Number of co-authors:7
Number of publications with 3 favourite co-authors:Johann W. Sarmiento:3Nan Zhou:2Thomas Herrmann:1
Gerry Stahl's 3 most productive colleagues in number of publications:Gerhard Fischer:66Tamara Sumner:33Kumiyo Nakakoji:21
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Publications by Gerry Stahl (bibliography)
Stahl, Gerry (2011): The structure of collaborative problem solving in a virtual math team. In: Proceedings of the 2011 iConference 2011. pp. 606-613.
To understand how small groups use information to solve problems collaboratively within socio-technical environments, we need a method for analyzing the structure of computer-mediated discourse. Conversation analysis offers an analysis of conversational talk in terms of a fine structure of adjacency pairs and offers some suggestions about longer sequences built on these pairs. This paper presents a case study of students solving a math problem in an online text-chat environment. It shows that their problem-solving discourse consists of a sequence of exchanges, each built on a base adjacency pair and each contributing a move in the solution process.
© All rights reserved Stahl and/or ACM Press
Stahl, Gerry (2009): For a science of group interaction. In: GROUP09 - International Conference on Supporting Group Work 2009. pp. 129-138.
As a foundation for the design of groupware, we need a new science of group interaction, a systematic description of the processes at the group level of description that may contribute to problem solving, knowledge building and other cognitive tasks undertaken by small groups collaborating synchronously over networked computers. A scientific investigation of the knowledge-building interactions of online teams involves explorations along multiple dimensions: (a) designing a testbed to support interaction within teams, (b) analyzing how interaction takes place within this setting and (c) describing how the teams achieve their tasks. This paper discusses how a current CSCL project designed a groupware environment in which this could take place and be studied; it reviews how the project approached the rigorous study of what took place there; and it reflects on the nature of group interaction as an object for a new science.
© All rights reserved Stahl and/or his/her publisher
Sarmiento, Johann W. and Stahl, Gerry (2008): Group Creativity in Interaction: Collaborative Referencing, Remembering, and Bridging. In International Journal of Human-Computer Interaction, 24 (5) pp. 492-504.
Understanding collective creativity is crucial for advancing the general study of human creativity as well as for guiding the design of creativity support tools for small teams and larger collectivities. In this article, we present a qualitative case study of collective creativity online, derived from an analysis of collaborative interactions of virtual teams of students working in the field of mathematics. We examine group creative activity broadly, ranging from the micro-level co-construction of novel resources for team problem solving to the evolutionary reuse of ideas and solution strategies across teams. Our analysis focuses on describing the relationship between the dynamics of creative work present in a single collaborative episode of an online group and their evolution across time and across collectivities. Our analysis indicates that the synergy between these two types of interactions and the resulting creative engagement of the teams relies on three fundamental processes: (a) indexical referencing, (b) group remembering, and (c) bridging across discontinuities.
© All rights reserved Sarmiento and Stahl and/or Lawrence Erlbaum Associates
Zhou, Nan and Stahl, Gerry (2007): Information behavior of small groups: implications for design of digital libraries. In: JCDL07: Proceedings of the 7th ACM/IEEE-CS Joint Conference on Digital Libraries 2007. pp. 183-184.
We report findings of a study that investigates the information behavior of online small groups engaged in math problem solving and discuss the implications for designing digital libraries that can support learning of younger students and their broader information practices.
© All rights reserved Zhou and Stahl and/or ACM Press
Sarmiento, Johann W. and Stahl, Gerry (2007): Group creativity in virtual math teams: interactional mechanisms for referencing, remembering and bridging. In: Proceedings of the 2007 Conference on Creativity and Cognition 2007, Washington DC, USA. pp. 37-44.
In this paper, we present a qualitative case study of group creativity online in the domain of mathematics. We define creative work broadly, ranging from the micro-level co-construction of novel resources for problem solving to the innovative reuse of ideas and solution strategies across virtual teams. We analyze the collaborative interactions of virtual math teams with an emphasis on describing the relationship between "synchronic" aspects of creative work (i.e. single episode interactions) and their "diachronic" evolution across time and across collectivities. Our analysis indicates that the synergy between these two types of interactions and the resulting creative engagement of the teams relies on three fundamental processes: (1) referencing and the "configuration of indexicals", (2) collective remembering, and (3) bridging across discontinuities. In addition we also reflect on the aspects of the online environment used by these virtual teams which promote, support or hinder diachronic and synchronic interactions and creativity as aspects of group cognition.
© All rights reserved Sarmiento and Stahl and/or ACM Press
Zhou, Nan and Stahl, Gerry (2007): Towards Building a Math Discourse Community: Investigating Collaborative Information Behavior. In: Schuler, Douglas (ed.) OCSC 2007 - Online Communities and Social Computing - Second International Conference July 22-27, 2007, Beijing, China. pp. 509-518.
Sarmiento, Johann W. and Stahl, Gerry (2007): Bridging and Persistence in Sustained, Collaborative Problem Solving Online. In: HICSS 2007 - 40th Hawaii International International Conference on Systems Science 3-6 January, 2007, Waikoloa, Big Island, HI, USA. p. 78.
Stahl, Gerry (2005): Group cognition in computer-assisted collaborative learning. In J. Comp. Assisted Learning, 21 (2) pp. 79-90.
Stahl, Gerry (2003): Knowledge Negotiation in Asynchronous Learning Networks. In: HICSS 2003 2003. p. 3.
Stahl, Gerry and Herrmann, Thomas (1999): Intertwining Perspectives and Negotiation. In: Proceedings of the International ACM SIGGROUP Conference on Supporting Group Work 1999 November 14-17, 1999, Phoenix, Arizona, USA. pp. 316-325.
Cooperative work typically involves both individual and group activities. Computer support for perspectives allows people to view and work in a central information repository within personal contexts. However, work in personal perspectives encourages divergent thinking. Negotiation in group perspectives is needed to converge on consensus, shared understanding, and cooperation. Negotiation processes on their own can delay progress. By intertwining perspective and negotiation mechanisms, individual results can be systematically merged into a group product while work continues. Personal perspectives on shared information are thereby intertwined and merged into a shared group understanding. WEBGUIDE is a prototype system that integrates perspective and negotiation mechanisms; its user interface has been mocked up in detail to work out the many issues involved. We have begun to use partial implementations of WEBGUIDE to support cooperative intellectual work in small research groups.
© All rights reserved Stahl and Herrmann and/or ACM Press
Fischer, Gerhard, Nakakoji, Kumiyo, Ostwald, Jonathan, Stahl, Gerry and Sumner, Tamara (1993): Embedding Computer-Based Critics in the Contexts of Design. In: Ashlund, Stacey, Mullet, Kevin, Henderson, Austin, Hollnagel, Erik and White, Ted (eds.) Proceedings of the ACM CHI 93 Human Factors in Computing Systems Conference April 24-29, 1993, Amsterdam, The Netherlands. pp. 157-164.
Computational critiquing mechanisms provide an effective form of computer-human interaction supporting the process of design. Critics embedded in domain-oriented design environments can take advantage of additional knowledge residing in these environments to provide less intrusive, more relevant critiques. Three classes of embedded critics have been designed, implemented, and studied: Generic critics use domain knowledge to detect problematic situations in the design construction. Specific critics take advantage of additional knowledge in the partial specification to detect inconsistencies between the design construction and the design specification. Interpretive critics are tied to perspective mechanisms that support designers in examining their artifact from different viewpoints.
© All rights reserved Fischer et al. and/or ACM Press
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