toronto | > CSCL '97

> 1998 | > December | > Caribbean cruise through Panama Canal | > With Evelyn

> 1999 | > April | > Montreal | > AERA '99, Rusty

> 1999 | > June | > Dortmund, Germany & Basel, Switzerland | > Speaking tour

> 2000 | > May | > Puerto Vallarta, Mexico | > Evelyn's birthday

> 2001 | > March | > Dortmund, Germany & Mastricht, NL | > CSCL '01

> 2001  | > June | > Bonn, Germany | > GMD-FIT

> 2001 | > June | > Helsinki, Turku, Tempere, Finland | > ITCOLE & Ed-Media '01

> 2001 | > August | > Germany | > Return from conf. planning

> 2001 | > October | > Germany & Spain | > Return from Group '01

> 2001 | > November | > Germany | > Return from Evelyn

> 2001 | > January | > Luxemburg & Germany | > Return from CSCL '02; EU

> 2002 | > February | > Germany | > Return from Carol surgery

> 2002 | > March | > Germany | > Return from visit home

> 2002 | > May | > Austria, Italy &S Switzerland | > With Carol

> 2002 | > May | > Netherlands, Belgium & France | > With Kelly, Rusty, Carol

> 2002 | > June | > Amsterdam, NL | > C&T '02

> 2002 | > September | > La Serena, Chile | > CRIWG '02

> 2003 | > June | > Bergen & Oslo, Norway | > CSCL '03

> 2003 | > September | > Munich, Germany & Amsterdam, Netherlands | > DeLFI '03, ISCRAT '03

> 2004 | > October | > Germany, Switzerland & Norway | > Kaleidoscope '04 & tour

> 2005 | > June | > Taipei, Taiwan | > CSCL '05

> 2005 | > August | > Nicosia, Cypress & Athens, Greece | > EARLI '05

> 2005 | > September | > Recife, Brazil | > CRIWG '05

> 2005 | > November | > Singapore & Malasia | > ICCE '05, NIE, Alena

> 2005 | > December | > Germany, Norway & Sweden | > Concert, ijCSCL, Frode, NAIL '05

> 2006 | > May | > Norway | > KP-Labs, Kaleidoscope

> 2006 | > September | > Norway | > CMC book, KP-Labs

> 2006 | > October | > Freiburg & Tübingen, Germany | > Group cognition

> 2007 | > September | > Tübingen, Germany | > KMRC Beirat

> 2008 | > June | > Utrecht, Netherlands | > ICLS 2008

> 2009 | > June | > Rhodes, Greece | > CSCL 2009

> 2010 | > May | > Greek Islands | > 65th birthday

> 2011 | > March | > Switzerland & France | > Alpine Rendezvous 2011

> 2011 | > July | > China: Hong Kong, Guangzhou, Shanghai, Beijing | > CSCL 2011

> 2012 | > July | > Australia & South Korea | > ICLS 2012 & ICME 2012

> 2012 | > September | > Germany: Weyher, Tübingen, Wolfratshausen & Romania: Bucharest | > EIDWT 2012

> 2013 | > April | > Paris, France | > Tom & Betty

> 2013 | > May | > Peru and Ecuador | > Machu Picchu & Galapagos

> 2013 | > October | > Sweden and Norway | > Gothenburg talks & Oslo Damsa dissertation

> 2014 | > March | > Guatemala | > Dave & Connie

> 2015 | > June | > Sweden and Germany | > Umea workshop, CSCL 2015, Weyher in der Pfalz

> 2017 | > January | > Puerto Vallerta, Mexico | > With Brian & Ricki at Vidanta

> 2017 | > September | > Scotland & Ireland | > With Jim & Donna on Ipswitch tours

> 2017 | > October | > Hannover, Germany | > Symposium on quality of life

  1. My Academic Conferences and Presentations

1993 | Cognitive Science | Boulder

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1993 | INTERChi | Amsterdam

1995 | CSCL | Bloomington

1996 | NASA | Houston

1997 | CSCL | Toronto

1998 | ICLS | Atlanta

1998 | CILT | San Jose

1999 | GROUP | Phoenix

1999 | AERA | Montreal

1999 | CSCL | Palo Alto

1999 | WebNet | Honolulu

1999 | CILT | San Jose

2000 | AERA | New Orleans

2000 | ICLS | Ann Arbor

2001 | Etnography in Ed | Philadelphia

2001 | CSCL | Maastricht

2001 | CRIWG | Darmstadt

2001 | GROUP | Boulder

2002 | ISCRAT | Amsterdam

2002 | CSCL | Boulder

2002 | CRIWG | La Serena

2002 | ICLS | Seattle

2002 | CSCW | New Orleans

2003 | HICCS | Hawaii

2003 | Ethnog in Ed | Philadelphia

2003 | CSCL | Norway

2003 | DeLFI | Germany

2003 | C&T | Netherlands

2003 | NSDL | DC

2003 | GROUP | Sanibel Island

2004 | AERA | San Diego

2004 | NCTM | Philadelphia

2004 | VMT | Philadelphia

2004 | ICLS | Santa Monica

2004 | IERI PIs | DC

2004 | Kaleidoscope | Lausanne

2005 | CSCL | Taiwan

2005 | EARLI | Cyprus

2005 | CRIWG | Brazil

2005 | ELOC | Madison

2005 | ICCE | Singapore

2005 | NIE LSL | Singapore

2005 | ConcertChat | Darmstadt

2005 | ijCSCL | Tübingen

2005 | Frode Grobe | Bergen

2005 | NAIL | Sweden

2006 | ELOC | Hawaii

2006 | AERA | San Francisco

2006 | K-P Labs | Oslo

2006 | Kaleidoscope | Bergen

2006 | ICLS | Bloomington

2006 | ELOC | Bloomington

2006 | ELOC | Boulder

2006 | ICS | Boulder

2006 | CMC book | Oslo

2006 | KP-Lab | Oslo

2006 | GC | Freiburg

2006 | GC | Tübingen

2006 | NSF IERI PIs | DC

2007 | Creativity | DC

2007 | CSCL | New Brunswick

2007 | KMRC Beirat | Tübingen

2007 | GROUP | Sanibel Island

2007 | OLI | Pittsburgh

2008 | HCIC | Fraser

2008 | OLI | Pittsburgh

2008 | KMRC Beirat | Tübingen

2008 | ICLS | Utrecht

2009 | CSCL | Rhodes

2009 | GROUP | Sanibel Island

2009 | ICCE | Hong Kong

2010 | ICLS | Chicago

2010 | GeoGebra | Ithaca

2010 | Communication Analysis | Tempe

2010 | ONR | Orlando

2010 | NCA | San Francisco

2011 | CSCL | Hong Kong

2011 | CSCL | Guangzhou

2011 | CSCL | Shanghai

2011 | CSCL | Beijing

2011 | Alpine Rendezvous | La Clusaz

2011 | LRDC | Pittsburgh

2011 | ECSCW | Aarhus

2011 | iConference | Seattle

2011 | CTS | Philadelphia

2012 | ICLS | Sydney

2012 | GeoGebra | Seoul

2012 | ICME | Seoul

2012 | Rutgers | New Brunswick

2012 | GROUP | Sanibel Island

2012 | EIDWT | Bucharest

2012 | NSF DR K-12 | DC

2013 | CSCL | Madison

2013 | GeoGebra | Oxford

2013 | NAIL | Gothenburg

2013 | InterMedia | Oslo

2014 | AERA | Philadelphia

2014 | ICLS | Boulder

2015 | CSCL | Gothenburg

2017 | Workshop Quality of Life | Hannover

  1. My Education

Massachusetts Institute of Technology (MIT)

1967 B.S. in Mathematics and Humanities.

Studied physics, mathematics, literature and philosophy.

Professors included Marvin Minsky (programming, AI), Noam Chomsky (social change), Sam Todes and Hubert Dreyfus (philosophy).

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 University of Heidelberg (Germany)

1967/68 Research in twentieth century German philosophy.

Professors included Hans-Georg Gadamer, Otto Poggeler, Karl-Otto Apel.

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 University of Frankfurt (Germany)

1971/72 Research in twentieth century German philosophy.

Professors included students of Theodor Adorno and Jurgen Habermas.

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Northwestern University

1975 Ph.D. in Philosophy

1971 M.A. in Philosophy

* * *

University of Colorado

1993 Ph.D. in Computer Science

Cognitive Science Certification

Comprehensive exams in AI, Theory, Databases, Programming Languages

1990 M.S. in Computer Science

Dissertation committee: Gerhard Fischer, Ray McCall, Clayton Lewis, Mark Gross, Mike Eisenberg, Wayne Citron.

  1. Glimpses of My Years at Drexel   
(2002-2014)

My visit to Drexel the day before my job interview

Moving into my office.

Hanging on the 4th floor social area.

Receiving President's award for over a million dollars in grants.

After publishing "Group Cognition" book, 2006.

At a conference on the Rhine in Germany, 2001.

At a European CSCW conference, 2001.

Delivering a keynote talk in China, 2009

With CSCL conference co-organizers in Hong Kong, 2011

Attending faculty awards dinner with colleagues

Receiving Emeritus Professor status from Provost

  1. My Detailed CV

> > Gerry Stahl

> > Professor Emeritus

> > College of Computing & Informatics

> > Drexel University

> > Philadelphia, PA, USA

> > Gerry@GerryStahl.net (email)

> > http://GerryStahl.net (web)

Education

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University of Colorado

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1996-99 | Postdoctoral Research Fellow | educational technology; educational psychology

1993 | Ph.D. in Computer Science | dissertation: "Interpretation in Design"

certificate in cognitive science

1990 | M.Sc. in Computer Science | exams in artificial intelligence (AI), theory of computation, programming languages

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Northwestern University

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1975 | Ph.D. in Philosophy | dissertation: "Heidegger and Marx"

1971 | M.A. in Philosophy

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University of Frankfurt

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1973 | Graduate study | critical social theory

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University of Heidelberg

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1968 | Graduate study | continental philosophy

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Massachusetts Institute of Technology (MIT)

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1967 | B.S. in Humanities & Science | mathematics & philosophy

Professional Experience

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Professor Emeritus

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Sept. 2014- | College of Computing & Informatics, Drexel University, Philadelphia, PA

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Research Full Professor

2012-2014 | College of Computing & Informatics, Drexel University, Philadelphia, PA

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Associate Professor with tenure

2008-2012 | The iSchool, Drexel University, Philadelphia, PA

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Associate Professor

2002-2008 | College of Information Science & Technology, Drexel University, Philadelphia, PA

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Visiting Research Scientist

2001-2002 | BSCW Development Team, CSCW Department, GMD & Fraunhofer Institute Bonn, Germany

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Assistant Research Professor

1999-2001 | Department of Computer Science and Institute of Cognitive Science, Boulder, CO

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Post Doctoral Research Fellow

1996-1999 | Center for LifeLong Learning & Design, Boulder, CO

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Director of Software R&D

1993-1996 | Owen Research Inc., Boulder, CO

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Graduate Research Assistant

1991-1993 | College of Environmental Design, Boulder, CO

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Intern Interface Developer

1990-1991 | US West Advanced Technology, Denver & Boulder, CO

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Computer Science Instructor & Teaching Assistant

1989-1990 | University of Colorado, Boulder, CO

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Executive Director

1985-1988 | Community Computerization Project, Philadelphia, PA

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Researcher

1983-1985 | Institute for the Study of Civic Values, Philadelphia, PA

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Neighborhood Development Planner

1979-1983 | Southwest Germantown Community Development Corporation, Philadelphia, PA

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Community Organizer & VISTA Supervisor

1978-1979 | Philadelphia Council of Neighborhood Organizations, Philadelphia, PA

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Volunteer Researcher

1977-1978 | Philadelphia Unemployment Project, Philadelphia, PA

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Computer Systems Programmer/Analyst

1974-1977 | Temple University, Philadelphia, PA

1970-1974 | Northwestern University, Evanston, IL

1969-1970 | Temple University, Philadelphia, PA

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Mathematics Teacher

1968 | Bartram High School, Philadelphia, PA

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Research Intern

Summer 1966 | Brown Bovari Cie, Baden, Switzerland

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Programmer Consultant

Summer 1965 | Computer Center, University of Pennsylvania, Philadelphia, PA

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Installer

Summer 1964 | Bell Telephone, Philadelphia, PA

Funded Research at Drexel

"DR K-12: Computer-Supported Math Discourse Among Teachers and Students." Supplemental award for participant support from the National Science Foundation Discovery Research K-12 (DR K-12) Program for $120,000 over 3 years starting September 1, 2013. PI: Gerry Stahl; with Arthur Powell (Rutgers-Newark), Stephen Weimar (Math Forum). Proposal: http://GerryStahl.net/publications/proposals/dr2013.pdf.

"DR K-12: Computer-Supported Math Discourse Among Teachers and Students." Award DRL-1118773 from the National Science Foundation Discovery Research K-12 (DR K-12) Program for $1,800,000 over 5 years starting September 1, 2011. PI: Gerry Stahl; with Arthur Powell (Rutgers-Newark), Stephen Weimar (Math Forum), Jason Silverman (School of Education), Mick Khoo, Sean Goggins, Andrea Forte, Jennifer Rode. Proposal: http://GerryStahl.net/publications/proposals/dr2011.pdf.

"Towards Optimization of Macrocognitive Processes: Automating Analysis of the Emergence of Leadership in Ad Hoc Teams." Award N000141110221 from the Office of Naval Research Collaboration and Knowledge Interoperability (CKI) Program for $909,029 over 3 years on May 17, 2011. PI: Carolyn Rosé (CMU); co-PIs: Gerry Stahl, Sean Goggins, Emily Patterson (Ohio State), Marcela Borge (Penn State), John Carroll (Penn State), Andrew Duchon (Aptima). Proposal: http://GerryStahl.net/publications/proposals/onr2011.pdf.

"Theories and Models of Group Cognition." Award N00014-10-1-0277 from the Office of Naval Research Collaboration and Knowledge Interoperability (CKI) Program for $675,000 over 3 years starting November 12, 2009. PI: Gerry Stahl; co-PIs: Sean Goggins, Stephen Weimar and Carolyn Rosé (CMU). Project description: http://GerryStahl.net/publications/proposals/onr2009.pdf.

"Dynamic Support for Virtual Math Teams." Award DRL-0835383. Funded by the National Science Foundation Advanced Learning Technologies (ALT) Program for $306,355 over 3 years starting August 1, 2009. PI: Gerry Stahl; co-PI: Stephen Weimar; Collaborative proposal with Carolyn Rosé (CMU). Project description: http://GerryStahl.net/publications/proposals/alt2008.pdf.

"Exploring Adaptive Support for Virtual Math Teams." Award DRL-0723580. Funded by the National Science Foundation Research and Evaluation on Education in Science and Engineering (REESE) Program for $50,000 over 1 year on August 1, 2007. PI: Carolyn Rosé (CMU); consultant: Gerry Stahl. Project description: http://GerryStahl.net/publications/proposals/reese2007c.pdf.

"Engaged Learning in Online Communities." Award SBE-0518477. Funded by the National Science Foundation Science of Learning Center Catalyst Program for $180,762 over 3 years on October 1, 2005. PI: Gerry Stahl; co-PIs: Sharon J Derry (Wisconsin); K. Ann Renninger (Swarthmore); Mary R Marlino (UCAR); Daniel D Suthers (Hawaii). Project description: http://GerryStahl.net/publications/proposals/slc2005.

"IERI: Catalyzing & Nurturing Online Workgroups to Power Virtual Learning Communities." Award IERI-0325447. Funded by the National Science Foundation IERI Program for $2,300,00 over 5 years on September 1, 2003. PI: Gerry Stahl; co-PIs: Stephen Weimar and Wesley Shumar. Project description: http://GerryStahl.net/publications/proposals/itr2003.

"Collaboration Services for the Math Forum Digital Library." Award DUE-0333493. Funded by the National Science Foundation NSDL Services Program for $450,000 over 3 years on August 15, 2003. PI: Gerry Stahl; co-PIs: Stephen Weimar and Wesley Shumar. Project description and proposal reviews: http://GerryStahl.net/publications/proposals/nsdl2003.

Grant Proposals at Drexel

"DR K-12: Computer-Supported Math Discourse Among Teachers and Students." Proposal for supplemental award for participant support to the National Science Foundation Discovery Research K-12 (DR K-12) Program for $120,000 over 3 years starting September 1, 2013. PI: Gerry Stahl; with Arthur Powell (Rutgers-Newark), Stephen Weimar (Math Forum). Proposal: http://GerryStahl.net/publications/proposals/dr2013.pdf.

"Towards Optimization of Macrocognitive Processes: Automating Analysis of the Emergence of Leadership in Ad Hoc Teams." Proposal to the Office of Naval Research Collaboration and Knowledge Interoperability (CKI) Program for $909,029 over 3 years on February 10, 2011. PI: Carolyn Rosé (CMU); co-PIs: Gerry Stahl, Sean Goggins, Emily Patterson (Ohio State), Marcela Borge (Penn State), John Carroll (Penn State), Andrew Duchon (Aptima). Proposal: http://GerryStahl.net/publications/proposals/onr2011.pdf.

"DR K-12: Computer-Supported Math Discourse Among Teachers and Students." Proposal DRL-1118773 to the National Science Foundation Discovery Research K-12 (DR K-12) Program for $3,500,000 over 5 years on January 6, 2011. PI: Gerry Stahl; co-PIs: Stephen Weimar, Jason Silverman, Mick Khoo, Sean Goggins; collaborative proposal with Rutgers, PI: Arthur Powell. http://GerryStahl.net/publications/proposals/dr2011.pdf.

"DR K-12: Computer-Supported Math Discourse Among Teachers and Students." Proposal DRL-1019723 to the National Science Foundation Discovery Research K-12 (DR K-12) Program for $2,924,147 over 5 years on January 6, 2010. PI: Gerry Stahl; co-PIs: Stephen Weimar, Jason Silverman, Mick Khoo, Sean Goggins; collaborative proposal with Rutgers, PI: Arthur Powell. Proposal: http://GerryStahl.net/publications/proposals/dr2010.pdf.

"DR K-12: Computer-Supported Math Cognition Through Shared Visualizations and Collaborative Discourse." Pre-Proposal DRL-6952834 to the National Science Foundation Discovery Research K-12 (DR K-12) Program for $2,924,147 over 5 years on October 5, 2009. PI: Gerry Stahl; co-PIs: Stephen Weimar, Jason Silverman, Mick Khoo, Sean Goggins; collaborative proposal with Rutgers, PI: Arthur Powell. Proposal: http://GerryStahl.net/publications/proposals/dr2009.pdf.

"Theories and Models of Group Cognition." Proposal to the Office of Naval Research Collaboration and Knowledge Interoperability (CKI) Program for $675,000 over 3 years on October 1, 2009. PI: Gerry Stahl; co-PIs: Sean Goggins, Stephen Weimar and Carolyn Rosé (CMU). Proposal: http://GerryStahl.net/publications/proposals/onr2009.pdf.

