The Influence of Knowledge Modeling on the Communication Process 1 Timothy Koschmann stated in the introduction of the CSCL2002 conference proceedings that

Abstract:  CSCL is ?centrally concerned with meaning and the practices of meaning-making in the context of joint activity, and the ways in which these practices are mediated through designed artifacts. ? What does this mean for the technical development of computer-enriched learning scenarios? My work on computer support for collaborative learning (CSCL) focuses on the design of representations, so I will reply from that perspective. When people engage in a conversation for learning or problem solving, they often use external representational aids. There is a large literature on representations in individual learning and problem solving which might be summarized with ?representation matters ? ? there are clear influences on how easily individuals solve problems. In CSCL we are more concerned with group rather than individual cognition. The roles that representational aids can play in the meaning-making activities of two or more participants are very complex, but I will highlight a few important aspects. The representations can be the topic or intended product of the conversation, for example when two people are co-constructing a schematic for the design of a physical or information artifact. In such cases the representations are clearly essential for the meaning-making activity. Recently I