Gerry Stahl’s assembled texts volume #18

Overview and

Autobiographical

Essays

Gerry Stahl

Gerry Stahl's Assembled Texts

1. Marx and Heidegger

2. Tacit and Explicit Understanding in Computer Support

3. Group Cognition: Computer Support for Building Collaborative Knowledge

4. Studying Virtual Math Teams

5. Translating Euclid: Designing a Human-Centered Mathematics.

6. Constructing Dynamic Triangles Together: The 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 and Autobiographical Essays

19. Theoretical Investigations

20. Works of 3-D Form

21. Dynamic Geometry Game for Pods

Gerry Stahl’s assembled texts volume #18

Overview and Autobiographical Essays

Gerry Stahl

2015 - 2025

Gerry Stahl

Gerry@GerryStahl.net

www.GerryStahl.net

Copyright © 2015, 2024, 2025 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)

Contents

Contents

Part I: Introduction to My Life and Writings

1.      Intro to My Life

2.      Intro to My Research & Writings

Part II. Autobiographical Essays

3.      Catch.Up.Me (2009)

4.      Union Organizing at Temple (1975-1977)

5.      Community Development in Philadelphia (1978-1985)

6.      Rehabbing My First House (1980-1989)

7.      A Career in Informatics (2009)

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

9.      Retirement Activities in Chatham (2014-2021)

Part III: Autobiographical Documentation

10.      My Timeline

11.      Homes Where I Have Lived

12.      Travels Abroad

13.      Academic Conferences and Presentations

14.      Education

Part IV: Overview of My E-Library

15.      E-Library Volumes

16.      Chronological Listing of Essays with Volume and Chapter

17.      Summaries of the Volumes

18.      Reflections on the Volumes

Part V. Detailed CV

Notes & Comments

Part I: Introduction to My Life and Writings

Throughout my life I have pursued interests in mathematics, physics, philosophy, computer science, community development, educational research and sculpture—each of which I found intellectually challenging. These disciplines have run as threads through a series of interconnected careers across several decades, as summarized below and documented in my website and my eLibrary.

My website (at htpps://GerryStahl.net) grew mostly during the two decades when I was involved in academia as a computer scientist and educational researcher. It focuses primarily on my research in Computer-Supported Collaborative Learning (CSCL) Most of my CSCL publications discuss real instances of students learning math collaboratively in the Virtual Math Teams (VMT) research project which I directed at Drexel University and the Math Forum with a series of National Science Foundation grants. During this period, I founded and edited the International Journal of CSCL (ijCSCL).

My writings have been collected in a digital eLibrary (GerryStahl.net/eLibrary). The eLibrary includes 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. The eLibrary also includes 14 additional volumes, which collect the best versions of my papers that were not included in the published books. I self-published these 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.

This volume includes autobiographical materials to provide context for the essays within the timeline of my life, work and thinking. The volume concludes with my academic Curriculum Vitae as of September 1, 2018. The rest of the volume was last updated in 2022.

1. Intro to My Life

Philosophy

I started reading philosophy while in high school—mostly philosophy of math and science. In college, I transitioned from majoring in math and physics to philosophy, especially continental philosophy, including Nietzsche, Marx, Heidegger and Merleau-Ponty. From 1970-75, I earned a PhD in philosophy, with three years of study in Germany and a dissertation on Marx and Heidegger. I taught a couple of courses and authored some papers, but soon returned to my computer science career. However, my subsequent careers were deeply influenced by my philosophy studies. For instance, my computer science dissertation was largely based on Heidegger’s theory of interpretation; my community development writings were influenced by Marx’ economic analysis; my educational research centered on an original philosophy of group cognition; my books are philosophical in tone; even my sculpture is driven by philosophic as well as aesthetic inquiry. My theory of group cognition is the result of my practicing philosophy within the context of scientific research.

* eLibrary: vol 1 Marx & Heidegger, vol 5 Social Philosophy, vol 11 Essays in Philosophy of Group Cognition, vol 19 Theoretical Investigations

Computer Science

Having taken a couple of computer courses at MIT, most of my early jobs were in computer programming. Before and after my graduate study in philosophy, I was a systems programmer at Temple U. and Northwestern U. in 1968-71 and 1973-76. When personal computers were first developed, I ran a computerization project for nonprofits in Philadelphia from 1985-89. I then earned a PhD in computer science at the University of Colorado from 1989-93. I worked on software development research until 2002, as a graduate research assistant, researcher at a start-up, post-doc, research professor and research scientist. A number of these projects were with NASA's astronaut program. I developed software systems and research prototypes in many programming languages. From 2003-2014, I taught at Drexel University’s School of Informatics, where I earned tenure and retired as emeritus full professor.

* Website: Teaching, Research

* eLibrary: vol 2 Tacit and Explicit Understanding in Computer Support, vol 3 Group Cognition: Computer Support for Building Collaborative Knowledge, vol 8 Essays in Personalizable Software, vol 17 Proposals for Research

Community Development

While working at Temple, I helped organize a union for the computer-services workers. After being fired during a strike, I became a VISTA volunteer at the Philadelphia Council of Neighborhood Organizations, where I was a community organizer in impoverished areas of Philadelphia; I formed an effective block organization in my own West Philly neighborhood and wrote a grant proposal for a million dollars for energy conservation neighborhood projects. From 1979-84 I was neighborhood planner at the SW Germantown Community Development Corporation, where I raised city, state, federal, foundation and corporate grants for programs in home repair, weatherization and job training, as well as for a neighborhood credit union, business incubator and energy conservation organization. I next worked at a neighborhood development think tank providing technical support to nonprofits. I spun off my Community Computerization Project, which helped to computerize many nonprofits when personal computers became available. In retirement, I served as Treasurer and founding chair of the Salt Marsh Task Force on the Board of the Chatham Conservation Foundation, the oldest land trust on Cape Cod. I then joined the Energy and Climate Action Committee of Town government to work on climate change issues.

* Website: GerryStahl.net/SMTF

* eLibrary: vol 5 Social Philosophy, vol 17 Proposals for Research, vol 18 Overview and Autobiographical Essays.

Education Research

My computer science career evolved into educational research as I concentrated increasingly on the design of software to support learning and collaboration after graduate school. I became active in the CSCL (computer-supported collaborative learning) research field, attending all its conferences and organizing the one in 2002. At Drexel, my research was in collaboration with the Math Forum and concerned collaborative learning of mathematics, especially dynamic geometry. I directed the VMT (Virtual Math Teams) Project with National Science Foundation funding from 2003-2015 and founded the International Journal of CSCL (ijCSCL), serving as its editor-in-chief from 2006-2015. I travelled around the world to present at research centers, conferences and workshops. I published five books on my educational research at academic presses and was recognized as an international leader in CSCL. My website includes course descriptions of some of the courses I taught on information science, often using computer-supported collaborative learning pedagogies and technologies.

* Website: eLibrary, Publications, ijCSCL Journal, VMT Project, CSCL, Teaching, Research, CV

* eLibrary: vols 3-6, 9-16, 21

* YouTube: https://www.youtube.com/c/GerryStahl/videos -- playlists: academic presentations and research reports

Sculpture

For most of my adult life, I occasionally engaged in wood sculpture. Once I settled into retirement around 2018, I started to take pottery classes and to work in ceramic and wood sculpture as my primary activity. I do not sell my pieces but have exhibited at a couple of local art-center shows. I have produced a body of work that explores different historical sources of sculpture and tries to exemplify an approach to sculpture that is appropriate for the current stage of its history. A book cataloging my sculpture emphasizes my philosophy of “opening up” the material that is being worked (clay, wood, plaster) to produce expressive three-dimensional forms. Some of the material from the book is also available on the website Sculpture tab, including pictures of all the wood carvings. Several YouTube videos of sculptures rotating in 360 degrees are available from there as well.

* Website: Sculpture

* eLibrary: vol 20 Works of 3-D Form

* YouTube: https://www.youtube.com/c/GerryStahl/videos

Writing

Increasingly during my life, I documented my work in essays and other publications. These are collected in my eLibrary. This Overview volume contains many pointers to the stages, activities and documents related to my life and careers. The volumes in the eLibrary reflect the various interests which have pervaded my life and interpenetrated each other. Although I was late in learning to write fluently, working on my dissertations and grant proposals got me started and I eventually came to find writing central to my work. My writings on educational technology are prolific and highly cited. My developing philosophical perspective is frequently revealed in my writings. I also developed many grant proposals (funded for a total of over $11,000,000) and wrote introductions to each quarterly issue of the journal I edited.

* Website: eLibrary, Publications, CV

* eLibrary: vol 16 Editorial Introductions to ijCSCL, vol 17 Proposals for Research, vol 18 Overview and Autobiographical Essays.

Family

Throughout my evolving careers, family life has always played a significant role, if less documented in my professional writings and academic website. My parents were lifelong social activists in the labor movement and integrated housing, respectively. My brother, Alan, and I both followed circuitous paths to academia. I have lived in many places and homes. In 1967 I married Doris Whiteman and we lived in Heidelberg, Philadelphia, Chicago and Frankfurt. In 1989 I married Carol Bliss and we lived in Boulder, Philadelphia and Chatham. My son Zake is married to Kimlou, and they have a daughter, Nastasja. My son Rusty is married to Sarah, and they have two daughters, Ruby and Ora.

I was a jogger from age 35 to 78, going 10k, including the Boulder Bolder. I loved hiking the desert and mountains. I now play pickleball and walk to the beaches.

* Website: Personal

* eLibrary: vol 18 Overview and Autobiographical Essays

2. Intro to My Research & Writings

Most of my writings—journal articles, conference papers, grant proposals, book chapters and workshop presentations—are related to the pedagogy, technology, analysis and theory of computer-supported collaborative learning (CSCL). My research on these topics formed the core of my academic career from about 1999 to 2021. My series of five published books reports on the development of my theory of group cognition, which I consider my central philosophic contribution.