"Collaborative Knowledge Work in Social-Computational Systems." Proposal 6952103 to the National Science Foundation SES – Science, Technology and Society (SES) Program for $747,599 over 3 years on September 21, 2009. PI: Michael Khoo; co-PIs: Gerry Stahl, Eileen Abels, Sean Goggins, Jiexun Li. Proposal: http://GerryStahl.net/publications/proposals/ses2009.pdf.

"Multidisciplinary Curriculum Improvement and Innovation Using Software Defined Radio." Proposal to the National Science Foundation Course, Curriculum, and Laboratory Improvement (CCLI) Program (Phase I — Exploratory). Submitted for $200,000 over 2 years on May 21, 2009. PI: Kapil Dandekar (Drexel ECE); co-PI: Gerry Stahl (Drexel).

"Cyber-math: Developing mathematical reasoning through diverse collaborations." Proposal to the National Science Foundation Research and Evaluation on Education in Science and Engineering (REESE) Program. Submitted for $995,571 over 3 years on November 21, 2008. PI: Arthur Powell (Rutgers, Newark); co-PI: Gerry Stahl (Drexel). Proposal: http://GerryStahl.net/publications/proposals/cybermathREESE2008.pdf.

"Dynamic Support for Virtual Math Teams." Proposal 0835426 to the National Science Foundation Advanced Learning Technologies (ALT) Program for $306,355 over 3 years on April 25, 2008. PI: Gerry Stahl; co-PI: Stephen Weimar; Collaborative proposal with Carolyn Rosé (CMU). Proposal: http://GerryStahl.net/publications/proposals/alt2008.pdf.

"CDI-Type II: Social Computing and Data Mining in Support of Inquiry-based STEM Learning." Preliminary proposal to the National Science Foundation Cyber-Enabled Discovery and Innovation (CDI) Program. Submitted for $2,500,931 for 4 years on Jan. 1, 2008. PI: Xiaohua Hu; co-PIs: Gerry Stahl, Eileen Abels, Yuan An, Stephen Weimar.

"CDI-Type I: Building a world of math discourse using a mix of platforms." Preliminary proposal to the National Science Foundation Cyber-Enabled Discovery and Innovation (CDI) Program. Submitted for $797,303 over 3 years on Jan.8, 2008. PI: Werner Krandick (Department of Computer Science, Drexel University); co-PI: Gerry Stahl (IST, Drexel).

"DR-K12 R&D: STEM Inquiry Learning in the Internet Public Library and the Math Forum Model." Proposal to the National Science Foundation Discovery Research K-12 (DR K12) Program. Submitted for $2,160,260 for 5 years on Jan. 28, 2008. PI: Deliah Neuman; co-PIs: Gerry Stahl, Tony Hu, Michael Khoo, Yuan An.

"Increasing Helping Behavior in Collaborative Problem Solving in the Virtual Math Teams Environment." Proposal 735571 to the National Science Foundation Advanced Learning Technologies (ALT) Program. Submitted for $606,669 over 3 years on April 23, 2007. PI: Carolyn Rosé (CMU); co-PI: Gerry Stahl (Drexel) and co-PI: Stephen Weimar (Math Forum). Proposal: http://GerryStahl.net/publications/proposals/alt2007.pdf.

"Collaborative Research: Representations for Analyzing Collaborative Knowledge Construction in Technology-mediated Learning Environments." Proposal 723505 to the National Science Foundation Research and Evaluation on Education in Science and Engineering (REESE) Program. Submitted for $249,062 over 3 years on January 29, 2007. PI: Gerry Stahl; co-PI: Stephen Weimar (Math Forum) and Alan Zemel (Culture & Communication). Collaborative proposal with Daniel Suthers (Hawaii) for $450,999 and Cindy Hmelo-Silver (Rutgers New Brunswick). Proposal: http://GerryStahl.net/publications/proposals/reese2007a.pdf.

"eMath: Diverse High School Students Developing Mathematical Reasoning through Online Collaboration." Proposal 723605 to the National Science Foundation Research and Evaluation on Education in Science and Engineering (REESE) Program. Submitted for $995,145 over 3 years on January 29, 2007. PI: Arthur Powell (Rutgers, Newark); co-PI: Gerry Stahl (Drexel) and Carolyn Maher (Rutgers). Proposal: http://GerryStahl.net/publications/proposals/reese2007b.pdf.

"Exploring Adaptive Support for Virtual Math Teams." SGER Proposal to the National Science Foundation Research and Evaluation on Education in Science and Engineering (REESE) Program. Submitted for $50,000 over 1 year on January 29, 2007. PI: Carolyn Rosé (CMU); consultants: Gerry Stahl and the Math Forum. Proposal: http://GerryStahl.net/publications/proposals/reese2007c.pdf.

"Optimizing Feedback for Eliciting Pedagogically Valuable Explanation in Collaborative Problem Solving." Proposal to the National Science Foundation Advanced Learning Technologies Program. Submitted for 2 years on May 15, 2006. PI: Carolyn Rosé (CMU); co-PIs: Stephen Weimar and Gerry Stahl. Proposal: http://GerryStahl.net/publications/proposals/alt2006.pdf.

"Engaged Learning in Online Communities." Proposal to the National Science Foundation Science of Learning Center Catalyst Program. Submitted for $180,762 over 1.5 years on January 14, 2005. Proposal 0518477. PI: Gerry Stahl; co-PIs: Sharon J Derry (Wisconsin); K. Ann Renninger (Swarthmore); Mary R Marlino (UCAR); Daniel D Suthers (Hawaii). Proposal: http://GerryStahl.net/publications/proposals/engaged/description.pdf.

"Interaction Math: An Informal Online Learning Collaboratory Led by the Math Forum @ Drexel." Proposal to the National Science Foundation Informal Science Education Program. Submitted for $2,933,126 over 5 years on January 6, 2005. PI: Gene Klotz (Math Forum); co-PIs: Gerry Stahl and Stephen Weimar. Proposal 0515544: Proposal: http://GerryStahl.net/publications/proposals/informal/description.pdf.

"Studying Online Collaborative Learning at the Math Forum." Proposal 337162 to the National Science Foundation ROLE Program. PI: Gerry Stahl; co-PIs: Scott Robertson and Wesley Shumar. Submitted for $1,790,931 over 3 years on June 1, 2003. Proposal: http://GerryStahl.net/publications/proposals/role2003.

"Collaboration Services for the Math Forum Digital Library." Proposal 333493 to the National Science Foundation NSDL Services Program. PI: Gerry Stahl; co-PIs: Stephen Weimar and Wesley Shumar. Submitted for $494,953 over 2 years on April 21, 2003. Proposal: http://GerryStahl.net/publications/proposals/nsdl2003.

"Group Knowledge Construction in Digital Library Communities." Proposal to the National Science Foundation NSDL Targeted Research Program. Submitted for $498,748 over 2 years on April 21, 2003. PI: Scott Robertson; co-PIs: Gerry Stahl and Susan Weidenbeck. Proposal 0333471: http://GerryStahl.net/publications/proposals/nsdl2003b.

"ITR: Catalyzing & Nurturing Online Workgroups to Power Virtual Learning Communities." Proposal to the National Science Foundation ITR Program. PI: Gerry Stahl; co-PIs: Stephen Weimar and Wesley Shumar. Submitted for $3,374,472 over 5 years on February 12, 2003. Proposal 0325447: http://GerryStahl.net/publications/proposals/itr2003.

"Educational Online Communities for At-Risk Youth." Proposal to foundations. Written for $88,000 over 1 year in December 2002. Proposal: http://GerryStahl.net/publications/proposals/nursing2003/nursing.doc.

Funded Research at Colorado (1997-2001)

Following are my grants as a post-doc and Research Professor from 1997-2001. Prior to that, I was involved with proposing, implementing and managing many city, state, federal & foundation grants from 1978-1984, and industry, state & federal grants from 1990-1996.

2001-2002: "Enhancing collaborative learning among researchers, practitioners, and students at CSCL 2002" (co-PI with Gerhard Fischer & Hal Eden) $49,860; 10/1/01-9/30/02. Sponsor: NSF. Proposal 124010.

2000-2001: "New Media to Support Collaborative Knowledge-Building: Beyond Consumption and Chat" (Principal Investigator) $19,752; Sponsor: Lab for New Media Strategy and Design. Proposal: http://GerryStahl.net/publications/proposals/media/media.pdf. Results: http://www-jime.open.ac.uk/00/stahl/

1999-2000: "Interoperability among Knowledge Building Environments" (Principal Investigator) $9,124; Sponsor: Center for Innovative Learning Technology / SRI. Proposal: http://GerryStahl.net/publications/proposals/cilt99/proposal.pdf. Results: http://GerryStahl.net/xml.

1998-1999: "Collaborative Web-Based Tools for Learning to Integrate Scientific Results into Social Policy" (co-PI with Ray Habermann at NOAA) $89,338; Sponsor: NSF. Results: http://GerryStahl.net/publications/conferences/1999/group99/.

1997-2000: "Conceptual Frameworks and Computational Support for Organizational Memories and Organizational Learning" (co-PI with Gerhard Fischer and Jonathan Ostwald) $725,000; Sponsor: NSF, Computation and Social Systems program. Proposal: http://GerryStahl.net/publications/proposals/omol. Results: http://GerryStahl.net/publications/journals/ai&society/AI&Soc.pdf.

1997-2000: "Allowing Learners to be Articulate: Incorporating Automated Text Evaluation into Collaborative Software Environments" (primary author and primary software developer; PIs: Gerhard Fischer, Walter Kintsch and Thomas Landauer) $678,239; Sponsor: James S. McDonnell Foundation, Cognitive Science in Education Program. Proposal: http://GerryStahl.net/publications/proposals/mcdonnell. Results: http://GerryStahl.net/publications/journals/ile2000/ile.pdf.

Grant Proposals at Colorado (1997-2001)

"Enhancing collaborative learning among researchers, practitioners, and students at CSCL 2002" (co-PI with Gerhard Fischer & Hal Eden) $49,860; Sponsor: NSF. Proposal 124010:

"New Media to Support Collaborative Knowledge-Building: Beyond Consumption and Chat" (Principal Investigator) Proposal to the Lab for New Media Strategy and Design. Submitted for $19,752 over 4 months on September 1, 2000. Proposal: http://GerryStahl.net/publications/proposals/media/media.pdf.

"Interoperability among Knowledge Building Environments" (Principal Investigator) $9,124; Sponsor: Center for Innovative Learning Technology / SRI. Proposal: http://GerryStahl.net/publications/proposals/cilt99/proposal.pdf.

"Collaborative Web-Based Tools for Learning to Integrate Scientific Results into Social Policy" (co-PI with Ray Habermann at NOAA) $89,338; Sponsor: NSF.

"Conceptual Frameworks and Computational Support for Organizational Memories and Organizational Learning" (co-PI with Gerhard Fischer and Jonathan Ostwald) $725,000; Sponsor: NSF, Computation and Social Systems program. Proposal: http://GerryStahl.net/publications/proposals/omol.

"Allowing Learners to be Articulate: Incorporating Automated Text Evaluation into Collaborative Software Environments" (primary proposal author and post-doc; PIs: Gerhard Fischer, Walter Kintsch and Thomas Landauer) $678,239; Sponsor: James S. McDonnell Foundation, Cognitive Science in Education Program. Proposal: http://GerryStahl.net/publications/proposals/mcdonnell.

"CSS: Perspectives on Collaboration: a Micro-ethnographic Study of Computational Perspectives in Computer Support for Collaborative Knowledge-Building at a Virtual Biology Laboratory." (Principal Investigator) Proposal 117630 to the National Science Foundation CSS Program. Submitted for $307,718 over 3 years on February 15, 2001. Proposal: http://GerryStahl.net/publications/proposals/css2001/css2001.pdf.

"ITR/PE (EHR): Information Technology for Distributed Collaborative Learning in a Virtual Biology Lab." (Principal Investigator) Proposal 112397 to the National Science Foundation ITR Program. Submitted for $472,610 over 3 years on January 18, 2001. Proposal: http://GerryStahl.net/publications/proposals/itr2001/proposal.pdf.

"ROLE proposal: The Role of Computational Cognitive Artifacts in Collaborative Learning and Education" (Principal Investigator) Proposal 106950 to the National Science Foundation ROLE Program. Submitted for $970,971 over 3 years on December 1, 2000. Proposal: http://GerryStahl.net/publications/proposals/role/role.pdf.

"ROLE Pre-proposal: The Role of Computational Cognitive Artifacts in Collaborative Learning and Education" (Principal Investigator) Proposal 96877 to the National Science Foundation ROLE Program. Submitted for $750,000 over 3 years on September 1, 2000. Encouraged full submission. Proposal: http://GerryStahl.net/publications/proposals/role/role2pre.pdf.

"ROLE Pre-proposal: Research on Collaboration in Learning and on Collaboration Technology in Education" (Principal Investigator) Proposal 83440 to the National Science Foundation ROLE Program. Submitted for $720,000 over 3 years on February 29, 2000. Encouraged full submission. Proposal: http://GerryStahl.net/publications/proposals/role/role1pre.pdf.

"ITR/IM: Perspectives on Collaborative Knowledge-Building" Proposal 82829 to the National Science Foundation ITR Program. (Principal Investigator) Submitted for $489,560 over 3 years on February 17, 2000. Proposal: http://GerryStahl.net/publications/proposals/itr_kbe/itr-kbe.pdf.

"IT Support for Knowledge-Building in Workgroups" (Principal Investigator) Proposal 82263 to the National Science Foundation CSS Program. Submitted for $399,190 over 3 years on February 15, 2000. Proposal: http://GerryStahl.net/publications/proposals/omol2000/OMOL.2000.pdf.

"Collaborative Research on Knowledge-Building Environments: Growing a National and International Research Community for Distance Learning Information Technology" (Principal Investigator) Proposal 77095 to the National Science Foundation. Pre-proposal submitted for $2,700,000 over 5 years on January 5, 2000. Proposal: http://GerryStahl.net/publications/proposals/collab/collab.pdf.

"Models for Organizing Collaboration: Ways of Supporting Distributed Learning" Proposal to Lotus Corporation. (Principal Investigator) Submitted for $68,000 over 1 year on January 18, 2000. Proposal: http://GerryStahl.net/publications/proposals/lotus/lotus.pdf.

"POW! Perspectives on the Web" (Principal Investigator) Proposal to the Colorado Advanced Software Institute (CASI). Submitted for $40,000 over 1 year on November 30, 1999. Proposal: http://GerryStahl.net/publications/proposals/casi.

"POW! Perspectives on the Web" (Principal Investigator) Proposal to Intel Corporation. Submitted for $190,000 over 3 years on October 18, 1999. Proposal: http://GerryStahl.net/publications/proposals/intel.

"Research CyberStudio" (Principal Investigator) Internal research concept paper. Proposal: http://GerryStahl.net/publications/proposals/cyberstudio.

Other Funded Grants

Philadelphia Council of Neighborhood Associations (1978-1979)

CETA grant for over $1,000,000 to establish training and neighborhood projects in energy conservation, recycling and weatherization.

Southwest Germantown Community Development Corporation (1979-1983)

Grants from 3 federal agencies, 2 state agencies, 7 city agencies, 7 corporations and 18 foundations—growing public support from $42,000 to $850,000 per year.

College of Environmental Design (1991-1993)

Colorado grants for Phidias and Hermes.

Owen Research (1993-1995)

NSF SBIR grants for TCA, OptoNet and Crew software projects.

(Lifetime grants funded approximately $14,000,000.)

Software Development Projects (1990-2015)

These are some of the systems I implemented in the past decade, either at the Fraunhofer Institute, the University of Colorado or as a consultant. Except where indicated, I was the primary developer and they resulted in working prototypes. Theoretical frameworks for most of them are presented in my book, Group Cognition. In some cases (e.g., BSCL, Hermes, State the Essence and WebGuide) they are being used in on-going field studies. VMT and VMT-with-GeoGebra are currently used in classrooms in the US, Turkey and Singapore as research prototypes.

VMT-with-GeoGebra (2011-2015): Extension of Virtual Math Teams software with multi-user version of GeoGebra to support collaborative problem solving of dynamic geometry by middle school and high school students. See: http://mathforum.org/vmt.

VMT (2003-2011): Virtual Math Teams is software to support collaborative problem solving of school mathematics by middle school and high school students who visit The Math Forum and join virtual math teams to discuss mathematics together. See: http://mathforum.org/vmt.

BSCL (2001-2003): Basic System for Collaborative Learning is a knowledge-building environment with personal and group perspectives based on BSCW, a web-based shared workspace. Funded by the European Union ITCOLE Project, it is being used in schools in several European countries. See: http://GerryStahl.net/publications/conferences/2002/criwg/Stahl_CRIWG_Paper.doc.

WebGuide (1998-2001): a knowledge-building environment with personal and group perspectives to facilitate collaboration and management of shared information spaces. Tried out in a middle school course and two graduate seminars. Supported by grants listed above. http://www-jime.open.ac.uk/00/stahl/.

InterOp (1999-2000): XML-based software to export data from incompatible knowledge-building environments in a standard format for display using XSL. Also used for client-server connection in WebGuide. Supported by CILT/SRI. http://GerryStahl.net/xml.

State the Essence (1997-1999): educational software using latent semantic analysis (LSA) to provide feedback to students summarizing a text. Used in middle school classrooms for three years and subjected to rigorous controlled experiments showing positive results, particularly for students having trouble understanding the given text. Supported by McDonnell Foundation. http://GerryStahl.net/publications/journals/ile2000/ile.pdf.

SimRocket (1998): a model-rocket simulation used with a middle school project team to analyze the effects of different rocket features. http://GerryStahl.net/publications/conferences/2001/ethnography2001/ethnography.pdf.

WebNet (1996-1997): a Web-based design environment for LAN design and management. Integrated a number of components for collecting, displaying, up-dating and discussing domain knowledge and local knowledge about LAN configuration. Supported by ARPA. http://GerryStahl.net/publications/journals/ai&society/AI&Soc.PDF

CIE (1995-1996): a workplace documentation support system for ISO 9000 certification, using computational perspectives to support bottom-up documentation processes. Prototyped for a local software startup.

Tracker (1995-1996): an information management system for the Baltimore public schools to track services to students on welfare. I worked on interface components to an Access database as a consultant.

OptoNet (1994-1995): a software feedback system in LabView with real-time analog-to-digital data acquisition to stabilize holographic equipment during space flight. This software was tested on NASA zero-g simulation flights. Developed under an NASA SBIR II grant.

