Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing

In computer-supported collaborative learning (CSCL) and in the learning sciences, many of the terms used to conceptualize learning activities and actions originated from the concept of communities of practice put forward by Lave and Wenger (1991). While social practices are used as key constructs in many of the social sciences, the CSCL community works with specific operationalizations of those concepts that are useful for representing and analyzing the processes through which learning occurs. Concepts like communities of learners, communities of interest, knowledge communities (Stahl 2015), and knowledge building (Chen et al. 2015) should be seen as metaphors that serve as broad stances to be further specified and used as analytical lenses. As part of this specification, the unit of analysis and level of description must also be carefully considered as part of fashioning an analytical lens for a particular study (Ludvigsen and Arnseth 2017; Suthers et al. 2013). In this issue, new contributions to stances and concepts are presented. Intern. J. Comput.-Support. Collab. Learn (2017) 12:127–131 DOI 10.1007/s11412-017-9257-7

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