My Philosophy of Group Cognition

This approach starts from the position of post-cognitive theory. By the late twentieth century, cognitive science oriented to mental representations of individuals was superseded by socio-cultural theory. This theory stresses the historical development of the human mind, cultural evolution of concepts, the dependence of individual cognition on social conditions and related considerations. A number of authors have elaborated a socio-cultural approach to learning, interaction, meaning making, mediation by artifacts, etc. However, these sources generally adhered to either a psychological or a sociological focus, that is, a focus on individual minds or else on broad cultures, although their analyses sometimes relied on assumptions about the working of small groups as mechanisms affecting individual or social cognition. Even when authors hypothesized important roles for small groups, the data they collected from case studies and the methods they applied to analyze this data were inappropriate or inadequate to support their claims.

My philosophy of group cognition is characterized by the following distinguishing features:

- A systematic focus on the small-group level of description of meaning making in CSCL settings.

- The collection of data representing the group interaction as conducted in realistic CSCL sessions of students.

- The analysis of data from paradigmatic case studies of CSCL to reveal cognitive processes at the group unit of analysis.

In writing my first book, Group Cognition, I realized that a philosophical foundation for CSCL should be oriented to the small-group level of description, because CSCL is conducted by groups of students learning together. Each of the concepts related to the nature of knowledge, learning or cognition should be re-defined—not only on the traditional individual and the historical cultural levels, but also on the small-group level. For instance, methodologies for analyzing collaborative learning should focus on the group unit of analysis, rather than just on the utterances of individuals or the practices of societies. My subsequent writings developed group-level conceptualizations based on close analysis of transcribed interactions of small groups in CSCL settings. These key terms of a philosophy of group cognition included reconceptualization at the small-group level of learning, understanding, interpretation, shared knowledge, meaning making, intersubjectivity, common ground, intentionality, reference, agency, joint attention, being-in-the-world-together, perspectivity, experience, temporality, co-presence.

Documentation of the Theory

The essays collected in Group Cognition (vol 3 of my eLibrary) show that my early attempts to design collaboration technology was based on inadequate concepts of group meaning making and negotiation. Although CSCL researchers referred to the centrality of meaning making and negotiation, they never made these concepts detailed enough to be operationalized in designing technology to facilitate collaborative learning. I realized that I needed to develop collaboration theory further by generating and collecting examples of productive collaborative learning and by appropriately analyzing the knowledge-building interaction that was captured. That led to the start of the Virtual Math Teams (VMT) Project and of my development of the philosophy of group cognition. The term “group cognition” emerged during my drafting of vol 3 as a placeholder for the needed theory.

Part of the post-cognitive approach is developed in terms of practice and in terms of the use of language. In keeping with the linguistic turn and the practice turn that were prominent in the theory of the late-twentieth century, practices are still conceived as either tacit skills developed by individual actors or social practices such as “member methods,” typically performed within linguistic communities. By contrast, my studies showed how small groups acquire their own “group practices” and build “group meanings” (embedded in local extensions of language or in constructed knowledge artifacts) that are negotiated and shared by the group as such.

The VMT Project (vol 4) was designed to generate and capture data from small-group CSCL interactions through an online collaboration environment for mathematical problem solving. The software was instrumented to capture all the interaction that took place within small groups of students using it. There was a replayer component of the software that allowed researchers to view in detail exactly what took place in the group interactions. I developed an analysis methodology based on adapting Conversation Analysis from informal face-to-face conversation by adults to online math problem solving by students in CSCL settings. The VMT Project thereby provided an integration of CSCL pedagogy, technology, analysis and theory (vol 5).

My most extended and detailed interaction analysis is presented in vol 6. Here, the chat interaction among three girls working together online in VMT for eight hour-long sessions is analyzed line-by-line. The analysis shows how this group negotiated over 60 group practices, which constituted their collaborative learning of dynamic geometry. It reveals how their meaning making took place in the group interaction and resulted in development of their group language about geometry. It provides a longitudinal analysis of how this group learned the fundamentals of engaging in dynamic geometry.

Vol 19 brings together articles by other authors published in ijCSCL that contributed to the post-cognitive approach with my own group-cognition analyses and VMT case studies. This completes the working out of the philosophy of group cognition, as presented in my series of five academic books on the VMT Project: vols 3, 4, 5, 6 and 19.

Development of the Theory

My theorizing about cognition runs throughout my writings. It begins with my philosophy dissertation, which reviews the philosophies of Heidegger and Marx (vol 1 of my eLibrary). Post-cognitive as an international movement of theory during my lifetime derives its emphasis on tacit practices from Heidegger and its orientation to social influences from Marx. In vol 2, my computer-science dissertation, I further expound Heidegger’s theory of interpretation, in which tacit knowledge that breaks down in action is typically made explicit in order to respond to a problem. When the problem is resolved, the newly interpreted understanding returns to a revised form of tacit knowledge. While vol 2 dealt with the implications of this interplay between tacit and explicit knowledge for computer support of knowledge building by designers, in vol 6 I discover the same kind of process at work in collaborative learning by student groups. In vol 6 and vol 19, I analyze it on the level of group practices in data from my VMT project.

The chapters of Group Cognition (vol 3) lay the background for my CSCL research, up to the launching of the VMT Project. In the end, Theoretical Investigations (vol 19) gathers together my most relevant essays for the philosophy of group cognition. Group Cognition hypothesizes many of the features of the philosophy of group cognition and anticipates the kind of pedagogy, technology, analysis and theory that is worked out in detail in the VMT Project. The many case studies in my eLibrary document the power of CSCL to promote group cognition. At the same time, they illustrate the complexity of structuring the collaborative experience to effectively foster group meaning making, where the knowledge building is truly a group product. At its most successful, group cognition creates knowledge that none of the collaborating individuals could have constructed on their own. The shared group understanding can subsequently be appropriated into the skill set of the individuals or be assimilated by the broader community.

The books in my eLibrary are summarized toward the end of this volume. There are also comments on them from when I read through them in 2000. I apologize that there is no succinct and systematic presentation of the philosophy of group cognition, but that it is spread across thousands of pages. Perhaps that is the nature of philosophy, which requires of each person an extended effort to gradually shift one’s thinking and to integrate diverse ideas and perspectives.

In introducing my life and writings in this section, I have focused on my philosophy of group cognition. That is what may be of most interest to my academic colleagues. Of course, the writings in my eLibrary touch on many other themes. If it is difficult to summarize a written corpus, it is much harder to adequately characterize a well-lived life. While the essays in this volume note a variety of events in my life, other occurrences and involvements are missing—in some cases even forgotten by me. Especially absent are the relationships with family and good friends. Great writers like Joyce and Woolf failed in their attempts to adequately detail even a single day of an imaginary life, so how can one represent in words a real life except through scattered anecdotes and fragmentary written artifacts?

Part II. Autobiographical Essays

3. Catch.Up.Me

4. Union Organizing at Temple University

5. Community Development in Philadelphia

6. Rehabbing My First House

7. A Career in Informatics

8. Glimpses of My Years at Drexel University

9. Retirement Activities in Chatham

This Part includes two autobiographical essays: “Catch.Up.Me” and “A Career in Informatics.” These informal discussions were written to provide a glimpse of my life leading up to my professorship at Drexel University. The catch-up article was for friends and family, covering the early phases of my life. 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 other essays are brief accounts of specific activities in my life.

3. Catch.Up.Me (2009)

Introducing my life

In the digital age when one is supposed to tweet 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 via Facebook 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—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.

This is one of the few heirlooms I have from my grandparents. My grandfather, Nathan Miller, designed this and had someone create it on copper, 18" x 22". It is entitled "Karl Mark, Founder of Scientific Socialism." It lists 10 fundamentals of Marxism:

1. Workers of the world unite.

2. You have nothing to lose but your chains and a world to gain.

3. The liberation of the working class is the task of the workers.

4. The workers have a right to the wealth they created.

5. Capitalism is the root of war and other evils.

6. Only Socialism will abolish war and poverty.

7. Dialectical materialism is the foundation of Scientific Socialism.

8. Dictatorship of the proletariat is the first step toward Socialism.

9. To each the product of his toil -- the first stage: Socialism.

10. To each according to his needs -- final stage: Communism.

The heading references the date 1848, which was perhaps the most revolutionary moment in Europe, when people rose against monarchs across the continent, only to be crushed. Later, in the prelude to the 1905 revolution in Russia, my grandfather was distributing revolutionary flyers in Poland, when the Czar's soldiers chased after him. He then emigrated to Chicago.

My father with me, supervised by Uncle Clarence with Nephew Paul and Zaddy “neu-Nathan.” Playing with Bubby Minnie. Sitting on family car.

The early years

Because of my father’s work and my mother’s wanderlust, we traveled a good bit. A list of the places I called home over the years is included below. As the list documents, I have spent my life trying to get away from Philadelphia, with little long-term success (until retirement). ;-)

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.

Me growing up in Philly and Trevose, with Mickey.

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 in the universe. 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 both the theory and 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. My horizons broadened considerably.

Of course, the important thing in high school is the social life. It is now clearer than ever that interacting with my high school 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 broad variety of courses, especially philosophy, literature, 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.

Scenes from college, including apartment in Boston and graduation day.

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.

Scenes in Europe.

I had outmaneuvered 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.

Chicago, with Doris and Zake.

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 of 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.

Frankfurt, with Zake.

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 of 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.

Rusty joins us. Union comrades.

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 Belmont Village, 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. Later, 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 of 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.

Venezuela. Switzerland. Working from home.

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.

Colorado. The Boulder glacier with Zake.

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.

The Stahl family. Zake’s wedding.

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 the list of my travels below.

Lecturing in Germany. Celebrating with Carol and Nastasja.

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.]

[Update in 2022: Zake and Kimlou now have a house in the Bay Area and Nastasja is completing college there. Rusty and Sarah have a house in Beacon, NY, with daughters Ruby and Ora. So, we have three granddaughters!]