TCA (1994-1995): a digital library for teachers to exchange, discuss, and adapt curricular materials for constructivist classrooms. The Teachers' Curriculum Assistant anticipated approaches now being implemented years later. Prototyped under an NSF SBIR I grant. http://GerryStahl.net/publications/journals/c&e/C&E.PDF

Crew (1993-1995): a case-based reasoning system to model long-term astronaut missions, developed under contract with NASA in cooperation with psychologists at Houston astronaut support. Extends and integrates several AI techniques. Developed under an NASA SBIR II grant and delivered to NASA. http://GerryStahl.net/publications/journals/crew/crew.PDF

Hermes (1992-1993): a hypermedia substrate for design environments, including computational perspectives, persistent versions of drawings, user-programmable critic agents, extensible scripting language. This was my dissertation system to implement an environment for lunar habitat design. NASA subsequently used it for their Space Station Freedom Man-Systems Integration Standards design guidelines for spacecraft. Supported by CASI and Johnson Engineering. http://GerryStahl.net/publications/conferences/1990-1997/cogsci93/COGSC_TR.PDF

Phidias2 (1990-1992): an object-oriented rewrite of a hypermedia substrate for design rationale using contexts. This was an early version of Hermes. Supported by CASI and IBM.

InterView (1990-1991): an information management system for US West service providers to access data in multiple legacy database systems. I worked on C++ interface components to an object-oriented database management system as an intern.

Writings

Doctoral Dissertations

Stahl, G. (1993). Interpretation in design: The problem of tacit and explicit understanding in computer support of cooperative design. Unpublished Dissertation, Ph.D., Department of Computer Science, University of Colorado. Boulder, CO. Web: http://GerryStahl.net/publications/dissertations/computer or http://GerryStahl.net/elibrary/tacit.

Stahl, G. (1975). Marxian hermeneutics and Heideggerian social theory: Interpreting and transforming our world. Unpublished Dissertation, Ph.D., Department of Philosophy, Northwestern University. Evanston, IL. Web: http://GerryStahl.net/publications/dissertations/philosophy or http://GerryStahl.net/elibrary/marx.

Books

Stahl, G. (2018). Theoretical investigations: Philosophical foundations of group cognition. New York, NY: Springer. 600 pages. Web: http://GerryStahl.net/elibrary/investigations.

Stahl, G. (2016). Constructing dynamic triangles together: The development of mathematical group cognition. Cambridge, UK: Cambridge University Press. Learning in doing: Social, cognitive and computational perspectives series. 294 pages. Web: http://GerryStahl.net/elibrary/analysis. Doi: http://www.cambridge.org/la/academic/subjects/psychology/educational-psychology/constructing-dynamic-triangles-together-development-mathematical-group-cognition?format=HB

Stahl, G. (2013). Translating Euclid: Designing a human-centered mathematics. San Rafael, CA: Morgan & Claypool Publishers. Synthesis lectures on human-centered informatics series #17. 221 pages. Web: http://GerryStahl.net/elibrary/euclid. Doi: http://dx.doi.org/10.2200/S00492ED1V01Y201303HCI017.

Stahl, G. (2009). Studying virtual math teams. New York, NY: Springer. Computer-supported collaborative learning series #11. 626 pages. Web: http://GerryStahl.net/elibrary/svmt. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3.

Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. Acting with technology series. 510 pages. Web: http://GerryStahl.net/elibrary/gc. Doi: http://mitpress.mit.edu/books/group-cognition.

Collected Writings

Stahl, G. (2010). Marx and Heidegger. Philadelphia. PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #1. 217 pages. Web: http://GerryStahl.net/elibrary/marx.

Stahl, G. (2010). Tacit and explicit understanding in computer support. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #2. 374 + xii pages. Web: http://GerryStahl.net/elibrary/tacit.

Stahl, G. (2010). Essays in social philosophy. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #7. 182 pages. Web: http://GerryStahl.net/elibrary/philosophy.

Stahl, G. (2011). Essays in personalizable software. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #8. 294 pages. Web: http://GerryStahl.net/elibrary/software.

Stahl, G. (2015). Essays in computer-supported collaborative learning. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #9. 200 pages. Web: http://GerryStahl.net/elibrary/cscl.

Stahl, G. (2015). Essays in group-cognitive science. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #10. Web: http://GerryStahl.net/elibrary/science.

Stahl, G. (2015). Essays in philosophy of group cognition. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #11. Web: http://GerryStahl.net/elibrary/theory.

Stahl, G. (2015). Essays in online mathematics interaction. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #12. Web: http://GerryStahl.net/elibrary/math.

Stahl, G. (2015). Essays in collaborative dynamic geometry. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #13. Web: http://GerryStahl.net/elibrary/dynamic.

Stahl, G. (2015). Adventures in dynamic geometry. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #14. Web: http://GerryStahl.net/elibrary/topics.

Stahl, G. (2010). Global introduction to CSCL. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #15. 196 pages. Web: http://GerryStahl.net/elibrary/global.

Stahl, G. (2010). Editorial introductions to ijCSCL. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #16. 140 pages. Web: http://GerryStahl.net/elibrary/ijcscl

Stahl, G. (2010). Proposals for research. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #17. 500 pages. Web: http://GerryStahl.net/elibrary/proposals.

Stahl, G. (2015). Overview and autobiographical essays. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #18. Web: http://GerryStahl.net/elibrary/intro.

Stahl, G. (2018). Works of 3-D form. Philadelphia, PA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #20. 180 pages. Web: http://GerryStahl.net/elibrary/form.

Edited Volumes

Stahl, G., Cress, U., Law, N., & Ludvigsen, S. (Eds.). (2015). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 10, 14 quarterly issues, 447 pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Stahl, G., Cress, U., Law, N., & Ludvigsen, S. (Eds.). (2014). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 9, 4 quarterly issues, 500 pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Stahl, G., Hesse, F., & Law, N. (Eds.). (2013). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 8, 4 quarterly issues, 486 pages pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Stahl, G., Hesse, F., & Law, N. (Eds.). (2012). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 7, 4 quarterly issues, 592 pages pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.). (2011). Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. (Vol. I, II, III). Lulu: ISLS. Web: http://GerryStahl.net/pub/cscl2011proceedingsI.pdf, http://GerryStahl.net/pub/cscl2011proceedingsII.pdf, http://GerryStahl.net/pub/cscl2011proceedingsIII.pdf.

Stahl, G., & Hesse, F. (Eds.). (2011). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 6, 4 quarterly issues, 500 pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Stahl, G., & Hesse, F. (Eds.). (2010). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 5, 4 quarterly issues, 452 pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Stahl, G., & Hesse, F. (Eds.). (2009). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 4, 4 quarterly issues, 478 pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Stahl, G., & Hesse, F. (Eds.). (2008). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 3, 4 quarterly issues, 470 pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Stahl, G., & Hesse, F. (Eds.). (2007). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 2, 4 quarterly issues, 500 pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Rohde, M., Wulf, V., & Stahl, G. (Eds.). (2006). Behavior and information technology (bit): Special issue on computer support for learning communities. Web: http://GerryStahl.net/pub/bit.pdf.

Stahl, G., & Hesse, F. (Eds.). (2006). International journal of computer-supported collaborative learning. New York, NY: Springer. Vol. 1, 4 quarterly issues, 511 pages. Web: http://ijcscl.org/?go=contents. Doi: http://www.springerlink.com/content/120055/.

Klamma, R., Rohde, M., & Stahl, G. (Eds.). (2004). Siggroup bulletin: Special issue on community-based learning, explorations into theoretical groundings, empirical findings and computer support. (Vol. 24). 100 pages. Web: http://GerryStahl.net/publications/journals/cbl.pdf.

Stahl, G. (Ed.). (2002). Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL 2002. Boulder, Colorado, USA. Mahway, NJ: Lawrence Erlbaum Associates. Web: http://isls.org/cscl/cscl2002proceedings.pdf.

Book Chapters

Stahl, G. (2018). Investigation 1. Advancing a CSCL vision. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. New York, NY: Springer. Web: http://GerryStahl.net/pub/advancing.pdf.

Stahl, G. (2018). Investigation 2. A theory of group cognition in CSCL. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. New York, NY: Springer. Web: http://GerryStahl.net/pub/theory.pdf.

Stahl, G. (2016). The group as paradigmatic unit of analysis: The contested relationship of CSCL to the learning sciences. In M. A. Evans, M. J. Packer & R. K. Sawyer (Eds.), Reflections on the learning sciences. (ch. 5; pp. 76-102). New York, NY: Cambridge University Press. Web: http://GerryStahl.net/pub/ls.pdf.

Stahl, G. (2015). Computer-supported academically productive discourse. In L. Resnick, C. Asterhan & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. (pp. 213-224): AERA Publications. Web: http://GerryStahl.net/pub/lrdc2015.pdf.

Stahl, G. (2014). The constitution of group cognition. In L. Shapiro (Ed.), Handbook of embodied cognition. (ch. 32, pp. 335-346). New York, NY: Routledge. Web: http://GerryStahl.net/pub/embodied.pdf.

Stahl, G., Koschmann, T., & Suthers, D. (2014). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences, revised version. (ch. 24, pp. 479-500). Cambridge, UK: Cambridge University Press. Web: http://GerryStahl.net/pub/chls2.pdf.

Çakir, M. P., & Stahl, G. (2013). The integration of mathematics discourse, graphical reasoning and symbolic expression by a virtual math team. In D. Martinovic, V. Freiman & Z. Karadag (Eds.), Visual mathematics and cyberlearning. (pp. 49-96). New York, NY: Springer. Web: http://GerryStahl.net/pub/visualmath.pdf.

Stahl, G. (2013). Interaction analysis of a biology chat. In D. D. Suthers, K. Lund, C. P. Rosé, C. Teplovs & N. Law (Eds.), Productive multivocality in the analysis of group interactions. (Vol. #14 Springer CSCL Book Series, ch. 28, pp. 511-540). New York, NY: Springer. Web: http://GerryStahl.net/pub/multivocal.pdf.

Stahl, G. (2013). Theories of cognition in collaborative learning. In C. Hmelo-Silver, A. O'Donnell, C. Chan & C. Chinn (Eds.), International handbook of collaborative learning. (ch. 4, pp. 74-90). New York, NY: Taylor & Francis. Web: http://GerryStahl.net/pub/clhandbook.pdf.

Stahl, G. (2013). Theories of collaborative cognition: Foundations for CSCL and CSCW together. In S. Goggins & I. Jahnke (Eds.), CSCL@work. (Vol. #13 Springer CSCL Book Series, ch. 3, pp. 43-64). New York, NY: Springer. Web: http://GerryStahl.net/pub/collabcognition.pdf.

Stahl, G. (2012). Theorien des CSCL theories in CSCL -- in German] (J. Haake & M. Muehlpfordt, Trans.). In J. Haake, G. Schwabe & M. Wessner (Eds.), CSCL-kompendium 2.0. (pp. 16-30). Frankfurt, Germany: Oldenburg. Web: [http://GerryStahl.net/pub/theorien.pdf, http://GerryStahl.net/pub/theories.pdf, .

Stahl, G. (2011). How to study group cognition. In S. Puntambekar, G. Erkens & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: Methodologies, approaches and issues. (ch. 5, pp. 107-130). New York, NY: Springer. Web: http://GerryStahl.net/pub/analyzinginteractions.pdf.

Stahl, G. (2011). Social practices of group cognition in virtual math teams. In S. Ludvigsen, A. Lund, I. Rasmussen & R. Säljö (Eds.), Learning across sites: New tools, infrastructures and practices. (ch. 12, pp. 190-205). New York, NY: Routledge. Web: http://GerryStahl.net/pub/cmc.pdf.

Stahl, G., & Rosé, C. P. (2011). Group cognition in online teams. In E. Salas & S. M. Fiore (Eds.), Theories of team cognition: Cross-disciplinary perspectives. (ch. 21, pp. 517-547). New York, NY: Routledge/Taylor & Francis. Web: http://GerryStahl.net/pub/gcot.pdf.

Stahl, G., Spada, H., Miyake, N., & Law, N. (2011). Introduction to the proceedings of CSCL 2011. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. Volume I — long papers. (Vol. I, pp. viii-xi). Lulu: ISLS. Web: http://GerryStahl.net/pub/cscl2011intro.pdf.

Stahl, G. (2010). Group cognition as a foundation for the new science of learning. In M. S. Khine & I. M. Saleh (Eds.), New science of learning: Cognition, computers and collaboration in education. (pp. 23-44). New York, NY: Springer. Web: http://GerryStahl.net/pub/scienceoflearning.pdf.

Stahl, G. (2009). A chat about chat. In G. Stahl (Ed.), Studying virtual math teams. (ch. 1, pp. 7-16). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/1.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_1.

Stahl, G. (2009). Deictic referencing in VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 17, pp. 311-326). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/17.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_17.

Stahl, G. (2009). Designing a mix of synchronous and asynchronous media for VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 16, pp. 295-310). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/16.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_16.

Stahl, G. (2009). From individual representations to group cognition. In G. Stahl (Ed.), Studying virtual math teams. (ch. 5, pp. 57-73). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/5.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_5.

Stahl, G. (2009). Interactional methods and social practices in VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 4, pp. 41-55). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/4.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_4.

Stahl, G. (2009). Mathematical discourse as group cognition. In G. Stahl (Ed.), Studying virtual math teams. (ch. 3, pp. 31-40). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/3.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_3.

Stahl, G. (2009). Meaning making in VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 26, pp. 505-527). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/26.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_26.

Stahl, G. (2009). Scripting group processes in VMT. In G. Stahl (Ed.), Studying virtual math teams. (ch. 18, pp. 327-334). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/18.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_18.

Stahl, G. (2009). Toward a science of group cognition. In G. Stahl (Ed.), Studying virtual math teams. (ch. 28, pp. 555-579). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/28.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_28.

Stahl, G. (2009). The VMT vision. In G. Stahl (Ed.), Studying virtual math teams. (ch. 2, pp. 17-29). New York, NY: Springer. Web: http://GerryStahl.net/vmt/book/2.pdf. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3_2.

Stahl, G., Koschmann, T., & Suthers, D. (2008). Învăţarea colaborativă sprijinită de calculator: O perspectivă istorică. computer-supported collaborative learning: An historical perspective]. (Romanian) (Ş. Trăuşan-Matu, Trans.). In Ş. Trăuşan-Matu (Ed.), Interacţiunea conversaţională în sistemele colaborative pe web. [conversational interaction in web-based collaboration systems]. (Romanian). (ch. 1, pp. 1-24). Belgrade, Romania: Editura MatrixRom. Web: [http://GerryStahl.net/cscl/CSCL_Romanian.pdf.

Koschmann, T., Stahl, G., & Zemel, A. (2007). The video analyst's manifesto (or the implications of Garfinkel's policies for the development of a program of video analytic research within the learning sciences). In R. Goldman, R. Pea, B. Barron & S. Derry (Eds.), Video research in the learning sciences. (pp. 133-144). Mahway, NJ: Lawrence Erlbaum Associates. Web: http://GerryStahl.net/publications/journals/manifesto.pdf.

Stahl, G. (2006). Engaging with engaged learning. In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies. (pp. i-v). Boston: Springer. Web: http://GerryStahl.net/pub/engagement.pdf.

Stahl, G. (2006). Scripting group cognition: The problem of guiding situated collaboration. In F. Fischer, H. Mandl, J. Haake & I. Kollar (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives. (pp. 327-335). Dodrecht, Netherlands: Kluwer-Springer Verlag. Web: http://GerryStahl.net/pub/scripting.pdf.

Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences. (pp. 409-426). Cambridge, UK: Cambridge University Press. Web: http://GerryStahl.net/elibrary/global.

Trausan-Matu, S., Stahl, G., & Sarmiento, J. (2006). Polyphonic support for collaborative learning. In Y. A. Dimitriadis (Ed.), Groupware: Design, implementation, and use: Proceedings of the 12th international workshop on groupware, CRIWG 2006, medina del campo, Spain, september 17-21, 2006. LNCS 4154. (pp. 132-139). Berlin: Springer Verlag. Web: http://GerryStahl.net/pub/interanimation.pdf.

Stahl, G. (2004). Building collaborative knowing: Elements of a social theory of CSCL. In J.-W. Strijbos, P. Kirschner & R. Martens (Eds.), What we know about CSCL: And implementing it in higher education. (pp. 53-86). Boston, MA: Kluwer Academic Publishers. Web: http://GerryStahl.net/cscl/papers/ch16.pdf.

Stahl, G., & Carell, A. (2004). Kommunikationskonzepte the role of communication concepts for CSCL pedagogy] (A. Carell, Trans.). In J. Haake, G. Schwabe & M. Wessner (Eds.), CSCL-kompendium. (pp. 229-237). Frankfurt, Germany: Oldenburg. Web: [http://GerryStahl.net/publications/journals/rolle.pdf.

Stahl, G. (2003). Can shared knowledge exceed the sum of its parts? In R. V. J. DeRidder (Ed.), Knowledge sharing under distributed circumstances. (pp. 85-88). Amsterdam, Netherlands: NWO-MES. Web: http://GerryStahl.net/publications/conferences/2003/c&t.

Stahl, G. (2002). Groupware goes to school. In J. H. J. Pino (Ed.), Groupware: Design, implementation and use: Proceedings of the 8th international workshop on groupware (CRIWG '02). (pp. 7-24). La Serena, Chile: Springer Lecture Notes in Computer Science 2440. Web: http://GerryStahl.net/cscl/papers/ch11.pdf.

Stahl, G. (2002). Introduction: Foundations for a CSCL community. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL 2002. January 7-11. Boulder, Colorado, USA. (pp. 1-2). Boulder, CO: Lawrence Erlbaum Associates. Web: http://GerryStahl.net/cscl/papers/ch19.pdf.

Stahl, G. (2002). Rediscovering CSCL. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation. (pp. 169-181). Hillsdale, NJ: Lawrence Erlbaum Associates. Web: http://GerryStahl.net/cscl/papers/ch01.pdf.

Stahl, G. (2000). Armchair missions to Mars: Using case-based reasoning and fuzzy logic to simulate a time series model of astronaut crews. In S. Pal, T. Dillon & D. Yeung (Eds.), Soft computing in case based reasoning. (pp. 321-334). London, UK: Springer Verlag. Web: http://GerryStahl.net/publications/journals/crew/index.html.

Fischer, G., Nakakoji, K., Ostwald, J., Stahl, G., & Sumner, T. (1998). Embedding critics in design environments. In M. T. Maybury & W. Wahlster (Eds.), Readings in intelligent user interfaces. (pp. 537-561). New York: Morgan Kaufman. Web: http://GerryStahl.net/publications/journals/ker/index.html.

Stahl, G. (1979). Attuned to Being: Heideggerian music in technological society. In W. V. Spanos (Ed.), Martin Heidegger and the question of literature. (pp. 297-324). Bloomington, IN: Indiana University Press. Web: http://GerryStahl.net/publications/interpretations/attuned.pdf.

Journal Publications

Stahl, G. (2017). Group practices: A new way of viewing CSCL. International Journal of Computer-Supported Collaborative Learning, 12(1), 113–126. Web: http://GerryStahl.net/pub/practices.pdf.

Stahl, G. (2016). From intersubjectivity to group cognition. Computer Supported Cooperative Work (CSCW), 25(4), 355-384. Doi: 10.1007/s10606-016-9243-z. Web: http://GerryStahl.net/pub/intersubjectivity.pdf .

Ludvigsen, S., Cress, U., Law, N., Stahl, G., & Rose, C. P. (2017). Future direction for the CSCL field: Methodologies and eight controversies International Journal of Computer-Supported Collaborative Learning. 12(4). Web: http://ijcscl.org/?go=contents.

