Biblio

Export 9 results:
Sort by:
Filters: Author is Patton, C.  [Clear All Filters]
2008
Brecht, J., C. DiGiano, C. Patton, D. Tatar, S. R. Chaudhury, J. Roschelle, and K. Davis, "Supporting Collaborative Learning Activities with a General-Purpose Interface", Mobile Learning in Education and Training., Athabasca Canada, Athabasca University Press, 2008.
Patton, C., D. Tatar, and Y. Dimitriadis, "Trace Theory, Coordination Games, and GroupScribbles", International Handbook of Information Technology In Education. , New York, Springer, 2008.
2007
Dimitriadis, Y., Asensio-Pérez, J.iI, D. Hernández-Leo, J. Roschelle, J. Brecht, D. Tatar, S. R. Chaudhury, C. DiGiano, and C. Patton, "From socially-mediated to technology-mediated coordination: A study of design tensions using Group Scribbles", Conference on Computer Supported Collaborative Learning , 2007.
Roschelle, J., C. Patton, and D. Tatar, "Designing Networked Handheld Devices to Enhance School Learning", Advances in Computing, vol. 70, New York, Academic Press, pp. 2-52, 2007.
Roschelle, J., D. Tatar, S. R. Chaudhury, Y. Dimitriadis, C. Patton, and C. DiGiano, "Ink, Improvisation and Interactive Engagement: learning with tablets", IEEE Computer, vol. 40, no. 9, pp. 42-48, 2007.
2006
Lin, S., D. Tatar, S. Harrison, J. Roschelle, and C. Patton, "Learning When Less is More: “Bootstrapping” Undergraduate Programmers as Coordination Designers", Participatory Design Conference, Trento Italy, 08/2006.
Lin, S., D. Tatar, S. Harrison, J. Roschelle, and C. Patton, "Learning When Less is More: “Bootstrapping” Undergraduate Programmers as Coordination Designers", PDC 2006 , Trento Italy, pp. pp. 133-136., 08/2006.
Brecht, J., C. DiGiano, C. Patton, K. Davis, J. Roschelle, and D. Tatar, "Coordinating networked learning activities with a general-purpose interface", mLearn 2006, 2006.
2003
DiGiano, C., C. Patton, J. Roschelle, D. Tatar, L. Yarnall, and M. Manley, "Collaboration Design Patterns: Conceptual Tools for Planning for The Wireless Classroom", Journal of Computer-Assisted Learning, vol. 19, no. 3, pp. 284-297, 2003.