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: http://GerryStahl.net .

4. Union Organizing at Temple (1975-1977)

The following reports on the legal case for which I was the claimant and set a precedent in Pennsylvania labor law. As described, all the members of Temple University’s computer center had joined a union to organize against the subcontracting of computer center management by SCT. My office mate and friend, Rich Feldman, led the organizing effort. At my father’s suggestion, I encouraged us to organize as a chapter of AFSCME. When negotiations collapsed, I convinced Rich to call a strike at the start of Temple’s registration period. We shut down the whole campus for over a week, with gates chained shut and the computer systems down.

When the strike ended by court injunction, everyone was fired from Temple and offered a job at SCT without a union. Rich and I declined. Most of the others felt they had little choice, but did not enjoy working for SCT, who turned out to be just as bad as we had predicted in our reports and cartoons during the organizing campaign. I was ineligible for unemployment insurance since Temple claimed I had a job offer from SCT. I went on welfare and volunteered at the Philadelphia Unemployment Project and later became a Vista volunteer at PCNO.

The legal case upheld my right to refuse the job at SCT (because it did not include a union) and still be eligible for unemployment compensation. I was awarded back UC payments by the court ruling. However, my welfare payments were deducted from the award, leaving nothing for the award.

The AFSCME local included other Temple employees outside the computer center. Under the leadership of Gary Kapanowski, the local won a contract and is still active today. After Temple got rid of SCT, the AFSCME local took in the computer center workers and finally won union representation of them.

From the Local 1723 Temple AFSCME Reporter, vol. V, no. 1, Feb 15, 1979:

Computer Workers Win Unemployment Compensation Battle with Temple

By Gerry Stahl, former VP of Temple/AFSCME

The actions of AFSCME members at the Temple Computer Activity who stuck to their principles in the summer of 1977 have at last been vindicated. On January 3, 1979, sixteen months after Temple fired the entire computer staff, the University’s effort to deny the computer workers unemployment compensation finally met with a sharp rebuke from the State.

Back in August 1977, in the midst of negotiations for our first contract, Temple subcontracted its computer operations to a private firm, SCT, and fired all its computer employees with only a few hours’ notice. The AFSCME computer workers unanimously refused to be transferred to SCT, who made clear its intention not to recognize or bargain with the union. A ten-day strike ensued, which ended only when Temple secured an injunction. When computer workers applied for unemployment compensation rather than work for SCT, the University moved to deny them benefits, claiming that suitable, albeit non-union, work was available with the private company.

Temple/AFSCME organizer and founding president, Rich Feldman (who was also terminated and has yet to receive over $1,000 in severance pay), understood the subcontracting of the computer center to be an attempt to bust the union. He predicted problems for computer employees who chose to stay on under SCT management. Unfortunately for all concerned, Feldman’s prediction of life under SCT proved all too accurate. Nearly all of the former Temple computer staff left within the first year, although prior to SCT’s takeover turnover had been low. Employees have been pressured to relocate to other cities and others have been fired without just cause. Many of SCT’s new hires have quit before becoming productive in their new jobs, and morale is generally low. (There is hope on the horizon though: the National Labor Relations Board recently issued a complaint against SCT, charging that the company’s refusal to recognize and bargain with AFSCME was illegal. Hearings on the complaint will soon be held.)

Now Feldman’s analysis of Temple’s union-busting motivation has been joined as well by the Pennsylvania Unemployment Compensation Board of Review, which in its January 3 ruling said of Temple’s subcontracting to SCT:

“An obvious reason for the arrangement was to subvert the rights of collective bargaining of the Computer Activity Center employees by subcontracting their positions and functions to another employer who refused to recognize the union as the collective bargaining representative of all employees in the computer facility.”

In making its decision, the Board set an extremely important precedent. The Unemployment Compensation law states that a person can refuse a job which denies the right of collective bargaining and still be eligible for benefits. However, this section of the law had never been tested before and there was doubt as to its applicability. The ruling in the Temple case sets a very clear precedent for the use of this clause in protecting Unemployment Compensation benefits in anti-union cases. This is an especially important precedent for public employee unions, increasingly threatened by nonunion subcontracting arrangements.

The Board’s concluding discussion is worth quoting in full:

“The General Assembly did not intend for work to be deemed suitable when a condition of the work is the denial of the right to collective bargaining under generally prevailing conditions. In the instant case, the claimant was clearly denied the right of collective bargaining. The claimant was an employee of a duly certified collective bargaining representative when Temple and his union commenced negotiations for a collective bargaining agreement in May 1977. SCT, which took over the operations at the Computer Activity Center, refused to recognize AFSCME as a collective bargaining representative. There can be little doubt that under these circumstances the employees, including the claimant, of the Computer Activity Center of Temple University were denied the right of collective bargaining under generally prevailing conditions as provided for in the unemployment compensation law. This denial leads us to conclude that the offered employment does not constitute suitable work within the meaning of the Act. Therefore, the claimant is eligible for unemployment compensation benefits.”

The ruling will provide a total of over $10,000 in retroactive benefits for six former Temple employees who suffered periods of up to six months of unemployment. Fortunately, by the date of the last hearing in this case, on April 25, 1978, all of the claimants were happily settled in new jobs.

On behalf of George Zechman, Joanne Ullrich, Ray Zecca, Tony Devitt, Drussie Gifford and myself, I would like to thank Gary Kapanowski (Temple/AFSCME), Jay Kogan (DC 47), Ed Keller (DC 88), and Deborah Willig (attorney) for their persistence in fighting for our just benefits. I hope all my brothers and sisters who are or were in Temple/AFSCME will join in celebrating this victory.

5. Community Development in Philadelphia (1978-1985)

A brief history of the Southwest Germantown Community Development Corporation (SGCDC)

SGCDC was founded in 1976 in response to neighborhood deterioration in the southwest corner of Northwest Philadelphia. Philadelphia was still reeling from the movement of industry out of the city in the 1950s and the subsequent white flight to the suburbs. In particular, the Bethlehem steel plant in Southwest Germantown had closed, causing lasting unemployment in the area. Residents reacted to the abandonment and vandalism of the neighborhood’s stock of aging single-family houses by forming SGCDC to support sweat-equity rehab, in cooperation with the City.

With a small foundation grant and access to abandoned houses, Shelley Joffe worked half-time to help families acquire and rehab houses in the neighborhood. She hired me in 1978 to be the economic development planner under a new grant. She then left on maternity leave and Bill Harrington was hired as the new Executive Director. He had a masters in nonprofit management from Wharton. Together, we built SGCDC from a volunteer organization into a multi-faceted neighborhood revitalization effort, with community control and staff expertise.

It was the era of Johnson’s war on poverty and SGCDC became a conduit for governmental funding to reach an impoverished neighborhood. Jane Shull, Ed Schwarz and others helped to emphasize grassroots community self-help approaches, also starting a community credit union to address redlining of the neighborhood. Later, when I left SGCDC during the Reagan era, I went to work with Jane and Ed at their think tank.

The SGCDC programs began with housing services. Staff provided pre-purchase counseling for acquiring abandoned houses, as well as delinquency counseling to prevent further abandonment. Home maintenance supports like workshops on repairs later expanded into an extensive home weatherization and energy conservation program, with the emphasis still on self-help. Youth employment counseling was soon added to address extreme youth unemployment. Finally, economic development was added, with a business developer on hand to assist local aspiring entrepreneurs. SGCDC acquired a number of storefronts on the local commercial strip as well as part of the old steel mill as an industrial incubator.

A major HUD grant expanded the credit union’s self-help home-improvement loan fund for low-income residents. Other grants established GRACE (Germantown Residents Acting to Conserve Energy), which hired staff to weatherize houses, present workshops and promote recycling. Eventually, it ran City weatherization and low-income energy-assistance programs in the neighborhood.

My primary task was writing funding proposals for all these programs. That involved interviewing current program staff and others to design new and expanded services as well as drafting and submitting the grant applications. As neighborhood planner, I tracked changes in the neighborhood of about 19,000 residents. I also did financial planning for the organization, juggling funds to keep things going across funding gaps and to anticipate future financial needs. Financial support came from: 5 nonprofits, 12 corporations, various programs of 2 federal agencies, 2 state agencies, 6 city agencies (largely conduits for federal funding like HUD and CETA). Here is a breakdown of the grants awarded during my fundraising:

1979

1980

1981

1982

1983

1984

1985

Federal

0

0

140,492

170,560

92,940

55,426

58,471

State

0

0

39,582

63,758

49,583

136,635

31,748

City

329,741

587,196

517,626

341,589

420,769

228,881

233,166

Foundations

39,670

21,565

84,300

20,246

110,530

116,600

207,430

Corporations

0

100,000

1,000

8,750

83,925

48,135

50,823

other

2,544

22,484

91

17,195

91,292

80,889

40,745

371,955

731,245

783,091

622,098

849,039

666,566

622,383

Each year, I produced an annual report on SGCDC’s accomplishments. Doris did the artwork for most of the reports. (See covers for 1981 and 1982.)

There were attempts in other neighborhoods and in many American cities to establish CDCs to revive neighborhoods under local democratic control, with community control of institutions. SGCDC was the leading CDC in Philadelphia and one of the most successful in the country. It demonstrated how neighborhood-based efforts could address local social problems with appropriate governmental support.

When I left SGCDC, I joined Jane and Ed’s Center for the Study of Civic Values, to spread the lessons of community leadership. While there, I visited Mondragon, a world-class example of worker-controlled institutions (see my report in Essays in Social Philosophy). I worked on a spreadsheet model of the costs and trade-offs for building a new nuclear reactor, shortly after the Three Mile Island accident. I also started my Community Computerization Project, to help nonprofit organizations take advantage of the new personal computers. including helping computerize the SGA Credit Union. Later, I spun this off as an independent nonprofit and worked as Director of that until going to Colorado.