Ludvigsen, S., Law, N., Rose, C. P., & Stahl, G. (2017). Frameworks for mass collaboration, adaptable scripts, complex systems theory and collaborative writing. International Journal of Computer-Supported Collaborative Learning. 12(1). Web: http://ijcscl.org/?go=contents.

Rose, C. P., Ludvigsen, S., Law, N., Cress, U., & Stahl, G. (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning. 12(3). Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-017-9265-7.

Ludvigsen, S., Cress, U., Law, Nietzsche, Rose, C., & Stahl, G. (2016). Future-looking conversations in CSCL. International Journal of Computer-Supported Collaborative Learning, 11(3), 255-262.

Ludvigsen, S., Cress, U., Law, Nietzsche, Rose, C., & Stahl, G. (2016). Collaboration scripts and scaffolding. International Journal of Computer-Supported Collaborative Learning, 11(4).

Cress, U., Stahl, G., Ludvigsen, S., & Law, N. (2015). The core features of CSCL: Social situation, collaborative knowledge processes and their design. International Journal of Computer-Supported Collaborative Learning. 10(2), 109-116. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-015-9214-2.

Ludvigsen, S., Stahl, G., Law, N., & Cress, U. (2015). From the editors: Collaboration and the formation of new knowledge artifacts. International Journal of Computer-Supported Collaborative Learning. 10(1), 1-6. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-015-9211-5.

Stahl, G. (2015). Conceptualizing the intersubjective group. International Journal of Computer-Supported Collaborative Learning. 10(3), 209-217. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-015-9220-4.

Stahl, G. (2015). A decade of CSCL. International Journal of Computer-Supported Collaborative Learning. 10(4), 337-344. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-015-9222-2.

Stahl, G., Cress, U., Law, N., & Ludvigsen, S. (2014). Analyzing the multidimensional construction of knowledge in diverse contexts. International Journal of Computer-Supported Collaborative Learning. 9(1), 1-6. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-014-9189-4.

Stahl, G., Cress, U., Ludvigsen, S., & Law, N. (2014). Dialogic foundations of CSCL. International Journal of Computer-Supported Collaborative Learning. 9(2), 117-125. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-014-9194-7.

Stahl, G., Law, N., Cress, U., & Ludvigsen, S. (2014). Analyzing roles of individuals in small-group collaboration processes. International Journal of Computer-Supported Collaborative Learning. 9(4), 365-370. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-014-9204-9.

Stahl, G., Ludvigsen, S., Law, N., & Cress, U. (2014). CSCL artifacts. International Journal of Computer-Supported Collaborative Learning. 9(3), 237-245. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-014-9200-0.

Stahl, G. (2013). Learning across levels. International Journal of Computer-Supported Collaborative Learning. 8(1), 1-12. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-013-9169-0.

Stahl, G. (2013). Transactive discourse in CSCL. International Journal of Computer-Supported Collaborative Learning. 8(2), 145-147. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-013-9171-6.

Stahl, G., Law, N., & Hesse, F. (2013). Collaborative learning at CSCL 2013. International Journal of Computer-Supported Collaborative Learning. 8(3), 267-269. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-013-9179-y.

Stahl, G., Law, N., & Hesse, F. (2013). Reigniting CSCL flash themes. International Journal of Computer-Supported Collaborative Learning. 8(4), 369-374. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-013-9185-0.

Stahl, G. (2012). Cognizing mediating: Unpacking the entanglement of artifacts with collective minds. International Journal of Computer-Supported Collaborative Learning. 7(2), 187-191. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-012-9148-x.

Stahl, G. (2012). Ethnomethodologically informed. International Journal of Computer-Supported Collaborative Learning. 7(1), 1-10. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-012-9142-3.

Stahl, G. (2012). Traversing planes of learning. International Journal of Computer-Supported Collaborative Learning. 7(4), 467-473. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-012-9159-7.

Stahl, G., Law, N., & Hesse, F. (2012). An international research community. International Journal of Computer-Supported Collaborative Learning. 7(3), 341-345. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-012-9155-y.

Stahl, G. (2011). Collaborating around the tabletop. International Journal of Computer-Supported Collaborative Learning. 6(4), 485-490. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-011-9135-7.

Stahl, G. (2011). How I view learning and thinking in CSCL groups. Research and Practice in Technology Enhanced Learning (RPTEL). 6(3), 137-159. Web: http://GerryStahl.net/pub/rptel2011.pdf, http://youtu.be/h5MpUJnTipM.

Stahl, G., & Hesse, F. (2011). CSCL in Asia. International Journal of Computer-Supported Collaborative Learning. 6(1), 1-7. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-011-9112-1.

Stahl, G., & Hesse, F. (2011). Let a hundred flowers bloom; let a hundred schools of thought contend. International Journal of Computer-Supported Collaborative Learning. 6(2), 139-145. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-011-9118-8.

Stahl, G., Hesse, F. W., & Law, N. (2011). Tweets from #cscl2011. International Journal of Computer-Supported Collaborative Learning. 6(3), 323-327. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-011-9128-6.

Stahl, G. (2010). Group-cognition factors in sociotechnical systems. Human Factors. Special issue on Collaboration, Coordination, and Adaptation in Complex Sociotechnical Systems 52(2), 340-343. Web: http://GerryStahl.net/pub/humanfactors2010.pdf.

Stahl, G. (2010). Guiding group cognition in CSCL. International Journal of Computer-Supported Collaborative Learning. 5(3), 255-258. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-010-9091-7.

Stahl, G., Çakir, M. P., Weimar, S., Weusijana, B. K., & Ou, J. X. (2010). Enhancing mathematical communication for virtual math teams. Acta Didactica Napocensia. 3(2), 101-114. Web: http://GerryStahl.net/pub/adn2010.pdf.

Stahl, G., & Chai, S. (2010). Group cognition as a new science of learning: An interview with Gerry Stahl. China Education Technology in Chinese]. 2010 (May) Web: [http://GerryStahl.net/pub/chinaed2009.pdf, http://GerryStahl.net/pub/chinaed2009_Chinese.pdf.

Stahl, G., & Hesse, F. (2010). Beyond folk theories of CSCL. International Journal of Computer-Supported Collaborative Learning. 5(4), 355-358. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-010-9098-0.

Stahl, G., & Hesse, F. (2010). The CSCL field matures. International Journal of Computer-Supported Collaborative Learning. 5(1), 1-3. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-009-9077-5.

Stahl, G., & Hesse, F. (2010). A prism of CSCL research. International Journal of Computer-Supported Collaborative Learning. 5(2), 137-139. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-010-9087-3.

Stahl, G., Ou, J. X., Weusijana, B. K., Çakir, M. P., & Weimar, S. (2010). Multi-user GeoGebra for virtual math teams. GeoGebra: The New Language For The Third Millennium. 1(1), 117-126. Web: http://GerryStahl.net/pub/geogebra_romania.pdf.

Cakir, M. P., Zemel, A., & Stahl, G. (2009). The joint organization of interaction within a multimodal CSCL medium. International Journal of Computer-Supported Collaborative Learning. 4(2), 115-149. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-009-9061-0.

Stahl, G. (2009). Yes we can! International Journal of Computer-Supported Collaborative Learning. 4(1), 1-4. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-008-9055-3.

Stahl, G., & Hesse, F. (2009). Classical dialogs in CSCL. International Journal of Computer-Supported Collaborative Learning. 4(3), 233-237. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-009-9071-y.

Stahl, G., & Hesse, F. (2009). Paradigms of shared knowledge. International Journal of Computer-Supported Collaborative Learning. 4(4), 365-369. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-009-9075-7.

Stahl, G., & Hesse, F. (2009). Practice perspectives in CSCL. International Journal of Computer-Supported Collaborative Learning. 4(2), 109-114. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-009-9065-9.

Sarmiento, J., & Stahl, G. (2008). Group creativity in inter-action: Referencing, remembering and bridging. International Journal of Human-Computer Interaction (IJHCI). 492–504. Web: http://GerryStahl.net/pub/ijhci2007.pdf.

Stahl, G. (2008). Chat on collaborative knowledge building. QWERTY. 3(1), 67-78. Web: http://GerryStahl.net/pub/qwerty08.pdf.

Stahl, G. (2008). The strength of the lone wolf. International Journal of Computer-Supported Collaborative Learning. 3(2), 99-103. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-008-9041-9.

Stahl, G. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. International Journal of Computer-Supported Collaborative Learning. 3(3), 361-368. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-008-9046-4.

Stahl, G., & Hesse, F. (2008). CSCL practices. International Journal of Computer-Supported Collaborative Learning. 3(4), 369-372. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-008-9053-5.

Stahl, G., & Hesse, F. (2008). Explorations of participation in discourse. International Journal of Computer-Supported Collaborative Learning. 3(3), 235-236. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-008-9047-3.

Stahl, G., & Hesse, F. (2008). The many levels of CSCL. International Journal of Computer-Supported Collaborative Learning. 3(1), 1-4. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-007-9036-y.

Stahl, G., Koschmann, T., & Suthers, D. (2008). Aprendizagem colaborativa com suporte computacional: Uma perspectiva histórica computer-supported collaborative learning: An historical perspective] (portugese translation by hugo fuks & tatiana escovedo). Boletim Gepem. 52(Dez.) Web: [http://GerryStahl.net/cscl/CSCL_Portuguese.pdf.

Trausan-Matu, S., Stahl, G., & Sarmiento, J. (2008). Polyphonic support for collaborative learning. e-Service Journal. 6(1), 58-74. Web: http://GerryStahl.net/pub/esj.pdf.

Collazos, C. A., Guerrero, L. A., Pino, J. A., Ochoa, S., & Stahl, G. (2007). Designing collaborative learning environments using digital games. Journal of Universal Computer Science. 13(7), 781-791. Web: http://GerryStahl.net/pub/jucs2007.pdf.

Stahl, G. (2007). CSCL and its flash themes. International Journal of Computer-Supported Collaborative Learning. 2(4), 359-362. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-007-9029-x.

Stahl, G., & Hesse, F. (2007). Welcome to the future: ijCSCL volume 2. International Journal of Computer-Supported Collaborative Learning. 2(1), 1-5. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-007-9010-8.

Stahl, G., Suthers, D. D., & Hesse, F. (2007). A double issue for CSCL 2007. International Journal of Computer-Supported Collaborative Learning. 2(2-3), 127-131. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-007-9017-1.

Strijbos, J. W., & Stahl, G. (2007). Methodological issues in developing a multi-dimensional coding procedure for small group chat communication. Learning & Instruction. Special issue on measurement challenges in collaborative learning research. 17(4), 394-404. Web: http://GerryStahl.net/vmtwiki/jw.pdf.

Stahl, G. (2006). Analyzing and designing the group cognitive experience. International Journal of Cooperative Information Systems (IJCIS). 15, 157-178. Web: http://GerryStahl.net/pub/ijcis.pdf. Doi: http://dx.doi.org/10.1142/S0218843006001323.

Stahl, G. (2006). Interview about chat. Newsletter of the Asia-Pacific Society for Computers in Education (APSCE ). 1(2), 4-5. Web: http://GerryStahl.net/pub/rptel_interview.pdf.

Stahl, G. (2006). Supporting group cognition in an online math community: A cognitive tool for small-group referencing in text chat. Journal of Educational Computing Research (JECR) special issue on Cognitive tools for collaborative communities. 35(2), 103-122. Web: http://GerryStahl.net/pub/jecr.pdf.

Stahl, G. (2006). Sustaining group cognition in a math chat environment. Research and Practice in Technology Enhanced Learning (RPTEL). 1(2), 85-113. Web: http://GerryStahl.net/pub/rptel.pdf.

Stahl, G., & Hesse, F. (2006). Building knowledge in the classroom, building knowledge in the CSCL community. International Journal of Computer-Supported Collaborative Learning. 1(2), 163-165. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-006-9013-x.

Stahl, G., & Hesse, F. (2006). Focusing on participation in group meaning making. International Journal of Computer-Supported Collaborative Learning. 1(3), 311-313. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-006-9960-2.

Stahl, G., & Hesse, F. (2006). ijCSCL -- a journal for research in CSCL. International Journal of Computer-Supported Collaborative Learning. 1(1), 3-7. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-006-7867-6.

Stahl, G., & Hesse, F. (2006). Social practices of computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning. 1(4), 409-412. Web: http://ijcscl.org/?go=contents. Doi: 10.1007/s11412-006-9004-y.

Stahl, G., Rohde, M., & Wulf, V. (2006). Introduction: Computer support for learning communities. Behavior and Information Technology (BIT). 26(1), 1-3. Web: http://GerryStahl.net/pub/bit_intro.pdf. Doi: http://dx.doi.org/10.1080/01449290600811495.

Stahl, G. (2005). Group cognition in computer assisted learning. Journal of Computer Assisted Learning. Web: http://GerryStahl.net/publications/journals/JCAL.pdf. Doi: http://dx.doi.org/10.1111/j.1365-2729.2005.00115.x.

Stahl, G. (2004). Groupware goes to school: Adapting BSCW to the classroom. International Journal of Computer Applications Technology (IJCAT). 19 "Current approaches for groupware design, implementation and evaluation"(3/4), 162-174. Web: http://GerryStahl.net/publications/journals/ijcat2004/ijcat.pdf.

Stahl, G. (2003). Mediation of group cognition. ACM SigGroup Bulletin. 24(3), 4-18. Web: http://GerryStahl.net/pub/mediation.pdf. Doi: http://doi.acm.org/10.1145/1052829.1052834.

Stahl, G. (2002). Can community knowledge exceed its members'? ACM SigGroup Bulletin. 23(3), 1-13. Web: http://GerryStahl.net/publications/conferences/2003/group/workshop.pdf. Doi: http://doi.acm.org/10.1145/990017.990018.

Stahl, G. (2001). WebGuide: Guiding collaborative learning on the Web with perspectives. Journal of Interactive Media in Education. 2001(1) Web: http://www-jime.open.ac.uk/2001/1 and http://GerryStahl.net/cscl/papers/ch10.pdf.

Kintsch, E., Steinhart, D., Stahl, G., Matthews, C., Lamb, R., & the LSA Research Group. (2000). Developing summarization skills through the use of LSA-backed feedback. Interactive Learning Environments. 8(2), 87-109. Web: http://GerryStahl.net/publications/journals/ile2000/ile.html.

Stahl, G. (2000). Collaborative information environments to support knowledge construction by communities. AI & Society. 14, 1-27. Web: http://GerryStahl.net/cscl/papers/ch04.pdf.

Stahl, G. (2000). Review of "professional development for cooperative learning: Issues and approaches" book review]. Teaching and Learning in Medicine: An International Journal. 12(4) Web: [http://GerryStahl.net/cscl/papers/ch18.pdf.

Stahl, G. (1996). Armchair missions to Mars: Using case-based reasoning and fuzzy logic to simulate a time series model of astronaut crews. Knowledge-Based Systems. 9, 409-415. Web: http://GerryStahl.net/publications/journals/crew/index.html.

Stahl, G., Sumner, T., & Owen, R. (1995). Share globally, adapt locally: Software to create and distribute student-centered curriculum. Computers and Education. Special Issue on Education and the Internet. 24(3), 237-246. Web: http://GerryStahl.net/cscl/papers/ch05.pdf.

Fischer, G., Nakakoji, K., Ostwald, J., Stahl, G., & Sumner, T. (1993). Embedding critics in design environments. Knowledge Engineering Review. 4(8), 285-307. Web: http://GerryStahl.net/publications/journals/ker/index.html.

Stahl, G. (1979). The economic facts of unemployment. Neighborhoods -- Institute for the Study of Civic Values. 5(1), 4-13, 51. Web: http://GerryStahl.net/pub/unemployment.pdf.

Stahl, G. (1976). Attuned to Being: Heideggerian music in technological society. Boundary 2. IV(2), 637-664. Web: http://GerryStahl.net/publications/interpretations/attuned.pdf.

Stahl, G. (1975). The jargon of authenticity: An introduction to a Marxist critique of Heidegger. Boundary 2. III(2), 489-498. Web: http://GerryStahl.net/publications/interpretations/jargon.htm.

Peer-Reviewed Conference Papers

Çakir, M. P., & Stahl, G. (2015). Dragging as a referential resource for mathematical meaning making in a collaborative dynamic-geometry environment nominated for best paper of conference]. In the proceedings of the CSCL 2015. Gothenburg, Sweden. Web: [http://GerryStahl.net/pub/cscl2015cakir.pdf.

Khoo, M., & Stahl, G. (2015). Constructing knowledge: A community of practice approach to evaluation in the VMT project. In the proceedings of the CSCL 2015. Gothenburg, Sweden. Web: http://GerryStahl.net/pub/cscl2015khoo.pdf.

Stahl, G., Weimar, S., Fetter, A., & Mantoan, A. (2014). Collaborative exploration of geometric dependencies in dynamic geometry. In the proceedings of the Fifth North-American GeoGebra Conference 2014. Toronto, Canada. Web: http://GerryStahl.net/pub/ggb2014research.pdf.

Magee, R. M., Mascaro, C. M., & Stahl, G. (2013). Designing for group math discourse. In the proceedings of the International Conference of Computer-Supported Collaborative Learning (CSCL 2013). Madison, WI. Web: http://GerryStahl.net/pub/cscl2013designing.pdf, http://GerryStahl.net/pub/cscl2013designing.ppt.pdf.

Stahl, G., & Öner, D. (2013). Resources for connecting levels of learning. In the proceedings of the International Conference of Computer-Supported Collaborative Learning (CSCL 2013). Madison, WI. Web: http://GerryStahl.net/pub/cscl2013resources.pdf, http://GerryStahl.net/pub/cscl2013resources.ppt.pdf.

Stahl, G. (2012). Designing a learning environment for promoting math discourse. In the proceedings of the 12th International Conference on Mathematical Education. Seoul, Korea. Web: http://GerryStahl.net/pub/icme_design.pdf, Slides: http://GerryStahl.net/pub/icme2012.ppt.pdf.

Stahl, G. (2012). Evaluating significant math discourse in a learning environment. In the proceedings of the 12th International Conference on Mathematical Education. Seoul, Korea. Web: http://GerryStahl.net/pub/icme_discourse.pdf.

Stahl, G. (2012). Supporting group cognition, individual learning and community practices in dynamic geometry. In the proceedings of the 3rd International Conference on Emerging Intelligent Data and Web Technologies (EIDWT 2012). Bucharest, Romania. Web: http://GerryStahl.net/pub/eidwt2012.pdf, http://GerryStahl.net/pub/resources.pdf, http://GerryStahl.net/pub/eidwt.ppt.pdf.

Stahl, G., & Powell, A. B. (2012). Multi-user GeoGebra in virtual math teams. In the proceedings of the GeoGebra ICME Pre-conference. Seoul, Korea. Web: http://GerryStahl.net/pub/ggbkorea.pdf Slides: http://GerryStahl.net/pub/ggbkorea.ppt.pdf YouTube: http://www.youtube.com/watch?v=8bkGHhgyQZY.

Stahl, G. (2011). Group cognition through online dialogue. In the proceedings of the Socializing Intelligence Through Academic Talk and Dialogue. L. R. a. C. Asterhan. Pittsburgh, PA. LRDC, University of Pittsburgh. Web: http://GerryStahl.net/pub/lrdc2011.pdf.

Stahl, G. (2011). Group-cognition theory and knowledge-building analysis. In the proceedings of the international conference on Computer-Supported Collaborative Learning (CSCL 2011). Hong Kong, China. Web: http://GerryStahl.net/pub/theories.pdf, http://GerryStahl.net/pub/theories.ppt.pdf.

Stahl, G. (2011). How a virtual math team structured its problem solving. In the proceedings of the Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. N. Miyake, H. Spada & G. Stahl. Lulu: ISLS. Proceedings pp. 256-263. Web: http://GerryStahl.net/pub/cscl2011stahl.pdf, http://GerryStahl.net/pub/cscl2011stahl.ppt.pdf, http://youtu.be/0Dg02YQCQIE.

Stahl, G. (2011). Interaction analysis of a biology chat. In the proceedings of the Alpine Rendezvous 2011. La Clusaz, France. Web: http://GerryStahl.net/pub/arv2011.pdf.

Stahl, G. (2011). Keynote: CSCL research: Two case studies. In the proceedings of the CSCL 2011 post-conference at the Beijing China Normal School. Beijing, China. Web: http://GerryStahl.net/pub/cscl2011.pdf, http://GerryStahl.net/pub/cscl2011stahl.pdf, http://GerryStahl.net/pub/cscl2011beijing_keynote.ppt.pdf.

Stahl, G. (2011). Keynote: Past, present and future of CSCL. In the proceedings of the Knowledge Building Summer Institute 2011 and CSCL2011 post-conference at the South China Normal University. Guangzhou, China. Web: http://GerryStahl.net/pub/cscl2011guangzhou.pdf, http://GerryStahl.net/pub/cscl2011guangzhou.ppt.pdf, http://youtu.be/SLC8Ew8J9Hg, http://youtu.be/nrGfYnLRPgg, http://youtu.be/0rh-3FnjLp4.

Stahl, G. (2011). The structure of collaborative problem solving in a virtual math team. In the proceedings of the iConference 2011. Seattle, WA. Web: http://GerryStahl.net/pub/iconf2011.pdf.

Stahl, G. (2011). Theories of cognition in CSCW. In the proceedings of the European Computer-Supported Cooperative Work. Aarhus, Denmark. Web: http://GerryStahl.net/pub/ecscw2011.pdf.

Stahl, G. (2011). A view of computer-supported collaborative learning research today. In the proceedings of the Collaboration Technologies and Systems (CTS 2011). W. Smari. Philadelphia, PA. Web: http://GerryStahl.net/pub/cts2011.pdf.

Stahl, G., Zhou, N., Çakir, M. P., & Sarmiento-Klapper, J. W. (2011). Seeing what we mean: Co-experiencing a shared virtual world. In the proceedings of the Connecting computer-supported collaborative learning to policy and practice: CSCL 2011 conference proceedings. Lulu: ISLS. Proceedings pp. 534-541. Web: http://GerryStahl.net/pub/cscl2011.pdf, http://GerryStahl.net/pub/cscl2011.ppt.pdf, http://youtu.be/HC6eLNNIvCk.

Çakir, M. P., Stahl, G., & Zemel, A. (2010). Interactional achievement of shared mathematical understanding in virtual math teams. In the proceedings of the International Conference of the Learning Sciences (ICLS 2010). Chicago, IL. ISLS. Web: http://GerryStahl.net/pub/icls2010cakir.pdf.

Stahl, G. (2010). Computer mediation of collaborative mathematical exploration. In the proceedings of the International Conference of the Learning Sciences (ICLS 2010). Chicago, IL. Web: http://GerryStahl.net/pub/icls2010stahl.pdf.

Stahl, G. (2010). Computer-supported collaborative learning, virtual math teams and group cognition. In the proceedings of the Communications Analysis Workshop. Tempe, AZ. Web: http://GerryStahl.net/pub/cki2010.ppt.

Stahl, G., Ou, J. X., Çakir, M. P., Weimar, S., & Goggins, S. (2010). Multi-user support for virtual GeoGebra teams. In the proceedings of the First North American GeoGebra Conference. Ithaca, NY. Web: http://GerryStahl.net/pub/geogebrana2010c.pdf.

Stahl, G., Rosé, C. P., & Goggins, S. (2010). Analyzing the discourse of GeoGebra collaborations. In the proceedings of the First North American GeoGebra Conference. Ithaca, NY. Web: http://GerryStahl.net/pub/geogebrana2010b.pdf.

Stahl, G., Rosé, C. P., O'Hara, K., & Powell, A. B. (2010). Supporting group math cognition in virtual math teams with software conversational agents. In the proceedings of the First North American GeoGebra Conference. Ithaca, NY. Web: http://GerryStahl.net/pub/geogebrana2010a.pdf.

Zemel, A., & Stahl, G. (2010). Coordinating collaborative action in online math problem-solving. In the proceedings of the National Communication Association's 96th Annual Convention (NCA 2010). San Francisco, CA. Web: http://GerryStahl.net/pub/nca2010.pdf.

Çakir, M. P., Zemel, A., & Stahl, G. (2009). Interaction analysis of dual-interaction CSCL environments. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL 2009). Rhodes, Greece. Web: http://GerryStahl.net/pub/cscl2009cakir.pdf.

Koschmann, T., Stahl, G., & Zemel, A. (2009). Examining understanding in computer-mediated learning environments. In the proceedings of the Fifth International Congress of Qualitative Inquiry (QI2009). University of Illinois, Urbana-Champaign, May 20-23, 2009. Web: http://GerryStahl.net/pub/cscl2009koschmann.pdf.

Koschmann, T., Stahl, G., & Zemel, A. (2009). "You can divide the thing into two parts": Analyzing referential, mathematical and technological practice in the VMT environment. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL 2009). Rhodes, Greece. Web: http://GerryStahl.net/pub/cscl2009tim.pdf.

Stahl, G. (2009). Collaborative information practices in virtual math teams. In the proceedings of the Conference for Groupware (GROUP 2009). Sanibel Island, FL. Web: http://GerryStahl.net/pub/group2009wkshp.pdf.

Stahl, G. (2009). Collaborative learning through practices of group cognition. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL 2009). Rhodes, Greece. Web: http://GerryStahl.net/pub/cscl2009stahl.pdf.

Stahl, G. (2009). For a science of group interaction. In the proceedings of the Conference for Groupware (GROUP 2009). Sanibel Island, FL. Web: http://GerryStahl.net/pub/group2009.pdf http://GerryStahl.net/pub/group2009ppt.pdf.

Stahl, G. (2009). Keynote: How I view learning and thinking in CSCL groups. In the proceedings of the International Conference on Computers and Education (ICCE 2009). Hong Kong, China. Web: http://GerryStahl.net/pub/icce2009keynote.pdf, http://youtu.be/h5MpUJnTipM, http://GerryStahl.net/pub/icce2009.ppt.pdf.

Stahl, G., Çakir, M. P., Weimar, S., & Weusijana, B. K. (2009). Enhancing mathematical communication for virtual math teams. In the proceedings of the Computer Algebra and Dynamic Geometry Systems in Mathematics Education. Castle of Hagenberg, Austria. Web: http://GerryStahl.net/pub/cadgme2009.pdf.

Stahl, G., Zemel, A., & Koschmann, T. (2009). Repairing indexicality in virtual math teams. In the proceedings of the International Conference on Computers and Education (ICCE 2009). Hong Kong, China. Web: http://GerryStahl.net/pub/icce2009.pdf.

Zemel, A., Çakir, M. P., & Stahl, G. (2009). Understanding and analyzing chat in CSCL as reading's work. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL 2009). Rhodes, Greece. Web: http://GerryStahl.net/pub/cscl2009zemel.pdf.

Zemel, A., Çakir, M. P., Stahl, G., & Zhou, N. (2009). Learning as a practical achievement: An interactional perspective. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL 2009). Rhodes, Greece. Web: http://GerryStahl.net/pub/cscl2009zhou.pdf.

Zemel, A., Zhou, N., & Stahl, G. (2009). Collaboration and chat: Recipiency in online math problem solving. In the proceedings of the National Communication Association's 95th Annual Convention (NCA 2009). Chicago, IL. Web: http://GerryStahl.net/pub/nca2009.pdf.

Çakir, M. P., & Stahl, G. (2008). Collaborative information behavior of virtual math teams in a multimodal online environment. In the proceedings of the 2008 Research Symposium of the Special Interest Group on Human-Computer Interaction American Society for Information Science and Technology (ASIS&T). Columbus, OH. Web: http://GerryStahl.net/pub/asist2008b.doc.

Sarmiento, J., & Stahl, G. (2008). Extending the joint problem space: Time and sequence as essential features of knowledge building nominated for best paper of the conference]. In the proceedings of the International Conference of the Learning Sciences (ICLS 2008). Utrecht, Netherlands. Web: [http://GerryStahl.net/pub/icls2008johann.pdf.

Sarmiento, J., & Stahl, G. (2008). Information practices to sustain knowledge building: The case of the virtual math teams online community. In the proceedings of the I-School Conference 2008. Web: http://GerryStahl.net/pub/iConference08.pdf.

Stahl, G. (2008). Human-human interaction and group learning. In the proceedings of the Human-Computer Interaction Consortium. Frasier, CO. Web: http://GerryStahl.net/pub/hcic2008.pdf.

Stahl, G. (2008). Integrating a wiki into support for group cognition. In the proceedings of the International Conference of the Learning Sciences (ICLS 2008). Utrecht, Netherlands. Web: http://GerryStahl.net/pub/icls2008wiki.pdf.

Stahl, G. (2008). Integrating synchronous and asynchronous support for group cognition in online collaborative learning. In the proceedings of the International Conference of the Learning Sciences (ICLS 2008). Utrecht, Netherlands. Web: http://GerryStahl.net/pub/icls2008.pdf.

Zhou, N., Zemel, A., & Stahl, G. (2008). Questioning and responding in online small groups engaged in collaborative math problem solving. In the proceedings of the International Conference of the Learning Sciences (ICLS 2008). Utrecht, Netherlands. Web: http://GerryStahl.net/pub/icls2008nan.pdf.
Çakir, M. P., & Stahl, G. (2007). Virtual math teams: Designing software support for collaborative math problem solving online. In the proceedings of the Annual Meeting of the Turkish American Scientists and Scholars Association (TASSA 2007). New Haven, CT. Web: http://GerryStahl.net/pub/tassa2007.pdf.

Çakir, M. P., Zemel, A., & Stahl, G. (2007). The organization of collaborative math problem solving activities across dual interaction spaces. In the proceedings of the international conference on Computer-Supported Collaborative Learning (CSCL '07). New Brunswick, NJ. Web: http://GerryStahl.net/vmtwiki/murat.pdf.

Mühlpfordt, M., & Stahl, G. (2007). The integration of synchronous communication across dual interaction spaces. In the proceedings of the International Conference of CSCL: Of mice, minds, and society (CSCL 2007). C. Chinn, G. Erkens & S. Puntambekar. New Brunswick, NJ. Web: http://GerryStahl.net/vmtwiki/martin.pdf.

Sarmiento, J., & Stahl, G. (2007). Bridging and persistence in sustained, collaborative problem solving online. In the proceedings of the Hawaii International Conference on System Sciences (HICSS 2007). Hawaii, HI. Web: http://GerryStahl.net/pub/hicss07.

Sarmiento, J., & Stahl, G. (2007). Group creativity in virtual math teams: Interactional mechanisms for referencing, remembering and bridging. In the proceedings of the Creativity and Cognition Conference. Baltimore, MD. Web: http://GerryStahl.net/vmtwiki/johann2.pdf.

Stahl, G. (2007). Meaning making in CSCL: Conditions and preconditions for cognitive processes by groups. In the proceedings of the international conference on Computer-Supported Collaborative Learning (CSCL '07). C. Chinn, G. Erkens & S. Puntambekar. New Brunswick, NJ. ISLS. Web: http://GerryStahl.net/pub/cscl07.pdf.

Stahl, G. (2007). The role of a wiki in supporting group cognition. In the proceedings of the Open Learning Initiative. Pittsburgh, PA. Web: http://GerryStahl.net/pub/oli2007.pdf.

Stahl, G., & Sarmiento, J. (2007). Social computing for educational knowledge building. In the proceedings of the GROUP 2007. Sanibel Island, FL. Web: http://GerryStahl.net/pub/group2007.pdf.

Stahl, G., Toledo, R., & Sarmiento, J. (2007). Using chat analysis to understand engaged learning in the virtual math teams online community. In the proceedings of the Annual Meeting of the American Educational Research Association (AERA 2007). Chicago, IL. Web: http://GerryStahl.net/pub/aera07.pdf.

Stahl, G., Wee, J. D., & Looi, C.-K. (2007). Using chat, whiteboard and wiki to support knowledge building. In the proceedings of the International Conference on Computers in Education (ICCE 07). Hiroshima, Japan. Web: http://GerryStahl.net/pub/icce07.pdf.

Toledo, R. P. S., Zemel, A., & Stahl, G. (2007). Resolving differences: Twists and turns in a synchronous online collaborative mathematics problem-solving session. In the proceedings of the international conference on Computer-Supported Collaborative Learning (CSCL '07). New Brunswick, NJ. Web: http://GerryStahl.net/vmtwiki/ramon.pdf.

Trausan-Matu, S., Stahl, G., & Sarmiento, J. (2007). Polyphonic inter-animation of voices in chat. In the proceedings of the international conference on Computer-Supported Collaborative Learning (CSCL '07). New Brunswick, NJ. Web: http://GerryStahl.net/vmtwiki/stefan.pdf.

Zhou, N., & Stahl, G. (2007). Information behavior of small groups: Implications for design of digital libraries. In the proceedings of the Joint Conference of Digital Libraries (JCDL '07). Vancouver, Canada. Web: http://GerryStahl.net/pub/jcdl2007.pdf.

Zhou, N., & Stahl, G. (2007). Towards building a math discourse community: Investigating collaborative information behavior. In the proceedings of the HCI International 2007. D. Schuler. Beijing, China. Proceedings pp. 509-518. Springer Lecture Notes in Computer Science. Web: http://GerryStahl.net/pub/hcii2007.pdf. Doi: http://dx.doi.org/10.1007/978-3-540-73257-0.

Zhou, N., Zemel, A., & Stahl, G. (2007). Information as a social achievement: Collaborative information behavior in CSCL. In the proceedings of the international conference on Computer-Supported Collaborative Learning (CSCL '07). New Brunswick, NJ. Web: http://GerryStahl.net/vmtwiki/nan.pdf.

Çakir, M. P., Sarmiento, J., & Stahl, G. (2006). Shared deictic referencing in online mathematics discourse. In the proceedings of the 27th Urban Ethnography in Education Research Forum 2006. Philadelphia, PA. Web: http://GerryStahl.net/pub/ethned2006.pdf.

Collazos, C. A., Guerrero, L., Pino, J., Stahl, G., & Ochoa, S. (2006). A model and a game for investigating and designing collaborative learning environments. In the proceedings of the Simposio Internacional Informatica Educativa (SIIE 2006). Leon, Spain. Web: http://GerryStahl.net/pub/siie06.pdf.

Sarmiento, J., & Stahl, G. (2006). Sustaining and bridging sense-making and collaborative learning across multiple interaction spaces. In the proceedings of the ASIS&T Annual Meeting (ASIS&T 2006). Austin, TX. Web: http://GerryStahl.net/pub/asist2006.pdf.

Sarmiento, J., Stahl, G., & Weimar, S. (2006). Assessing mathematical thinking from online, collaborative problem-solving. In the proceedings of the Conference of the National Council of Teachers of Mathematics (NCTM 2006). St. Louis, MO. Web: http://GerryStahl.net/pub/nctm2006.pdf.

Stahl, G. (2006). The generalization of knowledge by a virtual team. In the proceedings of the symposium on Leveraging Human Generalization Abilities for Optimal Learning. M. Banich. Boulder, CO. Web: http://GerryStahl.net/pub/generalization.htm.

Stahl, G. (2006). Meaning making in small groups. In the proceedings of the Interactive Symposium on "Engaged learning in online communities: Forging a research agenda" at the Annual Meeting of the American Educational Research Association (AERA 2006). San Francisco, CA. Web: http://GerryStahl.net/pub/aera2006.pdf.

Stahl, G., Çakir, M. P., & Sarmiento, J. (2006). Group cognition in online chat: How virtual math teams construct their cognitive experience. In the proceedings of the Human-Computer Interaction Consortium (HCIC 2006). Fraser, CO. Web: http://GerryStahl.net/pub/hcic2006.pdf.

Stahl, G., Zemel, A., Sarmiento, J., Çakir, M. P., Weimar, S., Wessner, M., et al. (2006). Shared referencing of mathematical objects in chat. In the proceedings of the International Conference of the Learning Sciences (ICLS 2006). Bloomington, IN. Proceedings pp. 716-722. Web: http://GerryStahl.net/pub/icls2006.pdf.

Stahl, G., & Zhou, N. (2006). The virtual math teams project: A global math discourse community. In the proceedings of the International Conference on Computers and Education (ICCE '06). Beijing, China. Web: http://GerryStahl.net/pub/icce2006.pdf.

Wessner, M., Shumar, W., Stahl, G., Sarmiento, J., Mühlpfordt, M., & Weimar, S. (2006). Designing an online service for a math community. In the proceedings of the International Conference of the Learning Sciences (ICLS 2006). Bloomington, IN. Proceedings pp. 818-824. Web: http://GerryStahl.net/pub/icls2006design.pdf.

Zhou, N., & Stahl, G. (2006). Information behavior of small groups. In the proceedings of the Connections 2006 (The Great Lakes Information Studies Conference). Syracuse, NY. Web: http://GerryStahl.net/pub/connections2006.pdf.

Çakir, M. P., Xhafa, F., Zhou, N., & Stahl, G. (2005). Thread-based analysis of patterns of collaborative interaction in chat. In the proceedings of the Artificial Intelligence in Education. C. Looi, McCalla, G., Bredeweg, B., and Breuker, J. Amsterdam, NL. Proceedings pp. 120-127. IOS Press. Web: http://GerryStahl.net/pub/aied2005.pdf.

Dominguez, C., Uhlig, P., Brown, J., Gurevich, O., Shumar, W., Stahl, G., et al. (2005). Studying and supporting collaborative care processes. In the proceedings of the Human Factors & Ergonomics Society (HFES 2005) June 13, 2005. Web: http://GerryStahl.net/pub/hfes2005.pdf.

Sarmiento, J., Trausan-Matu, S., & Stahl, G. (2005). Co-constructed narratives in online, collaborative mathematics problem solving. In the proceedings of the international conference on AI in Education (AI-Ed 2005). Amsterdam, Netherlands. Web: http://GerryStahl.net/pub/aiedwkshp.pdf.