6. Rehabbing My First House (1980-1989)

I wrote the following letter to my Aunt Ruth after buying my first house for $16,000 cash in Southwest Germantown, where I was working for SGCDC. I spent the nine years living there doing and supervising rehab. My aunt sent us a housewarming check.

5108 Newhall Street

Philadelphia, PA 19144

(215) 842-0946

January 7, 1981

Dear Ruth,

Happy New Year! Looks like busy times ahead for us. The kids are growing and developing faster than we can keep up with, let alone keep you informed about. The new house seems like more work ahead every time we try to take a step forward, although we have recently achieved a sense of progress. The successes of my job in raising several grants will mean continued efforts to implement the various projects proposed. With the prospects for effective political action smothered under Reagan’s reign, we have resolved to lead a more active social life. On top of all this, Doris intends to look for a job, Zake wants to buy a computer, and Rusty longs to learn how to fly like Superman.

A book gifted to us by Alan pinpoints our house as post-bellum Queen Anne style, and gives voluminous suggestions on preserving/restoring its historical character. We, of course, will seek to integrate some more modern design elements in the interior living space as well. At this point, such considerations seem rather remote, as we struggle to make the place marginally habitable. The house has not been maintained at all for literally decades. It deteriorated from a commune to a rooming house under the negligent ownership of a slob. Once we got the heater working, we were inundated with even worse soot that we had just finished scrubbing away. And so for virtually every system in the house. We have now had a new heater, new electrical system and new hot water heater installed. We cleaned out the attic and basement, set up a workshop, and hope to install our washer and dryer soon. We also bought a large new refrigerator and are contemplating kitchen designs. From here on in, most work will have to be done by us. We have quickly learned some electrical, plumbing and plastering skills and acquired tools for extensive carpentry work. After a rather harrowing month, all members of the family have fairly well adjusted to our new environment and the house is gradually becoming a home. We are saving your gift for a major decorating item.

My last year of work writing proposals for the neighborhood in which we live has been stimulating and rewarding. I enjoy the writing and feel the programs I propose are important. I have helped raise about two million dollars for housing, youth, employment and training programs. In addition to basic CETA and HUD grants, we have been honored by federal agencies, corporations and foundations in several national competitions.

Let me close to get back to installing an overhead light by thanking you for your extraordinarily generous gift, which will go for a very special acquisition. Love, and best wishes for the new year.

Gerry & Doris & Zake & Rusty

7. A Career in Informatics (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

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 (semi-circle) 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. By summer’s end, I was able to submit a report with a solution.

After college, I married and went to Heidelberg, Germany, to study philosophy for a year. There I began to meet and understand many of the ideas that have subsequently 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 clustering 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 (eLibrary vol 1) 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 project (inventing a crude form of spreadsheet) 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.

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++.

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 (eLibrary vol 2). 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 vol 3 , 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 NASA astronauts, including the last man to walk on the moon, for domain knowledge about lunar habitat design.

Hermes interface for 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 eLibrary vol 3, ch. 1), the CREW system to simulate teams on missions to Mars in FoxPro (vol 3, 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.

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.  (See “My Research before Drexel at gerrystahl.net/research ):

Teachers’ Curriculum Assistant and Optonet.

- WebNet: a design environment for a community of LAN managers (see vol 3, ch. 5).

- State the Essence: middle school application for text summarization using latent semantic analysis—in Perl (see vol 3, ch. 2).

- WebGuide: middle school application for threaded discussion with perspectives and modification of the threading structure—in Java (see vol 3, ch. 6).

- SimRocket: a simulation of rocket launches used to support collaborative learning by 6th graders about data analysis—in Agentsheets (see vol 3, ch. 12 and 13).

Corporate Information Environment.

- 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.

- MedGuide: mock-up of a version of WebGuide for problem-based collaborative learning (PBL) 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 vol 3, ch. 7 and 8).

The Lobby of Virtual Math Teams.

At Drexel, I have directed the Virtual Math Teams (VMT) project (see vol 4). 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 computer tasks in minutes that used to take an expert weeks, if they were 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, which 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 by doing it. Even my high school penchant for algebra and geometry 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.

8. 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

9. Retirement Activities in Chatham (2014-2021)

5. Computer Pioneer Finds His Passion in Sculpture (2020)

6. The Wonders of Chatham’s Salt Marshes (2021)

7. Assessing the Town Airport’s Environment (2021)

8. Historic Coin Finds at the Nickerson Homestead (2020)

9. Historic Coin Finds – longer version (2021)

Interview in the Cape Cod Chronicle newspaper

Article in the Fall 2021 Bulletin of the Chatham Conservation Foundation

The Wonders of Chatham’s Salt Marshes

by Gerry Stahl

Chair of CCF Salt Marsh Task Force

Gifts from salt marshes

Salt marshes are the lifeblood of Chatham. Much as your arteries bring salty blood to your body parts and flush away toxins, the salt marshes of Chatham allow vital services to flow in and out with the tides:

- Protecting coastal homes from storm impacts by dissipating surging wave action.

- Providing habitat for many species of fish, shellfish, migratory birds.

Figure 1. Some salt marshes in Chatham

- Filtering pollutants and other harsh chemicals from the watershed before they reach the ocean.

- Absorbing carbon dioxide and other greenhouse gases that fuel climate change.

- Responding to sea-level rise by building marsh elevation and migrating upland.

Preserving the land of the salt marsh

Chatham’s marshes were frequented by the Wampanoag natives, who enjoyed the plentiful fish and shellfish there. Later European settlers adapted the marshes for boating and agriculture. Eventually, roads and housing cut off tidal flow and many marshes were filled in for farming. Most of Chatham’s major salt marshes were converted to cranberry bogs in the 1800s.

Since 1962, the Chatham Conservation Foundation (CCF) has been acquiring properties in Chatham and protecting them from development and preserving their natural beauty. Many of the land donations are in and around salt marsh.

Figure 2. Researchers from CCF and APCC cataloging plant coverage in the marsh. Photo by Matthew Hamilton.

CCF has successfully protected and preserved important and beautiful marshes in Chatham. However, in the face of tidal restrictions, invasive weeds and climate change, a more active approach is called for. So CCF formed a Salt Marsh Task Force and has begun to work with the Association to Preserve Cape Cod (APCC) and other non-profit and governmental agencies to monitor and restore salt marsh health, initially targeting Frost Fish Creek and Cockle Cove/Bucks Creek.

The flow of tides through the salt marsh

Tides roll into salt marshes every 13 hours. Their depth and penetration vary depending on the relative positions of the moon and sun, as well as weather and marsh conditions. They flush nutrients and small creatures into the marsh and then out to sea. This creates an active basis for the chain of life, particularly important to the fishing industry of Chatham.

Monitoring the health of a marsh begins with identifying tidal restrictions, such as damaged culverts, which constrain the eco-system processes which support flora and fauna that are adapted to periodic salt-water flushing.

Figure 3. A view of Cockle Cove marsh from Cockle Cove Road.

Salt-tolerant grasses of the marsh

The most visible feature of a salt marsh is its vegetation. Flora in marshes is determined by the saltwater tides: only specialized grasses and reeds can thrive in daily flooding and high salinity. Where marshes are well flushed by the tides, “saltmarsh grass” (spatina alterniflora) dominates, creating flowing waves of green. Toward the higher ground around the edges, “salt meadow grass” (spatina patens) grows somewhat higher.

Where the tides are restricted or the salinity is reduced by mixing with fresh water from creeks, springs or runoff from roads and lawns, a non-native “common reed” (phragmites australis) can establish an invasive presence, which can out-compete native plants and be hard to control.

Other plants observed in healthy local marsh areas include: “spike grass” (distichlis spicata), “black grass” (juncus gerardii) and “cattails” (typha angustifolia). Areas with more brackish water have more diverse flora, including bordering shrubs that are not specialized for marshes.

Inhabitants of the salt marshes

Many birds frequent the marshes, some during migrations. Over 150 have been documented around Frost Fish Creek. At Cockle Cove marsh one can often see ducks, great blue heron, egrets or osprey soaring across the sky. Hidden in the brush, one can also find “saltmarsh sparrows”—an important reassurance of healthy salt marsh.

Tides pump nutrients in and out between the ocean and the marsh. This is the beginning of the food chain for shellfish, fish, birds and mammals. Micro-organisms nourish the smallest life forms, which in turn feed larger and larger creatures. Many fish, shellfish and other animals spend important stages of their lives in the marsh. The abundance of fish in the oceans is dependent upon the foundation of the food chain in the marshes along the shores.

Salt marsh eco-system evolution

The first step in actively preserving and restoring healthy marsh is to research the current functioning of the marsh as an ecosystem involving: (1) flowing water (mixing tidal salt water and fresh ground water), (2) vegetation (marsh grasses, native and invasive reeds, bushes) (3) animal life (birds, fish, shellfish, small mammals) (4) soil (sedimentation, carbon capture, water filtering).

These complex and interrelated factors determine the quality of the marsh and of the services it provides to the environment and to people. A disturbance in one factor may influence others and it may take years for the multiple factors to co-evolve to a stable state, making restoration of marsh health a complex, slow and costly process.

Discoveries in Cockle Cove

Fiddler crabs are popular salt marsh inhabitants—for instance around Ridgevale Beach. However, our marsh research project just discovered a rare relative, somewhat larger, with red markings on their joints and favoring lower salinity waters: “brackish water” or “red-jointed fiddler crab” (minuca minax). They live further upstream on Cockle Cove Creek and Bucks Creek. Although previously observed along Buzzards Bay, this is the first documented sighting on this part of the Cape.

Figure 4. Discovery of minuca minax crabs. Photo by Adrianne Lovuolo.

Another exciting discovery in Cockle Cove marsh is the presence of a relatively rare native strain of phragmites. This is a non-invasive version, known as “American reed” (phragmites americanus). It does not out-compete other native plants. It is rare outside of Massachusetts and is in danger of extinction.

Figure 5. Native phragmites in Cockle Cove marsh.

Chatham’s future and its salt marshes

The Cockle Cove area is projected to undergo significant environmental change in the next decades, with sea-level rise and surge from increasingly harsh storms flooding the marshes, beaches and many roads and homes, unless the marshes can grow and migrate in response to the changes. We want to ensure that there are areas for the marsh to migrate to as the sea level rises, so we try to own and protect adjacent wetlands.

As stewards of the land, we need to track the marsh eco-systems over time. We want to monitor the presence of native plants, fish, birds and animals, so we know if they are continuing to thrive. We also want to optimize the growth of salt marsh grasses that sequester carbon.

Preserving healthy marshes is the most effective way to lower the carbon footprint of Chatham. Healthy salt marshes are key to Chatham’s future economy, climate change resilience and natural beauty.

Newspaper Column on Airport

Cape Cod Chronicle, June 24, 2021

Guest-It

Assessing the Town Airport’s Environment

Gerry Stahl

Chatham land use and Airport expansion have been developing for many years without coordination, creating serious conflicts between residential development and increasing air traffic. The Airport Master Plan (AMPU) for the coming 20 years should have been an opportunity to finally adjust airport operation to its residential surroundings, which have become densely congested since the airport was a field in farmland long ago. Given the emergency of climate change, the AMPU should have also been taken as an opportunity to reduce the impact of the airport on the physical environment. Unfortunately, the Airport Commission (AC) is relentlessly pursuing a plan that does the opposite, and it has now tried to justify its plan with a so-called Environmental Assessment that obfuscates environmental and social stressors.

The AC has ignored the interests of residents and treated them as the enemy, rather than as the legal owners of the Airport. Instead of seeking a plan for the airport which preserves the charm, relaxing atmosphere and natural environment that homeowners and vacationers value, the AC pushes to further expand airport traffic, including larger, noisier commercial flights. It should pull back the RPZ “crash zones” away from the populated West Chatham Village and Great Hill. Noise should be reduced and confined to reasonable daytime hours.

The AMPU should adopt a “net-zero” option that reduces pollution and preserves trees and wetlands. Chatham residents and nonprofits are struggling to reduce their carbon footprint. The federal, state and local governments are mandating conservation and reduction of CO_2. Yet, the AC plan runs headlong in the opposite direction.

The recently released “Environmental Assessment” was conducted by Gale Associates, the AC consultant who proposed the Plan in the first place. It is not an objective scientific assessment of the AMPU’s impacts, but a rationalization, justification or cover-up. It is the fox guarding the hen house. This Assessment was more a job application by Gale to the AC for renewal of Gale’s contract (immediately granted upon submission of the assessment) as a loyal front man for the Airport Manager’s personal financial interests.

The report does not assess the impact of all aspects of the AMPU, such as the jet-fuel increase, which would significantly increase carbon emissions. The jet fuel tank is excluded from the assessment on the grounds that it would not take place in the near future, although the RFQ included in the same AC package lists the Jet “A” Fueling Facility as scheduled before the construction of the hangers, which are assessed.

The flippant environmental conclusion of the Assessment is: “While the project would ultimately result in a slight increase in aircraft traffic and associated GHG emission, it is anticipated that this increase would have a negligible impact on climate.” Of course, no local action by itself is going to significantly impact the global climate, but it is such callous disregard for green-house gas (GHG) emissions at individual sources that has in sum caused climate change, and it is necessary for everyone to decrease emissions, not down-play planned but avoidable increases. Chatham should be setting an example of conservation, not flaunting the excessive exploitation of natural resources.

The AMPU assumption of slight increases in aircraft traffic is itself suspect, given the AC’s repeated concern with “the viability of the Airport’s role in the National Plan of Integrated Airport Systems.” It is likely that this is an FAA dog whistle for significant commercial flights, serving the increasing number of post-pandemic wealthy Chatham and Orleans home buyers. The entire AMPU designed by Gale can now be seen as a restructuring of the airport for this purpose. It is interesting that the AC’s public relations effort has recently been focused on justifying this increase in commercial flights.

Of course, the worst part of the Assessment is that it is still pushing for dozens of avigation easements. There is no mention of the social impact of this assault on the community, which it euphemistically refers to as “isolated portions of selective vegetation management.”

My own assessment is that the AMPU has already caused significant social impacts, increasing tensions and divisions in Chatham. In addition, Gale’s so-called Assessment is an affront to the many people and organizations concerned about the environment.

It is time to resolve the conflicts that have arisen by planning for an airport suited to the current and future development of the area and to climate change. The most damaging options of the AMPU will soon be pushed through by the AC, and the conflict between the Airport and the Town will be cast in concrete for the next 20 years unless the opportunity for a responsible forward-looking plan is taken advantage of immediately.

-- Gerry Stahl is a full-time resident of West Chatham.

Newspaper article on Nickerson Coins

Cape Cod Chronicle, December 10, 2020

Historic Coin Finds at the Nickerson Homestead

Alan M. Stahl and Gerry Stahl

During the 400th anniversary of the Pilgrims landing on the Cape, it is timely to study the founding of Chatham a couple of decades later. Insight into life in historic times is often revealed by consideration of coinage surviving from then.

Four seventeenth-century coins were found in excavation at the William Nickerson Homesite in Chatham during the summers of 2018 and 2019. The excavation was carried out from 2016 to 2019 by Craig Chartier of the Plymouth Archaeological Rediscovery Project under the auspices of the Nickerson Family Association (NFA) on land owned by the Chatham Conservation Foundation (CCF).

The archaeological study of the William Nickerson homestead is arguably the most significant colonial excavation on Cape Cod. It unearthed the first Chatham homestead and produced hundreds of historic artifacts, which shed significant light on the life of Chatham’s founding family. The property where the dig was conducted is now being restored to a public park by CCF, adjacent to the NFA’s museum site. Both the dig and the restoration have been publicly supported by grants from Chatham’s Community Preservation Fund.

The archaeological site was the home of William Nickerson and Anne Busby Nickerson, who immigrated to Massachusetts from England in 1637. They moved to Cape Cod in 1661 onto land they had acquired from the Mannamoiett Natives in 1656. Their land corresponds roughly to what is now the Town of Chatham.

Among the artifacts uncovered are four coins. The coins are rare finds:

- An oak-tree sixpence coin is the only silver coin minted in colonial Massachusetts that has been reported found on Cape Cod. As described below, it is one of several overstruck six-pence over one-shilling oak-tree coins. However, none of the five others was found in situ—i.e., the others are known only as pieces in modern collections, not associated with their historic contexts. Coins minted in Boston, like this one, were the only silver coins produced in the American colonies.

- An English half-groat coin is the only type of seventeenth-century English silver coin found in the American colonies—discovered at very few locations.

- An Irish copper half-penny coin is one of only three of its kind found in the American colonies.

- An English bronze farthing is further evidence of economic activity at the homestead.

The discovery of four coins on the Nickerson homestead suggests that there was probably considerable commerce taking place at the property, where the family engaged in many productive activities, including running the only forge known on colonial Cape Cod. The many historic artifacts of European and Native American origin recovered at the dig site also reflect lively commerce.

The coin revealing the most local history is a Massachusetts silver sixpence of the “oak tree” series, bearing the date 1652, but probably minted between 1660 and 1667. This is the only find of a colonial silver Massachusetts coin that has been reported for Cape Cod.

This coin reflects the history of the Massachusetts colony. In 1652 Massachusetts passed an act providing for the establishment of a mint in Boston. The Massachusetts series is the only silver coinage struck in the American colonies before Independence; its inception is due to the lack of royal power in England during the period 1649 to 1660. Before that, commerce in Massachusetts was conducted primarily through the barter system, causing various serious difficulties for the colonists involving trade locally and tax payments to England.

The coin found on the Nickerson site is an overstrike, made from sixpence dies struck on top of a cut-down silver shilling (12 pence). Several letters of the under-type show through on the existing coin. The coin was uncovered at the dig by a descendent of the Nickersons.

The choice of a tree as the main symbol on the Massachusetts silver coinage may also be seen as a conscious evocation of Native American symbolism and the earliest manifestation of an indigenous American numismatic iconography.

The second coin is a silver half groat (two-penny) piece of Charles I of England (1625-49) from the Tower (London) mint. Comparable finds of early English silver coins have been found in Plymouth, MA, as well as in Ferryland, Newfoundland, and in Jamestown, Virginia.

The third coin is an Irish copper halfpenny dated 1682. It was found within the brick work at the eastern end of the homestead’s hearth. A coin of this type was found in an archaeological excavation carried out in Pemaquid, ME, and one carried out in Philadelphia, PA; it is otherwise unattested in American coin finds.

The fourth coin has been identified as an English Charles II bronze farthing.

==================

Alan M. Stahl is Curator of Numismatics, Princeton University.

Gerry Stahl is Treasurer, Chatham Conservation Foundation.

Full Article on Historic Coins

Historic Coin Finds at the Nickerson Homestead

Alan M. Stahl and Gerry Stahl

Four seventeenth-century coins were found in excavation at the William Nickerson Homesite in Chatham during the summers of 2018 and 2019. The excavation was carried out from 2016 to 2019 by Craig Chartier of the Plymouth Archaeological Rediscovery Project under the auspices of the Nickerson Family Association (NFA) on land owned by the Chatham Conservation Foundation (CCF).

The archaeological study of the William Nickerson homestead is arguably the most significant colonial excavation on Cape Cod. It unearthed the first Chatham homestead and produced hundreds of historic artifacts, which shed significant light on the life of Chatham’s founding family. The property where the dig was conducted is now being restored to a public park by CCF, adjacent to the NFA’s museum site. Both the dig and the restoration have been publicly supported by grants from Chatham’s Community Preservation Fund.

The archaeological site was the home of William Nickerson and Anne Busby Nickerson, who immigrated to Massachusetts from England in 1637. They moved to Cape Cod in 1661 onto land they had acquired from the Mannamoiett Natives in 1656. The land corresponds roughly to what is now the Town of Chatham.