Sarmiento, J., Trausan-Matu, S., & Stahl, G. (2005). Dialogical perspectives on narratives in collaborative mathematics problem-solving. In the proceedings of the International Symposium on Organizational Learning and Knowledge Work Management (OL-KWM 2005). C.Niculescu & A.Ionita. Bucharest, Romania. Proceedings pp. 88-99. Web: http://GerryStahl.net/pub/romania.pdf.

Stahl, G. (2005). Group cognition in chat: Methods of interaction / methodologies of analysis. In the proceedings of the Kaleidoscope CSCL SIG Workshop on Analysis of Interaction and Learning (NAIL 2005). Gothenburg, Sweden. Web: http://GerryStahl.net/pub/nail2005.pdf & http://GerryStahl.net/pub/nail2005ppt.pdf.

Stahl, G. (2005). Group cognition in online collaborative mathematics problem solving. In the proceedings of the 11th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI 2005). Nicosia, Cyprus. Proceedings pp. 291. Web: http://GerryStahl.net/pub/earli2005.pdf & http://GerryStahl.net/pub/earli2005ppt.pdf.

Stahl, G. (2005). Group cognition: The collaborative locus of agency in CSCL. In the proceedings of the international conference on Computer Support for Collaborative Learning (CSCL '05). T. Koschmann, D. Suthers & T.-W. Chan. Taipei, Taiwan. Proceedings pp. 632-640. Lawrence Erlbaum Associates. Web: http://GerryStahl.net/pub/cscl2005.pdf & http://GerryStahl.net/pub/cscl2005ppt.pdf.

Stahl, G. (2005). Keynote: Groups, group cognition & groupware. In the proceedings of the Groupware: Design, Implementation, and Use, 11th International Workshop, CRIWG 2005, Porto de Galinhas, Brazil. S. L. a. A. C. S. Hugo Fuks. Racife, Brazil. Proceedings pp. 1-16. Springer. Web: http://GerryStahl.net/pub/criwg2005.pdf & http://GerryStahl.net/pub/criwg2005ppt.pdf. Doi: http://dx.doi.org/10.1007/11560296_1.

Stahl, G. (2005). Sustaining online collaborative problem solving with math proposals winner of best paper award]. In the proceedings of the International Conference on Computers and Education (ICCE 2005). Singapore, Singapore. Proceedings pp. 436-443. Web: [http://GerryStahl.net/pub/icce2005.pdf & http://GerryStahl.net/pub/icce2005ppt.pdf.

Stahl, G., Weimar, S., Fetter, A., & Sarmiento, J. (2005). Virtual math teams: Studying and supporting online collaborative problem-solving. In the proceedings of the Annual Meeting of the National Council of Teachers of Mathematics (NCTM 2005). Anaheim, CA. Web: http://GerryStahl.net/pub/nctm2005ppt.pdf.

Strijbos, J. W., & Stahl, G. (2005). Chat-based problem solving in small groups: Developing a multi-dimensional coding scheme. In the proceedings of the Eleventh Biannual Conference of the European Association for Research in Learning and Instruction (EARLI 2005). Nicosia, Cyprus. Proceedings pp. 93. Web: http://GerryStahl.net/pub/earli2005jw.pdf.

Zemel, A., Shumar, W., Stahl, G., Dominguez, C., Brown, J., Zipperer, L., et al. (2005). Communications analysis of the Concord collaborative care model. In the proceedings of the Safety and Health Insurance (SAHI 2005). Saint Louis, Missouri. Web: http://GerryStahl.net/pub/sahi2005.pdf.

Zemel, A., Xhafa, F., & Stahl, G. (2005). Analyzing the organization of collaborative math problem-solving in online chats using statistics and conversation analysis. In the proceedings of the Groupware: Design, Implementation, and Use: 11th International Workshop, CRIWG 2005. H. Fuks, S. Lukosch & A. C. Salgado. Porto de Galinhas, Brazil. Proceedings pp. 271-283. Springer Lecture Notes in Computer Science. Web: http://GerryStahl.net/pub/criwg2005zemel.pdf. Doi: http://dx.doi.org/10.1007/11560296.

Collazos, C., Pino, J., Guerrero, L., Stahl, G., & Ochoa, S. (2004). A model and a game for investigating, designing and teaching collaborative learning. In the proceedings of the Sixth International Conference of the Learning Sciences (ICLS '04). Los Angeles, CA. Proceedings pp. 592. Web: http://GerryStahl.net/publications/conferences/2004/icls/collab_paper.pd.

Koschmann, T., Stahl, G., & Zemel, A. (2004). The video analyst's manifesto (or the implications of Garfinkel's policies for the development of a program of video analytic research within the learning sciences). In the proceedings of the International Conference of the Learning Sciences (ICLS 2004). Los Angeles, CA. Proceedings pp. 278-285. Web: http://GerryStahl.net/pub/manifesto2004.pdf.

Stahl, G. (2004). Collaborating with relational references contribution to the workshop on representational support for knowledge building discourse]. In the proceedings of the Annual Meeting of the American Educational Research Association (AERA 04). San Diego, CA. Web: [http://GerryStahl.net/publications/conferences/2004/aera.pdf.

Stahl, G. (2004). Thinking at the group unit of analysis. In the proceedings of the CSCL SIG Symposium of the European Union Kaleidoscope Network of Excellence (KAL '04). Lausanne, Switzerland. Web: http://GerryStahl.net/pub/kal2004.pdf & http://GerryStahl.net/pub/kal2004ppt.pdf.

Stahl, G. (2003). Can community knowledge exceed its members'? In the proceedings of the International Conference on Groupware (GROUP '03). Sanibel Island, FL. Proceedings pp. 1-10. Web: http://GerryStahl.net/publications/conferences/2003/group/workshop.pdf.

Stahl, G. (2003). From computational artifact to cognitive artifact: A micro-ethnographic analysis of students building collaborative knowing about a rocket simulation. In the proceedings of the 24th Annual Ethnography in Education Research Forum. Philadelphia, PA. Web: http://GerryStahl.net/publications/presentations/ethnog03/ethnog.pdf.

Stahl, G. (2003). Keynote: The future of computer support for learning: An American/German delfic vision. In the proceedings of the First Conference on e-Learning of the German Computer Science Society (DeLFI 2003). A. Bode, J. Desel, S. Rathmeyer & M. Wessner. Munich, Germany. Proceedings pp. 13-16. Web: http://GerryStahl.net/publications/presentations/delfi.

Stahl, G. (2003). Knowledge negotiation in asynchronous learning networks. In the proceedings of the Hawai'i International Conference on System Sciences (HICSS '03). Hawaii, HA. Proceedings pp. 3. Web: http://GerryStahl.net/cscl/papers/ch12.pdf.

Stahl, G. (2003). Meaning and interpretation in collaboration. In the proceedings of the Designing for Change in Networked Learning Environments: Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL '03). B. Wasson, S. Ludvigsen & U. Hoppe. Bergen, Norway. Proceedings pp. 523-532. Kluwer Publishers. Web: http://GerryStahl.net/cscl/papers/ch20.pdf.

Ligorio, B., Talamo, A., Innaccone, A., Pontecorvo, C., Scheltinga, H., Stahl, G., et al. (2002). Fostering a shared culture to develop a Web-based platform for international collaborative learning. In the proceedings of the International Conference for Cultural Research and Activity Theory (ISCRAT 2002). Amsterdam, NL.

Stahl, G. (2002). Contributions to a theoretical framework for CSCL. In the proceedings of the Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL 2002. G. Stahl. Boulder, CO. Proceedings pp. 62-71. Lawrence Erlbaum Associates. Web: http://GerryStahl.net/cscl/papers/ch15.pdf.

Stahl, G. (2002). Understanding educational computational artifacts across community boundaries. In the proceedings of the International Society for Cultural Research and Activity Theory (ISCRAT '02). Amsterdam, NL. Proceedings pp. 49. Web: http://GerryStahl.net/cscl/papers/ch03.pdf.

Lenell, E., & Stahl, G. (2001). Evaluating affordance short-circuits by reviewers and authors participating in on-line journal reviews. In the proceedings of the European Computer Supported Collaborative Learning Conference (E-CSCL '01). Maastricht, NL. Proceedings pp. 406-413. Web: http://GerryStahl.net/publications/conferences/2001/ecscl2001/ecscl.html.

Stahl, G., & Sanusi, A. (2001). Multi-layered perspectives on collaborative learning activities in a middle school rocket simulation project. In the proceedings of the 22nd Annual Ethnography in Education Research Forum. Philadelphia, PA. Web: http://GerryStahl.net/publications/conferences/2001/ethnography2001/ethnography.pdf.

Stahl, G. (2000). A model of collaborative knowledge-building. In the proceedings of the Fourth International Conference of the Learning Sciences (ICLS '00). B. Fischman & S. O'Conner-Divelbiss. Ann Arbor, MI. Proceedings pp. 70-77. Lawrence Erlbaum Associates. Web: http://GerryStahl.net/pub/icls2000.pdf.

Stahl, G. (1999). Pow! Perspectives on the Web. In the proceedings of the WebNet World Conference on the WWW and Internet (WebNet '99). Honolulu, HA. Proceedings pp. 91-99. Web: http://GerryStahl.net/cscl/papers/ch08.pdf.

Stahl, G. (1999). Reflections on WebGuide: Seven issues for the next generation of collaborative knowledge-building environments. In the proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL '99). Palo Alto, CA. Proceedings pp. 600-610. Web: http://GerryStahl.net/cscl/papers/ch09.pdf.

Stahl, G. (1999). WebGuide: Guiding collaborative learning on the Web with perspectives. In the proceedings of the Annual Conference of the American Educational Research Association (AERA '99). Montreal, Canada. ERIC database. Web: http://GerryStahl.net/publications/conferences/1999/aera99/.

Stahl, G., & Herrmann, T. (1999). Intertwining perspectives and negotiation. In the proceedings of the ACM SIGGROUP Conference on Supporting Group Work (Group '99). Phoenix, AZ. Proceedings pp. 316-324. Web: http://GerryStahl.net/cscl/papers/ch07.pdf.

Koschmann, T., & Stahl, G. (1998). Learning issues in problem-based learning: Situating collaborative information seeking. Workshop on technologies for collaborative information seeking workshop position paper]. In the proceedings of the ACM Conference on Computer Supported Cooperative Work (CSCW 98). Seattle, WA. Web: [http://GerryStahl.net/publications/conferences/1998/cscw98/cscw_workshop.html.

Stahl, G. (1998). Collaborative information environments for innovative communities of practice. In the proceedings of the German Computer-Supported Cooperative Work Conference (D-CSCW '98): Groupware und organizatorische Innovation. Dortmund, Germany. Proceedings pp. 195-210. Web: http://GerryStahl.net/publications/conferences/1998/dcscw98/dcscw.html.

Stahl, G., & Herrmann, T. (1998). Verschrankung von perspectiven durch Aushandlung (in German; translated by G. Stahl as: The sharing of perspectives by means of negotiation). In the proceedings of the Interaktion in Web: Innovative Kommunikationsformen. Marburg, Germany. Proceedings pp. 95-112. Web: http://GerryStahl.net/publications/conferences/1998/verschrankung/index.html and http://GerryStahl.net/publications/conferences/1998/sharing/sharing.html.

Stahl, G., Sumner, T., & Repenning, A. (1995). Internet repositories for collaborative learning: Supporting both students and teachers. In the proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL '95). Bloomington, Indiana. Proceedings pp. 321-328. ACM Press. Web: http://GerryStahl.net/cscl/papers/ch06.pdf.

Fischer, G., Nakakoji, K., Ostwald, J., Stahl, G., & Sumner, T. (1993). Embedding computer-based critics in the contexts of design. In the proceedings of the Conference on Human Factors in Computing Systems (INTERChi '93). Amsterdam, NL. Proceedings pp. 157-164. Addison Wesley. Web: http://GerryStahl.net/publications/conferences/1990-1997/chi93/CHI93.html.

Stahl, G. (1993). Supporting situated interpretation. In the proceedings of the Annual Meeting of the Cognitive Science Society (CogSci '93). Boulder, CO. Proceedings pp. 965-970. Lawrence Erlbaum. Web: http://GerryStahl.net/cscl/papers/ch13.pdf.

Stahl, G., McCall, R., & Peper, G. (1992). Extending hypermedia with an inference language: An alternative to rule-based expert systems. In the proceedings of the IBM ITL Conference: Expert Systems. Yorktown Heights, NY. Proceedings pp. 160-167. Web: http://GerryStahl.net/publications/conferences/1990-1997/ibm92/ExtHyper.html.

Conference Posters, Workshops, Panels, Symposia, Tutorials, Demos, Invited Talks

Öner, D., & Stahl, G. (2015). Poster: Tracing the change in discourse in a collaborative dynamic-geometry environment: From visual to more mathematical. Presented at the CSCL 2015, Gothenburg, Sweden. Web: http://GerryStahl.net/pub/cscl2015oner.pdf.

Stahl, G. (2015). Invited talk: A digital didactic design for group cognition. Presented at the Digital Didactical Designs DDD2015, Umea, Sweden. Web: http://GerryStahl.net/pub/umea.pdf; http://GerryStahl.net/pub/umea.ppt.pdf.

Stahl, G. (2014). Workshop: Interaction analysis of student teams enacting the practices of collaborative dynamic geometry. Presented at the International Conference of the Learning Sciences (ICLS 2014), Boulder, CO. Web: http://GerryStahl.net/pub/icls2014workshop.pdf.

Stahl, G., Weimar, S., Fetter, A., & Mantoan, A. (2014). Working group: Developing comprehensive open-source geometry curricula using GeoGebra. Presented at the Fifth North-American GeoGebra Conference 2014, Toronto, Canada. Web: http://GerryStahl.net/pub/ggb2014wg.pdf.

Stahl, G. (2013). Demo: Collaborative GeoGebra for virtual math teams. Presented at the GeoGebra NorthAmerican Conference 2013, Oxford, OH. Web: http://GerryStahl.net/pub/ggbna2013.pdf.

Stahl, G. (2013). Poster: Discovering dependencies: A case study of collaborative dynamic mathematics. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2013), Madison, WI. Web: http://GerryStahl.net/pub/cscl2013dependencies.pdf, http://GerryStahl.net/pub/cscl2013dependencies_poster.pdf.

Stahl, G. (2013). Presidential symposium presentation: CSCL in north America -- the first 20 years. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2013), Madison, WI. Web: http://GerryStahl.net/pub/cscl2013presidential.pdf, http://GerryStahl.net/pub/cscl2013presidential.ppt.pdf.

Stahl, G. (2013). Seminar: Analyzing virtual math teams enacting geometric practices. Presented at the LinCS Seminars, University of Gothenburg, Sweden. Web: http://GerryStahl.net/pub/analyzing.pdf.

Stahl, G. (2013). Seminar: Damsa's model as a knowledge object. Presented at the Dept of Education, Oslo, Norway. Web: http://GerryStahl.net/pub/damsa_opponent.pdf.

Stahl, G. (2013). Seminar: Designing a collaborative environment for dynamic geometry. Presented at the Dept of Education, Oslo, Norway. Web: http://GerryStahl.net/pub/designing_oslo.pdf.

Stahl, G. (2013). Seminar: Designing a learning environment for geometry. Presented at the LinCS Seminars, University of Gothenburg, Sweden. Web: http://GerryStahl.net/pub/designing.pdf.

Stahl, G. (2013). Seminar: Didactics of human-centered dynamic geometry. Presented at the LinCS Seminars, University of Gothenburg, Sweden. Web: http://GerryStahl.net/pub/didactics.pdf.

Stahl, G. (2013). Symposium presentation: To analyze a shared world in a sedimented resource, and a community in a solitary I, hold infinity in the trace of a social force, and eternity in the wink of an eye. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2013), Madison, WI. Web: http://GerryStahl.net/pub/cscl2013closing.pdf, http://GerryStahl.net/pub/cscl2013closing.ppt.pdf.

Stahl, G. (2013). Webinar: The philosophy of group cognition. Presented at the NAPLES course. Web: http://GerryStahl.net/pub/naples.pdf, slides: http://GerryStahl.net/pub/naples.ppt.pdf, YouTube: http://youtu.be/jv6e-4yQs2E

Stahl, G. (2013). Workshop presentation: Assessing the PISA assessment of CSCL. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2013), Madison, WI. Web: http://GerryStahl.net/pub/cscl2013pisa.ppt.pdf.

Stahl, G. (2013). Workshop presentation: The integration of cognitive levels. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2013), Madison, WI. Web: http://GerryStahl.net/pub/cscl2013levels.pdf, http://GerryStahl.net/pub/cscl2013levels.ppt.pdf.

Stahl, G., Jeong, H., Ludvigsen, S., Sawyer, R. K., & Suthers, D. D. (2013). Workshop: Across levels of learning: A workshop on resources connecting levels of analysis. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2013), Madison, WI. Web: http://GerryStahl.net/pub/cscl2013workshop.pdf, http://GerryStahl.net/pub/cscl2013workshop_call.pdf.

Stahl, G., Mantoan, A., & Weimar, S. (2013). Demo: Collaborative dynamic mathematics in virtual math teams. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2013), Madison, WI. Web: http://GerryStahl.net/pub/cscl2013demo.ppt.pdf.

Çakir, M. P., & Stahl, G. (2012). Workshop: International workshop on connecting analyses of learning across levels and modalities. Presented at the 3rd International Conference on Emerging Intelligent Data and Web Technologies (EIDWT 2012), Bucharest, Romania. Web: http://GerryStahl.net/pub/eidwt.pdf.

Mantoan, A., & Stahl, G. (2012). Demo: Multi-user GeoGebra with virtual math teams. Presented at the International GeoGebra Institute (IGI 2012), Warsaw, Poland. Web: http://GerryStahl.net/pub/igi2012.ppt.pdf.

Stahl, G. (2012). Demo: Introduction to virtual math teams with collaborative GeoGebra. Presented at the National Council of Teachers of Mathematics (NCTM) display at ICME 2012, Seoul, Korea. Web: http://GerryStahl.net/pub/nctmkorea.ppt.pdf.

Stahl, G. (2012). Discussant: Robot facilitation as dynamic support for collaborative learning. Presented at the International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia. Web: http://GerryStahl.net/pub/icls2012robot.ppt.pdf.

Stahl, G. (2012). Invited talk: Translating Euclid into CSCL: Issues in design-based research on computer-supported collaborative learning of significant mathematical discourse. Presented at the Distinguished Lecture in the School of Communication and Information, Rutgers University, New Brunswick, NJ. Web: http://GerryStahl.net/pub/rutgers2012.ppt.pdf http://youtu.be/vogBZjdniME.

Stahl, G. (2012). Workshop paper: Theories of CSCL@work. Presented at the GROUP 2012, Sanibel Island, FL. Web: http://GerryStahl.net/pub/group2012.pdf , http://GerryStahl.net/pub/group2012.ppt.pdf.

Stahl, G. (2012). Workshop presentation: Connecting levels of cognition in the wild. Presented at the International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia. Web: http://GerryStahl.net/pub/icls2012stahl.pdf.