The excavated house appears to have had two rooms in an L-shaped configuration, measuring about 8 meters by 10 meters, with a surrounding wood palisade. Anne died in 1686 and William a few years later. There is no evidence that the house was occupied after that date, although their children settled in the area. Finds from the dig such as ceramics, clay tobacco pipes and bricks are consistent with occupation in that period.

Among the artifacts uncovered are four coins. The coins are rare finds:

- The oak-tree sixpence coin is the only silver Massachusetts coin that has been reported found on Cape Cod. As described below, it is one of several overstruck six-pence over one-shilling oak-tree coins. However, none of the five others was found in situ—i.e., the others are known only as pieces in modern collections, not associated with their historic contexts. Coins minted in Boston, like this one, were the only silver coins produced in the American colonies.

- The English half-groat coin is the only type of seventeenth-century English silver coin found in the American colonies—discovered at very few locations.

- The Irish copper half-penny coin is one of only three of its kind found in the American colonies.

- The English bronze farthing is further evidence of economic activity at the homestead.

The discovery of four coins on the Nickerson homestead suggest that there was probably considerable commerce taking place at the property, where the family engaged in many productive activities, including running a forge. Artifacts of European and Native American origin also reflect lively commerce. As indicated by the size and style of the homestead, the Nickersons were relatively well-to-do.

It appears from the Nickerson finds that in the seventeenth century, English settlers in Cape Cod had some limited access to silver and bronze coinage minted in the British Isles, as well as the silver denominations minted in Boston. The importation and circulation of coins from Spanish mints of the New World, which would come to dominate the circulation in Colonial North America, is not yet apparent in this context.

The dig site. Alan Stahl (left) and Craig Chartier standing where the Massachusetts coin was found.

Massachusetts Oak-Tree Silver Sixpence-over-shilling

The coin revealing the most local history is a Massachusetts silver sixpence of the “oak tree” series, bearing the date 1652, but probably minted between 1660 and 1667. Excavation finds of Massachusetts silver coins are rare. This is the only find of a silver Massachusetts coin that has been reported for Cape Cod.

The coin reflects the history of the Massachusetts colony. In 1652 Massachusetts passed an act providing for the establishment of a mint in Boston. The Massachusetts series is the only silver coinage struck in the American colonies before Independence; its inception is due to the lack of royal power in England during the period of the Commonwealth years from 1649 to 1660; the 1652 date of the inception of minting was immobilized on subsequent issues. Before that, commerce in Massachusetts was conducted primarily through the barter system, causing various serious difficulties for the colonists involving trade locally and tax payments to England.

Oak-tree coinage was produced using a rocker press, rather than simply using the traditional hammer striking method. When the lever is pulled, the upper and lower rockers press against each other with a rolling motion so that a blank metal planchet placed between them is impressed with the design of the two dies. Evidence that this new technology was used in Boston is found in the curvature of the coins.

The coin found on the Nickerson site is an overstrike, made from sixpence dies struck on top of a cut-down silver shilling (12 pence) bearing the same date but possibly struck earlier. The visible letters on the sixpence obverse read INˑMASATHV_ _ _ _ _. The visible letters on the sixpence reverse read NE _ _ _ NGLANDˑANO. The centers on both sides—the tree and the date—are still clearly visible. The under-type is an oak-tree shilling of the “Spiny Tree” variety, with the obverse of the under-type beneath the reverse of the overtype. The letters AND of the under-type show through on the obverse from 2 to 4 o’clock. The letters AT of the under-type obverse show through at 10 o’clock of the reverse. (See photos below.)

The coin is bent in multiple directions, in a way that reflects curves produced by the rocker press on both the original striking and the overstriking. The coin is 21 mm. in diameter (about the size of a modern U.S. nickel). It was found 34 cm. below the surface on September 17, 2018, by a descendent of the Nickersons in the southwest yard of the Nickerson site, in a trench containing the wooden palisade fence surrounding the house.

The use of a tree as the obverse type for the Massachusetts silver issues was done to avoid either a royal effigy or some symbol of parliament—using an object representing a major aspect of the physical environment of the Bay Colony. Moreover, it had a special significance in the justification for the issue of coinage in 1652, as preserved in an anecdote from the period. When challenged on the usurpation of the regalian right to coinage, the colony’s agent at court, Sir William Temple, used the tree on the coins as a defense. He tugged a pine-tree shilling from his pocket and showed it to the king, who asked what sort of tree it was. Temple explained it was “the Royal Oak which preserved your Majesty’s life,” a reference to the hollow tree in which the king had hidden after the battle of Worcester in 1651. That answer was said to have so pleased the king that he laughed heartily and called the New Englanders “a parcel of honest dogs,” in effect allowing the minting of the coin in Massachusetts that year.

The choice of a tree as the main symbol on the Massachusetts silver coinage may also be seen as a conscious evocation of Native American symbolism and the earliest manifestation of an indigenous American numismatic iconography. The Massachusetts settlers were, from the start, in close contact with the native groups that would come to be identified as the Haudenosaunee, or Five Nations. By the time their traditions came to be written down, the Nations had as the primary symbol of their confederacy the Great White Pine, identified in a vision by their legendary prophet Deganawidah as a symbol of humanity living within the principles governing relations among individuals. This native symbol of the pine tree would be taken up explicitly in the eighteenth century by the Sons of Liberty in their creation of the Liberty Tree, under which they conducted their daily exercises.

Following the pictures of the obverse and reverse of the excavated Nickerson sixpence coin are images of better-preserved sixpence and shilling coins struck from the same dies, as well as a model of the overstruck coin with the visible features enhanced.

English Charles Silver Half Groat

The second coin is a silver half groat (two-penny) piece of Charles I of England (1625-49) from the Tower (London) mint. The obverse is worn and poorly preserved; of the obverse legend only the king’s name and the beginning of his titulature are legible: CAROLVSˑD.G. M; on the reverse the shield is clear and most of the legend is present: IVSTITIA THRONVMˑFIRMAT (‘Justice consolidates the throne’). The reverse legend begins with a mint mark (R) which allows the coin’s striking to be dated to 1644-45. The coin is 15 mm. in diameter (smaller than a modern dime). Comparable finds of early English silver coins have been found in Plymouth, MA, as well as in Ferryland, Newfoundland, and in Jamestown, Virginia.

Following are images of the excavated coin and of a better-preserved instance from the same dies:

Irish Copper Halfpenny

The third coin is an Irish copper halfpenny dated 1682. It was found within the brick work at the eastern end of the homestead’s hearth; it is 26 mm. in diameter (slightly larger than a modern quarter). Though the coin is extremely worn, it is possible to make out the last digits of the date; in any case the issue lasted only from 1680 to 1684. Virtually none of the legend is visible other than the O of CAROLVA at 9 o’clock and the D of DEI at 1 o’clock on the obverse, and the numbers 82 of the date above the right of the harp on the reverse.

A coin of this type was found in an archaeological excavation carried out in Pemaquid, ME, and one carried out in Philadelphia, PA; it is otherwise unattested in American coin finds.

Following are images of the excavated coin and of a better-preserved instance from the same dies:

English Charles II Bronze Farthing

The fourth coin found is a highly oxidated notched disk 20 mm. in diameter (about the size of a modern nickel). It has been identified as an English Charles II bronze farthing. One side has a portrait bust with a prominent nose facing left. The letter A in front of the brow and the C above the back of the head are visible under magnification. On the reverse, the ground (exergue) line and the number 6 of the date below it as well as two letter As are visible, as is some of the trim around the circumference.

Following are images of the excavated coin, of the same coin cleaned up and annotated, as well as of a better-preserved instance from the same dies:

==================

Alan M. Stahl is Curator of Numismatics, Princeton University. He published a report on the coins: Stahl, A. (2020). Coin Finds from the Nickerson Site, Chatham MA. Journal of Early American Numismatics. vol. 3, 2 (December 2020).

Gerry Stahl is Treasurer, Chatham Conservation Foundation. He sculpted the bronze medallions of the Massachusetts silver sixpence coin.

Craig Chartier is archaeologist at the Plymouth Archaeological Rediscovery Project. See his “Report on the 2017 Excavations at the William Nickerson Homesite, Chatham Massachusetts,” https://www.plymoutharch.com/wp-content/uploads/2019/05/Nickerson-Final-report-part-1.pdf and “2018 Field Season at the William Nickerson Site,” https://www.plymoutharch.com/2018-field-season-at-the-william-nickerson-site/.

Michael Karchmer of Harwich provided the photographs of the four excavated coins.

Coins and other artifacts from the Nickerson site are the property of the Chatham Conservation Foundation, Inc. The Nickerson Family Association plans to place them on public display.

Part III: Autobiographical Documentation

10. My Timeline

11. Homes Where I Have Lived

12. Travels Abroad

13. Academic Conferences and Presentations

14. Education

The timeline of my life is charted in this section, including some portraits and family trees.

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.

10. My Timeline

Portraits

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.

Word clouds

A word cloud of this volume.

A word cloud of Theoretical Investigations.

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

55,000 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 region (Poland/Russia) and Romania

“The old country”

1851

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

My maternal great-great-grandparents

1885

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

My maternal great-grandparents

1901

Isaac and Hannah Stahl emigrated from Romania to Philadelphia

My paternal grandparents

1904

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

My maternal grandparents

1915

Isaac and Hannah Stahl begat Ben in Philadelphia

My father

1920

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

My mother

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

Me

1946

1947

Alan born in North Providence, RI

My brother

1948

Moved to Philadelphia

1949

Summer in Pewaukee, WI, for summer

1950

Lived in Philly on Beaumont St.

Attended pre-school

1951

Moved to Trevose, PA

1952

Started at Trevose Elementary School

1953

Learned arithmetic

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

Back to Trevose

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

Attended new middle school in Bensalem for a year

1959

Took Algebra course for a second time due to scheduling change

Summer family car trip in Canada

1960

Read about math and science

Took Geometry course and enjoyed proofs

1961

Played basketball, track, wrestling

Took classical physics course

Summer family car trip in Mexico

1962

Participated in math & science clubs

Took MIT version of HS physics

Summer physics program at U, Arizona; Seattle World’s Fair

1963

Moved to Cambridge, MA; lived in dorm

Graduated from Bensalem High School; started at MIT

1964

Summer job at Bell telephone company

Phone installation / removal

1965

Lived in apartment in Boston, MA

Summer job at U of Penn

Programmed statistical analyses

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 Achenmühle, 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

Flipped burgers at White Castle; taught at Bartram High in SW Philadelphia; drove at Yellow Cab

1969

Worked at Temple University computer center

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

1976

Rusty born;

moved to West Philadelphia, PA

Worked at PUP, PCNO

1977

Community organizing

1978

VISTA supervisor at PNO

1979

Moved to Southwest Germantown, Philadelphia, PA

Worked at SWG Community Development Corporation

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

divorce

Family vacation in Venezuela

1987

Bachelor with Zake & Rusty

1988

Met Carol in Baltimore

1989

Moved to Boulder, CO; remarried to Carol

Attended University of Colorado; worked as Teaching Assistant

Honeymoon in Vera Cruz and Oaxaca, Mexico

1990

Worked at US West phone company

1991

Teaching assistant for computer programming

1992

Worked as Graduate Research Assistant

1993

Graduated from Colorado

Cognitive Science conference in Boulder; InterCHI conference in Amsterdam

1994

Built house in Niwot, CO

Worked at Owen Research

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 Guatemala

1998

Ben died

ICLS conference on Atlanta; CILT conference in San Jose; Caribbean 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 in Philadelphia (my first granddaughter);

moved to Bonn, Germany, for one year;

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 rental house in 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

Bought house in Chestnut Hill, 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 2004 conference 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 Malaysia; NAIL workshop in Gothenburg, 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 Gothenburg; travel to Paris; travel to Machu Picchu & Galapagos; Crina PhD defense in Oslo & talks in Gothenburg & Oslo

2014

Retired from Drexel; became Professor Emeritus

ICLS conference in Boulder; GeoGebra conference in Toronto; travel through Guatemala

2015

Designed house in Chatham; published collected writings

CSCL conference in Gothenburg; workshop in Umea; travel to Weyher, Germany

2016

Built house; moved to Chatham, MA;

Ruby born in Beacon, NY (my second granddaughter)

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. Started pottery classes.

Symposium on Quality of Life in Hannover; vacation in Vidanta, Nuevo 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 in Beacon, NY (my third granddaughter)

Created pre-Columbian reproductions, ceramic sculpture, plaster & urethane resin casts; started Salt Marsh Task Force at CCF

March in Sarasota, Florida

2020

Covid pandemic

Created large wood sculptures

Spring in Venice, Florida

2021

Wrote “Heidegger & e-music,” published Theoretical Investigations and essays

Stayed on Cape Cod during pandemic

2022

Joined Town of Chatham’s Energy & Climate Action Committee. Continued ceramic and wood sculpture

Spring in Venice, Florida

My father’s family tree

My mother’s family tree

11. Homes Where I Have Lived

March 1945

Wilmington, Delaware

Born in hospital

1945-47

Arden, Delaware

1947

N. Providence, Rhode Island

Summer 1949

Pewaukee, Wisconsin

1949 - 51

Philadelphia, PA

Beaumont Street

Nursery school

1951 - 63

Trevose, Pennsylvania

Tremont Avenue

Trevose Elementary Bensalem High School

1954

Columbus, Ohio

4th grade

Summer 1954

South Haven, Michigan

Camp Kinderland

1955

Cleveland, Ohio

5th grade

1957

Louisville, Kentucky

7th grade

1963 - 65

Cambridge, MA

dorm

MIT

1965 - 67

Boston, MA

382 Common-wealth Avenue

MIT

Summer 66

Baden, Switzerland

Brown Boveri

Summer 1967

Achenmühle, Germany

Goethe Language Institute

1967

Heidelberg, Germany

Uni Heidelberg

1968

Neckargemund, Germany

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

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

Temple University

1976 - 80

Philadelphia, PA

46th Street

Temple University

1980 - 88

Philadelphia, PA

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

194 Lynnebrook Lane, Philadelphia

100 George Ryder Road South, Chatham

12. Travels Abroad

1960

summer

Canada

Family trip

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 & 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 & Malaysia

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

13. Academic Conferences and Presentations

1993

Cognitive Science

Boulder

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

Ethnography 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

Group Cognition tour

Freiburg

2006

Group Cognition tour

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 China tour

Guangzhou

2011

CSCL China tour

Shanghai

2011

CSCL China tour

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

14. 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).

*  *  *

University of Heidelberg (Germany)

1967/68 Research in twentieth century German philosophy.

Professors included Hans-Georg Gadamer, Otto Poggeler, Karl-Otto Apel.

*  *  *

University of Frankfurt (Germany)

1971/72 Research in twentieth century German philosophy.

Professors included students of Theodor Adorno and Jurgen Habermas.

*  *  *

Northwestern University

1971 M.A. in Philosophy

1975 Ph.D. in Philosophy

*  *  *

University of Colorado

1990 M.S. in Computer Science

Comprehensive exams in AI, Theory, Databases, Programming Languages

Cognitive Science Certification

1993 Ph.D. in Computer Science

Dissertation committee: Gerhard Fischer, Ray McCall, Clayton Lewis, Mark Gross, Mike Eisenberg, Wayne Citron.

Part IV: Overview of My E-Library

15. E-Library Volumes

Gerry Stahl's eLibrary

vol

file name

title of volume

from

To

pages

1

marx

Marx and Heidegger

1967

1975

203

2

tacit

Tacit and Explicit Understanding in Computer Support

1989

1993

366

3

gc

Group Cognition

1993

2006

499

4

svmt

Studying Virtual Math Teams

2006

2009

706

5

euclid

Translating Euclid

2009

2013

267

6

analysis

Constructing Dynamic Triangles Together

2013

2015

273

7

philosophy

Essays in Social Philosophy

1967

1998

234

8

software

Essays in Personalizable Software

1991

2005

303

9

cscl

Essays in Computer-Supported Collaborative Learning

2005

2011

196

10

science

Essays in Group-Cognitive Science

2010

2013

258

11

theory

Essays in Philosophy of Group Cognition

2005

2021

396

12

math

Essays in Online Mathematics Interaction

2006

2010

191

13

dynamic

Essays in Collaborative Dynamic Geometry

2010

2015

134

14

topics

Adventures in Dynamic Geometry

2012

2015

334

15

global

Global Introduction to CSCL

2006

2006

177

16

ijcscl

Editorial Introductions to ijCSCL

2006

2015

327

17

proposals

Proposals for Research

1993

2021

382

18

overview

Overview and Autobiographical Essays

2015

2022

255

19

investigations

Theoretical Investigations

2015

2018

428

20

form

Works of 3-D Form

2017

2021

437

21

game

Dynamic Geometry Game for Pods

2020

2021

120

The page counts above are for the 2022 versions of the pdf versions. For the commercially published volumes, the page counts above are for the 2022 versions of the pdfs of the pre-publication versions.

1 Marx & Heidegger

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

vol. 1, ch. 1, Stahl, G. (1975a). 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/elibrary/marx.

vol. 1, ch. 2, Stahl, G. (2021a). The working of sonic being in e-music. Unpublished manuscript. Web: http://GerryStahl.net/pub/emusic.pdf.

2 Tacit and explicit understanding in computer support

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

vol. 2, ch. 1, Stahl, G. (1993a). 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/elibrary/tacit.

vol. 2, ch. 2, Stahl, G. (1996a). 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 Group cognition: Computer support for building collaborative knowledge

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

vol. 3, ch. 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.

vol. 3, ch. 3, Stahl, G. (1996b). 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.

vol. 3, ch. 3, Stahl, G. (2000a). 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.

vol. 3, ch. 4, Stahl, G. (1993b). 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.

vol. 3, ch. 5, Stahl, G. (1998a). 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

vol. 3, ch. 5, Stahl, G. (2000b). Collaborative information environments to support knowledge construction by communities. AI & Society. 14, 1-27. Web: http://GerryStahl.net/cscl/papers/ch04.pdf.

vol. 3, ch. 6, Stahl, G. (1999a). 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/.

vol. 3, ch. 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.

vol. 3, ch. 7, Stahl, G. (2002a). 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.

vol. 3, ch. 7, Stahl, G. (2004a). 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.

vol. 3, ch. 8, Stahl, G. (2003a). 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.

vol. 3, ch. 9, Stahl, G. (2000c). 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.

vol. 3, ch. 10, Stahl, G. (2002b). 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.

vol. 3, ch. 11, Stahl, G. (2002c). 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.

vol. 3, ch. 11, Stahl, G. (2002d). 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.

vol. 3, ch. 12, Stahl, G. (2002e). 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.

vol. 3, ch. 13, Stahl, G. (2004b). 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.

vol. 3, ch. 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.

vol. 3, ch. 15, Stahl, G. (2004c). 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.

vol. 3, ch. 16, Stahl, G. (2003b). 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.

vol. 3, ch. 16, Stahl, G. (2003c). Mediation of group cognition. ACM SigGroup Bulletin. 24(3), 4-18. Web: http://GerryStahl.net/pub/mediation.pdf.