Stahl, G., Jeong, H., Sawyer, R. K., & Suthers, D. D. (2012). Workshop: Analyzing collaborative learning at multiple levels. Presented at the International Conference of the Learning Sciences (ICLS 2012), Sydney, Australia. Web: http://GerryStahl.net/pub/icls2012workshop.pdf.

Stahl, G., & Powell, A. B. (2012). Poster: Computer-supported math discourse among teachers and students. Presented at the NSF DR K-12 PI Meeting, Arlington, VA. Web: http://GerryStahl.net/pub/drk12pi2012.pdf.

Bielaczyck, K., Hakkarainen, K., Ritella, G., Sietamaa-Hakkarainen, P., Stahl, G., Scardamalia, M., et al. (2011). Symposium: Strengthening the conceptual foundations of knowledge building theory and pedagogy. Presented at the international conference on Computer-Supported Collaborative Learning (CSCL 2011), Hong Kong, China. Proceedings pp. 1089-1094. Web: http://GerryStahl.net/pub/cscl2011symposium.pdf.

Stahl, G. (2011). Discussant: The knowledge-creation perspective on CSCL tools. Presented at the international conference on Computer-Supported Collaborative Learning (CSCL 2011), Hong Kong, China. Web: http://GerryStahl.net/pub/cscl2011discussant.pdf, http://GerryStahl.net/pub/cscl2011discussant.ppt.pdf.

Stahl, G. (2011). Invited talk: China and the future of CSCL. Presented at the CSCL 2011 post-conference at the East China Normal University, Shanghai, China. Web: http://youtu.be/zyQaN3c4c4g.

Stahl, G. (2011). Seminar: Past, present and future of CSCL. Presented at the International Summer School of Doctoral Candidates at the Beijing China Normal University, Beijing, China. Web: http://GerryStahl.net/pub/cscl2011seminar.pdf, http://GerryStahl.net/pub/cscl2011seminar.ppt.pdf.

Stahl, G. (2011). Seminar: Past, present and future of research on educational technology in the west. Presented at the Shanghai Summer School of Doctoral Candidates at the East China Normal University, Shanghai, China. Web: http://GerryStahl.net/pub/cscl2011seminar.pdf, http://GerryStahl.net/pub/cscl2011seminar.ppt.pdf.

Stahl, G. (2011). Seminar: Research on educational technology in CSCL. Presented at the Guangzhou Summer School of Doctoral Candidates at the South China Normal University, Guangzhou, China. Web: http://GerryStahl.net/pub/cscl2011seminar.pdf, http://GerryStahl.net/pub/cscl2011seminar.ppt.pdf.

Stahl, G. (2011). Workshop paper: A theoretical framework for multivocal analysis. Presented at the international conference on Computer-Supported Collaborative Learning (CSCL 2011), Hong Kong, China. Web: http://GerryStahl.net/pub/cscl2011workshop.pdf, http://GerryStahl.net/pub/cscl2011workshop.ppt.pdf, http://youtu.be/aCwrISjDx0c.

Schwarz , B., Hershkowitz, R., Atzmon, S., Rasmussen, C., Stahl, G., Wawro, M., et al. (2010). Symposium: Social construction of mathematical meaning through collaboration and argumentation. Presented at the International Conference of the Learning Sciences (ICLS 2010), Chicago, IL. Web: http://GerryStahl.net/pub/icls2010symposium.pdf.

Stahl, G. (2010). Workshop presentation: A model of group cognition. Presented at the CKI Communications Workshop, Orlando, Florida. Web: http://GerryStahl.net/pub/cki2010.pdf.

Weusijana, B. K., Ou, J. X., Stahl, G., & Weimar, S. (2010). Poster: Virtual math teams: An online tool for collaborative learning in the mathematics disciplines. Presented at the International Conference of the Learning Sciences (ICLS 2010), Chicago, IL. Web: http://GerryStahl.net/pub/icls2010weusijana.pdf.

Hesse, F., & Stahl, G. (2009). Symposium: Productive tensions in CSCL: Should design be driven by theory, research or practice? Presented at the international conference on Computer Support for Collaborative Learning (CSCL 2009), Rhodes, Greece. Web: http://GerryStahl.net/pub/cscl2009symposium.pdf.

Koschmann, T., & Stahl, G. (2009). Symposium: Examining practices of computer-mediated learning. Presented at the international conference on Computer Support for Collaborative Learning (CSCL 2009), Rhodes, Greece. Web: http://GerryStahl.net/pub/cscl2009koschmann.pdf.

Stahl, G. (2009). Invited talk: Group cognition: Research toward a scientific foundation for computer-supported collaborative learning. Presented at the School of Education, Drexel University, Philadelphia, PA. Web: http://GerryStahl.net/pub/edschool2009ppt.pdf.

Stahl, G. (2009). Invited talk: Understanding computer-supported group cognition: Steps toward a science of virtual groups. Presented at the Dept of Computer Science, Temple University. Web: http://GerryStahl.net/pub/group2009.pdf, http://GerryStahl.net/pub/temple2009ppt.pdf.

Stahl, G. (2009). Tutorial: Introduction to CSCL. Presented at the international conference on Computer Support for Collaborative Learning (CSCL 2009), Rhodes, Greece. Web: http://ijCSCL.org/wiki.

Sarmiento-Klapper, J. W., & Stahl, G. (2008). Poster: Collective information practices to sustain knowledge work over time. Presented at the 2008 Research Symposium of the Special Interest Group on Human-Computer Interaction American Society for Information Science and Technology (ASIS&T), Columbus, OH. Web: http://GerryStahl.net/pub/asist2008a.pdf.

Stahl, G. (2007). Workshop: Chat analysis in virtual math teams. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2007), New Brunswick, NJ. Web: http://vmt.mathforum.org/vmtwiki/index.php/Chat_Analysis_Workshop.

Stahl, G., & Hesse, F. (2007). Panel: Making use of productive tensions in CSCL. Presented at the International Conference of Computer-Supported Collaborative Learning (CSCL 2007), New Brunswick, NJ. Web: http://mathforum.org/wiki/VMT?MethodologySymposium.

Renninger, K. A., Stahl, G., Suthers, D., Marlino, M., Weimar, S., Derry, S., et al. (2006). Workshop: Studying engaged learning in online communities. Presented at the International Conference of the Learning Sciences (ICLS 2006), Bloomington, IN. Web: http://GerryStahl.net/pub/icls2006eloc.pdf.

Stahl, G., & Zemel, A. (2006). Workshop: Interaction & learning in chat environments: A workshop with data sessions. Presented at the International Conference of the Learning Sciences (ICLS 2006), Bloomington, IN. Web: http://GerryStahl.net/pub/icls2006chat.pdf.

Stahl, G. (2005). Discussant: Measurement challenges for collaborative learning research. Presented at the Eleventh Biannual Conference of the European Association for Research in Learning and Instruction (EARLI 2005), Nicosia, Cyprus. Web: http://GerryStahl.net/pub/earli2005discuss.pdf & http://GerryStahl.net/pub/earli2005discussppt.pdf.

Stahl, G., Weimar, S., Shumar, W., Çakir, M. P., Sarmiento, J., Toledo, R., et al. (2005). Four posters: Virtual math teams; quantitative analysis of interaction patterns in chat; conversation analysis of problem-solving methods in chat; designing software to support collaborative math learning. Presented at the international conference on Computer Support for Collaborative Learning (CSCL 2005), Taipei, Taiwan. Web: http://GerryStahl.net/pub/csclp1.pdf & http://GerryStahl.net/pub/csclp2.pdf & http://GerryStahl.net/pub/csclp3.pdf & http://GerryStahl.net/pub/csclp4.pdf.

Klamma, R., Rohde, M., Stahl, G., & Wulf, V. (2004). Workshop: Community-based learning workshop: Explorations into theoretical groundings, empirical findings and computer support. Presented at the Sixth International Conference of the Learning Sciences (ICLS '04), Los Angeles, CA. Web: http://GerryStahl.net/pub/icls_learning_workshop.pdf.

Stahl, G., Shumar, W., & Weimar, S. (2004). Poster: Diversity in virtual math teams. Presented at the Sixth International Conference of the Learning Sciences (ICLS '04), Los Angeles, CA. Proceedings pp. 636. Web: http://GerryStahl.net/pub/icls2004poster.pdf.

Appelt, W., Ruland, R., & Stahl, G. (2003). Demo: Synergeia: A synchronous and asynchronous extension of BSCW for collaborative learning. Presented at the International Conference of Computer Support for Collaborative Learning (CSCL 2003), Bergen, Norway. Proceedings pp. 240-243. Web: http://GerryStahl.net/pub/appelt2003.pdf.

Kirschner, P., Kreijns, K., Jarvela, S., Derks, R., Tu, C.-H., & Stahl, G. (2003). Panel: Is computer-supported collaborative learning asocial? Presented at the International Conference on Computer Support for Collaborative Learning (CSCL 2003), Bergen, Norway.

Stahl, G. (2003). Poster: VMT: The virtual math teams project. Presented at the NSF NSDL Annual Project Meeting, Washington, DC. Web: http://GerryStahl.net/vmt/VMT_poster.pdf.

Stahl, G. (2002). Poster: The complexity of a collaborative interaction. Presented at the International Conference of the Learning Sciences (ICLS '02), Seattle, WA. Web: http://GerryStahl.net/cscl/papers/ch02.pdf.

Stahl, G. (2002). Workshop position paper: Analyzing and representing the building of collaborative knowing. Presented at the Computer Support for Cooperative Work (CSCW 2002), New Orleans, LA. Web: http://GerryStahl.net/publications/conferences/2002/cscw/workshop.pdf.

Stahl, G., & Hoadley, C. (2000). Workshop: Strategies for sustaining interaction in online discussion forums and virtual communities. Presented at the Annual Conference of the American Educational Research Association (AERA 2000), New Orleans, LA. Web: http://GerryStahl.net/publications/conferences/2000/aera2000/aera.html.

Stahl, G. (1999). Demo: WebGuide: Computational perspectives for learning communities. Presented at the Annual conference of the Center for Innovative Learning Technologies (CILT '99), San Jose, CA. Web: http://GerryStahl.net/publications/conferences/1999/cilt99/index.html.

Stahl, G., Koschmann, T., & Scardamalia, M. (1999). Workshop: Collaborating on the design and assessment of knowledge-building environments in the 2000's. Presented at the Computer Support for Collaborative Learning (CSCL '99), Stanford, CA. Web: http://GerryStahl.net/publications/conferences/1999/cscl99/cscl99_workshop.html.

Koschmann, T., Ostwald, J., & Stahl, G. (1998). Panel position paper: Shouldn't we really be studying practice? Presented at the International Conference on the Learning Sciences (ICLS '98), Atlanta, GA. Web: http://GerryStahl.net/publications/conferences/1998/icls98/ICLS Workshop.html.

Stahl, G. (1998). Poster: Presentation of WebGuide. Presented at the Annual conference of the Center for Innovative Learning Technologies (CILT '98), San Jose, CA. Web: http://GerryStahl.net/publications/conferences/1998/cscw98/cscw_demo.html.

Stahl, G., & dePaula, R. (1998). Poster: Learning perspectives. Presented at the International Conference on the Learning Sciences (ICLS'98), Atlanta, GA. Web: http://GerryStahl.net/publications/conferences/1998/icls98/icls98.html.

Stahl, G., Hermann, T., dePaula, R., & Loser, K.-U. (1998). Demo: WebGuide: Guiding cooperative work on the Web with support for perspectives and negotiation. Presented at the Computer Supported Cooperative Work (CSCW '98), Seattle, WA. Web: http://GerryStahl.net/publications/conferences/1998/cscw98/cscw_demo.html.

Stahl, G. (1997). Poster: WebGuide. Presented at the International Conference on Computer Support for Collaborative Learning (CSCL '97), Toronto, Canada. Web: http://gerrystahl.net/pub/cscl1997stahl.pdf.

Technical Reports

Stahl, G. (2015). The construction crew game. Web: http://GerryStahl.net/elibrary/topics/game.pdf; http://ggbtu.be/b154045.

Stahl, G. (2014). Construct dynamic geometry together. Web: http://GerryStahl.net/elibrary/topics/construct.pdf; http://ggbtu.be/b140867.

Stahl, G. (2014). Explore dynamic geometry together. Web: http://GerryStahl.net/elibrary/topics/explore.pdf.

Stahl, G. (2014). Geogebrabook: Construct dynamic geometry together. GeoGebraTube: GeoGebraTube. Web: http://ggbtu.be/b140867.

Stahl, G. (2014). Group cognition displayed. Web: http://GerryStahl.net/pub/displayed.pdf.

Stahl, G. (2013). Resources for connecting levels of learning. Web: http://GerryStahl.net/pub/resources.pdf.

Stahl, G. (2013). Topics in dynamic geometry for virtual math teams. Web: http://GerryStahl.net/elibrary/topics/topics.pdf.

Stahl, G. (2012). Dynamic-geometry activities with GeoGebra for virtual math teams. Web: http://GerryStahl.net/elibrary/topics/activities.pdf.

Stahl, G. (2012). Translating Euclid: Liberating the cognitive potential of collaborative dynamic geometry. Web: http://GerryStahl.net/pub/translating.pdf.

Stahl, G. (2012). A view of computer-supported collaborative learning research and its lessons for future-generation collaboration systems. Web: http://GerryStahl.net/pub/fgcs.pdf.

Stahl, G. (2011). Coding scheme for sequential discourse. Web: http://GerryStahl.net/pub/coded4b.pdf.

Stahl, G. (2006). Virtual math teams project: An overview of VMT. Web: http://www.mathforum.org/vmt/TheVMTProject.pdf.

Stahl, G. (2005). Reflections on supporting and studying collaborative team formation in post-cardiac surgery care. Philadelphia, PA: College of Information Science & Technology, Drexel University. Web: http://GerryStahl.net/pub/collabcare.pdf.

Stahl, G., & Strijbos, J. W. (2004). A multi-dimensional coding scheme for mathematical collaboration. Web: http://GerryStahl.net/pub/multi_dim_codes.pdf.

Stahl, G. (1996). Personalizing the Web (No. CU-CS-836-96). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/techreports/www6/PAPER82.html.

Stahl, G. (1996). Supporting interpretation in design (No. CU-CS-598-92). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/techreports/design/Design.tr.html.

Stahl, G. (1995). Supporting personalizable learning (No. CU-CS-788-95). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/techreports/personalize/.

Stahl, G. (1992). A computational medium for supporting interpretation in design (No. CU-CS-598-92). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/techreports/design/Design.tr.html.

Stahl, G. (1992). Toward a theory of hermeneutic software design: Dissertation proposal (No. CU-CS-589-92). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/dissertations/Proposal.html.

Stahl, G. (1991). A hypermedia inference language as an alternative to rule-based systems (No. CU-CS-557-91). Boulder, CO: Department of Computer Science, University of Colorado. Web: http://GerryStahl.net/publications/conferences/1990-1997/ibm92/InfLang.html.

Unpublished Works

Öner, D., & Stahl, G. (2015). Tracing the change in discourse from visual to more mathematical. Unpublished manuscript. Web: http://GerryStahl.net/pub/tracing.pdf.

Stahl, G. (2009). A career in informatics. Unpublished manuscript. Web: http://GerryStahl.net/personal/career.html.

Stahl, G. (2009). Catch.Up.Me. Unpublished manuscript. Web: http://GerryStahl.net/personal/catch.up.me.html.

Stahl, G. (1999). Supporting personalization and reseeding-on-demand. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/gerry_pp.html.

Stahl, G. (1998). Lela's birthday is a "lela birthday". Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/Lela Birthday.html.

Stahl, G. (1998). Software as a new art form. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/software_art.html.

Stahl, G. (1998). Software semiotics. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/semiotics.html.

Stahl, G., Koschmann, T., & Barrows, H. S. (1998). Problem-based learning: White paper for a collaboration. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/PBL white paper.html.

Stahl, G. (1997). Consciousness without neural correlates. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/Neural Correlates of Consc.html.

Stahl, G. (1997). LSA visits the Chinese room. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/Chinese Room.html.

Stahl, G. (1996). On Alexander's pattern language as end-user programming. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/pattern.html.

Stahl, G. (1996). We have to work in the future now. (in fact, we are already late.). Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/future.html

Stahl, G. (1992). The evolutionary analysis of knowledge. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/analysis.html.

Stahl, G. (1992). The rapid evolution of knowledge. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/rapid.html.

Stahl, G. (1984). Education for democracy at Mondragon. Unpublished manuscript. Web: http://GerryStahl.net/pub/mondragon.pdf.

Stahl, G. (1978). A modern voice for Marx. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/capital.htm.

Stahl, G. (1976). The theory and practice of democratic socialism. Unpublished manuscript. Web: http://GerryStahl.net/pub/democratic_socialist_theory.pdf.

Stahl, G. (1974). Sound and society: An essay on electronic music. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/music.htm.

Stahl, G. (1974). Utopian optics: Theodor W. Adorno's Prisms: Cultural criticism and society. Unpublished manuscript. Web: http://GerryStahl.net/pub/utopian_optics.pdf.

Stahl, G. (1970). Time and Being: A translation of Martin Heidegger's Zeit und Sein. Unpublished manuscript. Web: http://GerryStahl.net/pub/time&being.pdf.

Stahl, G. (1967). Truth as value: Nietzsche's escape from nihilism. Unpublished manuscript. Web: http://GerryStahl.net/pub/Nietzsche.pdf.

Publication Statistics

H-number (the number of publications, h, with more than h Google Scholar citations)

> 5/6/07 | > 15

---|---

> 9/9/07 | > 16

> 2/25/08 | > 17

> 6/25/08 | > 19

> 9/25/08 | > 22

> 5/23/09 | > 23

> 10/20/09 | > 24

> 1/29/10 | > 25

> 3/19/10 | > 26

> 8/1/10 | > 27

> 6/16/11 | > 28

> 10/25/12 | > 30

> 4/1/14 | > 31

> 2/1/15 | > 32

> 6/15/15 | > 33

> 7/8/16 | > 35

> 3/31/17 | > 36

> 6/20/17 | > 37

> 10/27/17 | > 38

> 3/4/18 | > 38

> 8/25/18 | > 39

Number of publications per year

> 1976-1993 | > 22

---|---

> 1994 | > 0

> 1995 | > 3

> 1996 | > 5

> 1997 | > 3

> 1998 | > 12

> 1999 | > 7

> 2000 | > 6

> 2001 | > 3

> 2002 | > 10

> 2003 | > 10

> 2004 | > 11

> 2005 | > 17

> 2006 | > 30

> 2007 | > 24

> 2008 | > 19

> 2009 | > 36

> 2010 | > 26

> 2011 | > 30

> 2012 | > 22

> 2013 | > 28

> 2014 | > 14

> 2015 | > 19

> 2016 | > 5

> 2017 | > 4

> 2018 | > 4

> 2019 | > 3

> 2020 | > 2

> total | > 377

Academic Community Service

International Journal of Computer-Supported Collaborative Learning (ijCSCL)

Executive Editor 2016 – present

Founding Editor-in-Chief 2004 – 2015

International Society of the Learning Sciences (ISLS)

Board of Directors, ex officio, 2003-2015

Web & Communications Committee Chair 2002-2005

Founding Board 2002-2003

Founding Committee 2002

The CSCL Community of ISLS

Executive Board member, 2003-2014

Founding Steering Committee member, 2002

Journal of Computers in Education (JCE)

Journal of the Global Chinese Society for Computers in Education

Editorial Board 2014 - 2015

Journal of the Brazilian Computer Society (JBCS)

Editorial Board 2007 - 2015

European Journal of School Psychology (EJSP)

Advisory Board 2001 - 2015

Journal of Interactive Media in Education (JIME)

Editorial Board 2000 - 2007

International Conference of the Learning Sciences (ICLS '16), Singapore, June 2016

Scientific Program Committee

Computer Support for Collaborative Learning (CSCL'15), Gothenburg, Sweden, June 2015

Program Committee

Steering Committee

Co-Chair for Special Events

International Conference of the Learning Sciences (ICLS '14), Boulder, Colorado, June 2014

Scientific Program Committee

Computer Support for Collaborative Learning (CSCL'13), Madison, WI, USA, June 2013

Program Committee

Steering Committee

European Computer Support for Cooperative Work (ECSCW 2011), Aarhus, Denmark, September 2011

Program Committee

Computer Support for Collaborative Learning (CSCL'11), Hong Kong, China, June 2011

Program Co-Chair

Program Committee

Steering Committee

IEEE, ACM, IFIP International Conference on Collaboration Technologies and Systems (CTS 2011), May 2011

Doctoral Dissertation Colloquium Co-Chair

Organizing Committee

Computer Support for Collaborative Learning (CSCL'09), Rhodes, Greece, June 2009

Program Committee

Workshops Chair

ACM Conference on Groupware (GROUP 2009), Sanibel Island, FL, May 2009

Program Committee

International Conference on Computers in Education (ICCE '08), Taipei, Taiwan, Nov 2008

Program Committee

Keynote Speaker

International Conference of the Learning Sciences (ICLS '08), Utrecht, Netherlands, June 2008

Scientific Program Committee

International Conference on Computers in Education (ICCE '07), Hiroshima, Japan, Nov 2007

Program Committee

Computer Support for Collaborative Learning (CSCL'07), New Brunswick, NJ, June 2007

Program Committee

Steering Committee

Workshops Chair

International Conference on Computers in Education (ICCE '06), Beijing, China, Nov 2006

Program Committee

Workshops Co-Chair

International Conference on Computers in Education (ICCE '05), Singapore, Nov 28-Dec 2, 2005

Program Committee

Doctoral Consortium Faculty

Conference on Learning in Communities, State College, PA, Aug 15-17, 2005

Program Committee

Computer Support for Collaborative Learning (CSCL '05), Taipei, Taiwan, June 2005

Program Committee

Steering Committee

Workshops Chair

International Workshop on Groupware (CRIWG '04), San Jose, Costa Rico, September 2004

Program Committee

International Conference of the Learning Sciences (ICLS '04), Santa Monica, California, June 2004

Program Committee

Communities & Technology Conference (C&T '03), Amsterdam, Netherlands, August 2003

Program Committee

Computer Support for Collaborative Learning (CSCL '03), Bergen, Norway, June 2003

Program Committee

Steering Committee

Workshops Co-chair

International Conference of the Learning Sciences (ICLS '02), Seattle, Washington, October 2002

Program Committee

International Workshop on Groupware (CRIWG '02), La Serena, Chile, September 2002

Program Committee

Doctoral Consortium Faculty

Computer Support for Collaborative Learning (CSCL '02), Boulder, Colorado, January 2002

Program Chair

Program Committee

Steering Committee

Proceedings Editor

International Conference on Groupware (Group '01), Boulder, Colorado, October 2001

Local Arrangements Chair

International Workshop on Groupware (CRIWG '01), Darmstadt, Germany, September 2001

Doctoral Consortium Faculty

Service at IST/Drexel

Representative to Faculty Senate (2007/08, 2008/09, 2011/12)

Faculty Search committee (2008/09, 2010/11)

Faculty Research Leadership Committee (2010/11)

Faculty committee on Admissions and Financial Aid (2007/08)

Faculty committee on College Strategic Futures (2004/05, 2006/07, 2007/08, 2008/09, 2010/11, 2011/12)

Faculty committee on Curriculum (2005/06 & 2006/07)

Organizer of the Research & Teaching lecture series (2003/04)

Faculty committee on the Doctoral Program (2002/03, 2010/11)

Honors

Keynote Talk at CSCL 2011 in Shanghai: Stahl, G. (2011). Keynote: Past, present and future of CSCL. Presented at the Knowledge Building Summer Institute 2011 and CSCL2011 post-conference at the South China Normal University, Guangzhou, China. Web: http://GerryStahl.net/pub/cscl2011guangzhou.pdf , http://GerryStahl.net/pub/cscl2011guangzhou.ppt.pdf , http://youtu.be/SLC8Ew8J9Hg , http://youtu.be/nrGfYnLRPgg , http://youtu.be/0rh-3FnjLp4 .

Keynote Talk at CSCL 2011 in Beijing: Stahl, G. (2011). Keynote: CSCL research: Two case studies. Presented at the CSCL 2011 post-conference at the Beijing China Normal School, Beijing, China. Web: http://GerryStahl.net/pub/cscl2011.pdf , http://GerryStahl.net/pub/cscl2011stahl.pdf , http://GerryStahl.net/pub/cscl2011beijing_keynote.ppt.pdf .

Invited Talk at CSCL 2011 in Shanghai. Stahl, G. (2011). Invited talk: China and the future of CSCL. Presented at the CSCL 2011 post-conference at the East China Normal University, Shanghai, China. Web: http://youtu.be/zyQaN3c4c4g .

Invited Talk at CTS 2011: Stahl, G. (2011). A view of computer-supported collaborative learning research today. Invited talk presented at the international conference on Collaboration Technologies and Systems (CTS 2011). Philadelphia, PA. Web: http://GerryStahl.net/pub/cts2011.pdf.

Opening Keynote at ICCE 2009: Stahl, G. (2009). How I view learning and thinking in CSCL groups. Keynote talk presented at the International Conference on Computers and Education (ICCE 2009). Hong Kong, China. Web: http://GerryStahl.net/pub/icce2009keynote.pdf.

Best Paper at ICCE 2005: Stahl, G. (2005). Sustaining online collaborative problem solving with math proposals. Paper presented at the International Conference on Computers and Education (ICCE 2005). Singapore, Singapore. Proceedings pp. 436-443. Web: http://GerryStahl.net/pub/icce2005.pdf & http://GerryStahl.net/pub/icce2005ppt.pdf.

Opening Keynote at CRIWG 2005: Stahl, G. (2005). Groups, group cognition & groupware. Keynote talk presented at the Groupware: Design, Implementation, and Use, 11th International Workshop, CRIWG 2005, Porto de Galinhas, Brazil. Racife, Brazil. Proceedings pp. 1-16. Springer. Web: http://GerryStahl.net/pub/criwg2005.pdf & http://GerryStahl.net/pub/criwg2005ppt.pdf. Doi: http://dx.doi.org/10.1007/11560296_1.

Opening Keynote at DeLFI 2003: Stahl, G. (2003). The future of computer support for learning: An American/German delfic vision. Keynote talk presented at the First Conference on e-Learning of the German Computer Science Society (DeLFI 2003). Munich, Germany. Proceedings pp. 13-16. Web: http://GerryStahl.net/publications/presentations/delfi.

Million Dollar Club at Drexel University 2003: Grantsmanship award for NSF NSDL and IERI grants totaling $2,750,000 awarded in first year at Drexel. Only Million Dollar Club recipient in iSchool history.

First Prize at Drexel/IST Research Day 2005 and 2006 and 2007: Set of four posters on VMT Project each year.

Scientific Advisory Committees

NSF cyber-learning grant: Connecting Idea Threads Across Communities for Sustained Knowledge Building, SUNY Albany, New York: Scientific Advisory Board Consultant (2016 – 2018)

Knowledge Practices Lab (K-P Lab), Centre for Networked Learning and Knowledge Building, University of Helsinki, Finland: International Advisory Board Scientific Consultant (February 2006 – 2011)

Knowledge Media Research Centre (KMRC), Tübingen, Germany: Scientific Advisory Board Consultant (March 2006 – 2010)

Learning Sciences Lab, National Institute of Education (NIE), Nanyang Technological University, Singapore: International Advisory Board (December 2005)

Cyber-Enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning, University of Wisconsin at Madison (October 2008 – 2012)

Collaborative Cardiac Surgery Research Project, Hospital of the University of Cincinnati, Cincinnati, OH: Interdisciplinary Research Team (February 2004 – 2006)

Visiting Researchers

Bogazici Universitesi (Istanbul, Turkey): Diler Öner (February 1, 2014 – June 30, 2014)

University of Windsor (Windsor, Canada): Dragana Martinovic (December 1, 2012 – December 31, 2013)

Developer: Anthony Mantoan (April 1, 2010 – August 31, 2014)

Post-Doc: Murat Cakir (June 1, 2009 – October 1, 2009)

Post-Doc: Baba Kofi A. Weusijana (April 1, 2009 – March 31, 2010)

Developer: Jimmy Xiantong Ou (May 14, 2009 – October 1, 2009)

Post-Doc: Alan Zemel (October 1, 2004 – October 1, 2007)

National Central University (Taipei, Taiwan): Fei-Ching Chen (August 1, 2008 – June 30, 2009)

University of Bergen (Bergen, Norway): Weiqin Chen (February 1, 2007 – December 31, 2007)

Royal Institute of Technology (Stockholm, Sweden): Henrry Rodriguez (October 1, 2006 – June 1, 2008)

Dawson College (Montreal, Canada): Elizabeth Charles (October 1, 2005 – March 1, 2006)

Fraunhofer Gesellschaft IPSI (Darmstadt, Germany): Martin Mühlpfordt (June 1 – September 1, 2006)

Fraunhofer Gesellschaft IPSI (Darmstadt, Germany): Martin Wessner (June 15 – September 15, 2005)

Politechnica University (Bucharest, Romania): Stefan Trausan-Matu (February 1 - August 1, 2005)

Open University of Catalonia (Barcelona, Spain): Fatos Xhafa (September 1, 2004 – February 27, 2005)

Open University of the Netherlands (Heerlen, Netherlands): Jan-Willem Strijbos (February 1 – June 30, 2004)

PhD Students

Drexel University (Philadelphia, PA): Murat Cakir (chair), Johann Sarmiento (chair), Nan Zhou (chair), Ramon Toledo (chair), Joel Eden (committee), Ilene Litz Goldman (committee), James Waters (committee), Yolanda Jones (committee), Nora McDonald (committee), Trish Grieb-Neff, Wanda Kunkle, Deb LaBelle, Debra McGrath, Peter Miller, Craig Nelson, Eric Poole, Alan Black

University of Sydney (Australia): Roberto Martinez-Maldonada (external reviewer)

University of Oslo (Norway): Crina Damsa (external reviewer opponent)

University of Hong Kong (China): ZHAO Ke Coco (external reviewer)

Nanyang University (Singapore): WEE Juan (external reviewer)

Fraunhofer Gesellschaft IPSI (Germany): Martin Mühlpfordt (committee)

University of Bergen (Norway): Frode Guribye (external reviewer opponent)

Open University of the Netherlands (Netherlands): Jan-Willem Strijbos

University of Chile (Chile): Cesar Alberto Collazos (committee)

University of Dortmund (Germany): Andrea Kienle

University of Colorado (Boulder, CO): Rogerio dePaula, Elizabeth Lenell, Alena Sanusi, David Steinhart (committee)

Courses Taught

INFO 782 Topics in Informatics, online (Fall 2011, Fall 2010)

INFO 782 Topics in Informatics, graduate level (Spring 2009, Fall 2011)

INFO 780 Computer-Supported Collaborative Learning, graduate level (Spring 2004/05, Spring 2003/04)

INFO 616 Social and Collaborative Computing, online (Spring 2012)

INFO 611 Design of Interactive Systems, online (Winter 2011, Winter 2012)

INFO 610 Analysis of Interactive Systems, online (Spring 2011)

INFO 610 Analysis of Interactive Systems, graduate level (Winter 2003/04)

INFO 608 Human-Computer Interaction, graduate level (Winter 2007/08, Winter 2004/05, Spring 2002/03)

INFO 608 Human-Computer Interaction, online (Spring 2008, Spring 2006/07, Winter 2002/03, Fall 2002/03)

INFO 405 Computer-Supported Cooperative Work, online (Winter 2011)

INFO 405 Social and Collaborative Computing, junior/senior level (Winter 2012)

INFO 310 Human-Computer Interaction, junior/senior level (Winter 2008/09, Winter 2006/07, Spring 2005/06, Winter 2004/05, Winter 2003/04, Spring 2002/03)

INFO 110 Human-Computer Interaction, freshman/sophomore level (Spring 2008, Winter 2005/06)

INFO 105 Information Users, freshman/sophomore level (Spring 2009)

Data Analysis Seminar, 20 quarters

Independent Study, 36 student-quarters

Research Experience, 70 student-quarters

Topics in CSCL, Fall 2000, University of Colorado

Research in CSCL, Fall 1999, University of Colorado

Readings in CSCL, Spring 1999, University of Colorado

Non-Academic Community Service in Philadelphia

Germantown Residents Acting to Conserve Energy (Chairman)

Belmont Village Community Association (Founder and Board 1978/80)

Network for New Music (Treasurer)

SGA Federal Credit Union (Treasurer)

Jewish Children's Folkshul (Treasurer)

SGCDC Economic Development Advisory Committee (Secretary)

Neighborhood Employment and Economic Development Skills Program (Board 1979/81)

ABC Child Development Center (Board 1981/82)

Philadelphia Clearinghouse for Funding Resources (Board)

Community Women's Education Project (Advisory Board)

Fractal Arts Project (Computer Artist)

Philadelphia Area Computer Society (Member)

Colorado Progressive Coalition

PHILADELPHIA AREA CLIENTS OF COMMUNITY COMPUTERIZATION:

Center for Social Policy, Temple University

Women Organized against Rape

Bucks County Housing Group

Aid For Friends -- Meals on Wheels

Opportunities Industrialization Center of Philadelphia

Neighborhood Development Center

Women's Way -- foundation for women's groups

Gray Panthers

Nutritional Development Services, Archdiocese of Philadelphia

SGA Federal Credit Union

West Philadelphia Federal Credit Union

Community Accountants

Philadelphia Council of Agencies

Utility Emergency Service Fund

Nationalities Service Center

CHOICE

Southwest Germantown CDC

Philadelphia Jobs in Energy Project

NonProfit Energy Management Center

United Communities of SouthEast Philadelphia

Genesis II -- drug rehab home

Philadelphia Energy Conservation Agency

Philadelphia Department of Welfare

LaSalle University Center for Social Issues

Jewish Children's Folkshul

VoiceOver House -- sound studio

Shalom Center

ASPIRA

1199C Hospital Workers Union

Philadelphia Unemployment Project

Institute for the Study of Civic Values

Schuylkill County Head Start

Germantown Head Start

Providence Head Start

Centro Clavier Community Center

An electronic version of this Resume with live links is available at:

http://GerryStahl.net/home/resume.html and in pdf format for printing at:

http://GerryStahl.net/home/resume.pdf.

Last revision: September 1, 2018. 
Table of Contents

(Untitled)

Introduction

Contents

> 1 Marx & Heidegger

> 2 Tacit & Explicit Understanding in Computer Support

> 3 Group Cognition

> 4 Studying Virtual Math Teams

> 5 Translating Euclid

> 6 Development of Mathematical Group Cognition

> 7 Essays in Social Philosophy

> 8 Essays in Personalizable Software

> 9 Essays in Computer-Supported Collaborative Learning

> 10 Essays in Group-Cognitive Science

> 11 Essays in Philosophy of Group Cognition

> 12 Essays in Online Mathematics Interaction

> 13 Essays in Collaborative Dynamic Geometry

> 14 Adventures in Dynamic Geometry

> 15 Global Introduction to CSCL

> 16 Editorial Introductions to ijCSCL

> 17 Proposals for Research

> 18 Overview & Autobiographical Essays

> 19 Theoretical Investigations

> 20 Works of 3-D Form

> 1 Marx & Heidegger (1975)

> 2 Tacit & Explicit Understanding in Computer (1993)

> 3 Group Cognition (2006)

> 4 Studying Virtual Math Teams (2009)

> 5 Translating Euclid (2013)

> 6 The Development of Mathematical Group Cognition (2015)

> 7 Essays in Social Philosophy (1967-1998)

> 8 Essays in Personalizable Software (1991-2005)

> 9 Essays in Computer-Supported Collaborative Learning (2005-2011)

> 10 Essays in Group-Cognitive Science (2010-2013)

> 11 Essays in Philosophy of Group Cognition (2005-2015)

> 12 Essays in Online Mathematics Interaction (2006-2010)

> 13 Essays in Collaborative Dynamic Geometry (2010-2015)

> 14 Adventures in Dynamic Geometry (2012-2015)

> 15 Global Introduction to CSCL (2006)

> 16 Editorial Introductions to ijCSCL (2006-2015)

> 17 Proposals for Research (1993-2012)

> 18 Overview & Autobiographical Essays

> 19 Theoretical Investigations

> 20 Works of 3-D Form

> Other Documents and Sources

> #1. Marx and Heidegger

> > > Central theme

> > > My study of philosophy and its effects in my later work

> > > The interpretational context

> > > The Marx interpretation

> > > The Heidegger interpretation

> > > The implication of the comparison

> #7. Essays in Social Philosophy

> #2. Tacit and Explicit Knowledge

> > > References

> #8. Essays in Personalizable Software

> #3. Group Cognition

> #15. Global Introduction to CSCL

> #9. Essays in Computer-Supported Collaborative Learning

> #17. Proposals for Research

> #4. Studying Virtual Math Teams

> #12. Essays in Online Mathematics Interaction

> #10. Essays in Group-Cognitive Science

> #5. Translating Euclid

> > > References

> #13. Essays in Collaborative Dynamic Geometry

> #14. Adventures in Dynamic Geometry

> #6. Constructing Dynamic Triangles Together: Development of Mathematical Group Cognition

> #16. Editorial Introductions to ijCSCL

> #11. Essays in Philosophy of Group Cognition

> #18. Overview and Autobiographical Essays

> #19. Theoretical Investigations

> #20 Works of 3-D Form

> > > References

> Introducing my life

> Even before me

> The early years

> Junior High School

> Senior High School

> Off to College

> Starting a Family

> Graduate School

> Back to Philadelphia

> A new life out West

> Back to Europe

> Philly again

> The future

> Massachusetts Institute of Technology (MIT)

> (Untitled)

> University of Heidelberg (Germany)

> University of Frankfurt (Germany)

> Northwestern University

> University of Colorado