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

vol. 3, ch. 17, Stahl, G. (2003d). 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.

vol. 3, ch. 17, Stahl, G. (2003e). 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.

vol. 3, ch. 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.

vol. 3, ch. 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.

vol. 3, ch. 19, Stahl, G. (2005a). 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.

vol. 3, ch. 20, Stahl, G. (2003f). 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.

vol. 3, ch. 21, Stahl, G. (2004d). 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. (2009a). Studying virtual math teams. New York, NY: Springer. Web: http://GerryStahl.net/elibrary/svmt. Doi: http://dx.doi.org/10.1007/978-1-4419-0228-3.

vol. 4, ch. 1, Stahl, G. (2008a). Chat on collaborative knowledge building. QWERTY. 3(1), 67-78. Web: http://GerryStahl.net/pub/qwerty08.pdf.

vol. 4, ch. 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.

vol. 4, ch. 2, Stahl, G. (2006b). Virtual math teams project: An overview of VMT. Web: http://www.mathforum.org/vmt/TheVMTProject.pdf.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 5, 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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.

vol. 4, ch. 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: Designing a human-centered mathematic

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

vol. 5, ch. 2, Stahl, G. (2012a). Translating Euclid: Liberating the cognitive potential of collaborative dynamic geometry. Web: http://GerryStahl.net/pub/translating.pdf.

vol. 5, ch. 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.

vol. 5, ch. 8, Stahl, G. (2013b). Resources for connecting levels of learning. Web: http://GerryStahl.net/pub/resources.pdf.

6 Constructing dynamic triangles together: The development of mathematical group cognition.

Stahl, G. (2016a). Constructing dynamic triangles together: The development of mathematical group cognition. Cambridge, UK: Cambridge University Press. 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

vol. 6, ch. 3, Stahl, G. (2014a). Group cognition displayed. Web: http://GerryStahl.net/pub/displayed.pdf.

7 Essays in social philosophy.

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

vol. 7, ch. 1, Stahl, G. (1967). Truth as value: Nietzsche's escape from nihilism. Unpublished manuscript. Web: http://GerryStahl.net/pub/Nietzsche.pdf.

vol. 7, ch. 2, Stahl, G. (1975b). 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.

vol. 7, ch. 3, Stahl, G. (1976a). Attuned to Being: Heideggerian music in technological society. Boundary 2. IV(2), 637-664. Web: http://GerryStahl.net/publications/interpretations/attuned.pdf.

vol. 7, ch. 3, Stahl, G. (1979a). 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.

vol. 7, ch. 4, Stahl, G. (1974a). Sound and society: An essay on electronic music. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/music.htm.

vol. 7, ch. 5, Stahl, G. (1974b). Utopian optics: Theodor W. Adorno's Prisms: Cultural criticism and society. Unpublished manuscript. Web: http://GerryStahl.net/pub/utopian_optics.pdf.

vol. 7, ch. 6, Stahl, G. (1978). A modern voice for Marx. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/capital.htm.

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

vol. 7, ch. 8, Stahl, G. (1979b). 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.

vol. 7, ch. 9, Stahl, G. (1984). Education for democracy at Mondragon. Unpublished manuscript. Web: http://GerryStahl.net/pub/mondragon.pdf.

vol. 7, ch. 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.

vol. 7, ch. 11, Stahl, G. (1992a). The evolutionary analysis of knowledge. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/analysis.html.

vol. 7, ch. 12, Stahl, G. (1992b). The rapid evolution of knowledge. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/rapid.html.

vol. 7, ch. 13, Stahl, G. (1996c). We have to work in the future now. (in fact, we are already late.). Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/future.html

vol. 7, ch. 14, Stahl, G. (1997a). LSA visits the Chinese room. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/Chinese Room.html.

vol. 7, ch. 15, Stahl, G. (1997b). Consciousness without neural correlates. Unpublished manuscript. Web: http://gerrystahl.net/publications/interpretations/Neural Correlates of Consc.html.

vol. 7, ch. 16, Stahl, G. (1998b). Software semiotics. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/semiotics.html.

vol. 7, ch. 17, Stahl, G. (1998c). Software as a new art form. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/software_art.html.

vol. 7, ch. 18, Stahl, G. (1996d). On Alexander's pattern language as end-user programming. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/pattern.html.

vol. 7, ch. 19, Stahl, G. (1998d). Lela's birthday is a "lela birthday". Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/Lela Birthday.html.

vol. 7, ch. 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.

vol. 7, ch. 21, Stahl, G. (2021b). The working of aural being in electronic music. In C. Rentmeester & J. R. Warren (Eds.), Heidegger and music. Rowman & Littlefield Publishers. Web: http://GerryStahl.net/pub/music.pdf.

8 Essays in personalizable software

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

vol. 8, ch. 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.

vol. 8, ch. 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.

vol. 8, ch. 2, Stahl, G. (1992c). 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.

vol. 8, ch. 3, Stahl, G. (1992d). 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.

vol. 8, ch. 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/.

vol. 8, ch. 5, Stahl, G. (1996e). 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.

vol. 8, ch. 6, Stahl, G. (1999b). Supporting personalization and reseeding-on-demand. Unpublished manuscript. Web: http://gerrystahl.net/publications/ideas/gerry_pp.html.

vol. 8, ch. 7, Fischer, G., Nakakoji, K., Ostwald, J., Stahl, G., & Sumner, T. (1993a). 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.

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

vol. 8, ch. 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.

vol. 8, ch. 9, Stahl, G. (1999c). 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.

vol. 8, ch. 10, Stahl, G. (1999d). 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.

vol. 8, ch. 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.

vol. 8, ch. 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.

vol. 8, ch. 12, Stahl, G. (2005b). 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.

vol. 8, ch. 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.

vol. 8, ch. 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.

vol. 8, ch. 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.

vol. 8, ch. 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.

vol. 8, ch. 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.

vol. 8, ch. 18, Stahl, G. (2000d). 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. (2015a). Essays in computer-supported collaborative learning. Philadelphia, PA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/cscl.

vol. 9, ch. 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.

vol. 9, ch. 2, Stahl, G. (2006e). 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.

vol. 9, ch. 3, Stahl, G. (2006f). 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.

vol. 9, ch. 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.

vol. 9, ch. 4, Stahl, G. (2010d). 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.

vol. 9, ch. 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.

vol. 9, ch. 6, Stahl, G. (2005c). 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.

vol. 9, ch. 6, Stahl, G. (2006g). 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.

vol. 9, ch. 7, Stahl, G. (2009l). 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.

vol. 9, ch. 8, Sarmiento, J., & Stahl, G. (2008a). 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.

vol. 9, ch. 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.

vol. 9, ch. 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.

vol. 9, ch. 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.

vol. 9, ch. 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. (2015b). Essays in group-cognitive science. Philadelphia, PA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/science.

vol. 10, ch. 1, Stahl, G. (2010e). 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. Doi: 978-1-4419-5716-0_2.

vol. 10, ch. 1, Stahl, G. (2011c). 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. Doi: 978-1-4419-7710-6_5.

vol. 10, ch. 2, Stahl, G. (2012b). A view of computer-supported collaborative learning research and its lessons for future-generation collaboration systems. Web: http://GerryStahl.net/pub/fgcs.pdf.

vol. 10, ch. 3, Stahl, G. (2024). CSCL for the era of climate change. Web: http://GerryStahl.net/pub/cscl_anthro.pdf .

vol. 10, ch. 4, 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 .

vol. 10, ch. 5, Stahl, G. (2011d). Theories of cognition in CSCW. In Ecscw 2011: Proceedings of the 12th european conference on computer supported cooperative work, 24-28 september 2011, aarhus denmark. New York, NY: Springer. Web: http://GerryStahl.net/pub/ecscw2011.pdf. Doi: 978-0-85729-913-0_11.

vol. 10, ch. 5, Stahl, G. (2012c). 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, .

vol. 10, ch. 5, Stahl, G. (2013c). 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.

vol. 10, ch. 5, Stahl, G. (2013d). Theories of collaborative cognition: Foundations for CSCL and CSCW together. In S. Goggins & I. Jahnke (Eds.), CSCL at the workplace. (vol. #13 Springer CSCL Book Series, ch. 3, pp. 43-64). New York, NY: Springer. Web: http://GerryStahl.net/pub/collabcognition.pdf. Doi: 978-1-4614-1740-8_3.

vol. 10, ch. 6, Stahl, G. (2011e). 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.

vol. 10, ch. 6, Stahl, G. (2011f). 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.

vol. 10, ch. 7, Stahl, G. (2013e). Interaction analysis of a biology chat. In D. D. Suthers, K. Lund, C. P. Rosé, C. Tep lovs & 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. Doi: 978-1-4614-8960-3_28.

vol. 10, ch. 8, Stahl, G. (2011g). Coding scheme for sequential discourse. Web: http://GerryStahl.net/pub/coded4b.pdf.

vol. 10, ch. 9 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.

vol. 10, ch. 10 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.

vol. 10, ch. 11, 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. (2015c). Essays in philosophy of group cognition. Philadelphia, PA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/theory.

vol. 11, ch. 1, Stahl, G., Koschmann, T., & Suthers, D. (2021). Computer-supported collaborative learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences, third edition. (ch. 21). Cambridge, UK: Cambridge University Press. Web: http://GerryStahl.net/pub/chls3.pdf.

vol. 11, ch. 2, Stahl, G., & Hakkarainen, K. (2021). Theories of CSCL. In U. Cress, C. Rosé, A. Wise & J. Oshima (Eds.), International handbook of computer-supported collaborative learning. New York, NY: Springer. Web: http://GerryStahl.net/pub/cscltheories.pdf.

vol. 11, ch. 3, Medina, R., & Stahl, G. (2021). Analysis of  group practices. In U. Cress, C. Rosé, A. Wise & J. Oshima (Eds.), International handbook of computer-supported collaborative learning. New York, NY: Springer. Web: http://GerryStahl.net/pub/gpanalysis.pdf.

vol. 11, ch. 7, Stahl, G. (2021c). Investigation 1. Advancing a CSCL vision. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 1, pp. 3-26). New York, NY: Springer. Web: http://GerryStahl.net/elibrary/investigations/advancing.pdf. Doi: https://doi.org/10.1007/978-3-030-49157-4_1.

vol. 11, ch. 8, Stahl, G. (2021d). Investigation 2. A theory of group cognition in CSCL. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 2, pp. 27-61). New York, NY: Springer. Web: http://GerryStahl.net/elibrary/investigations/theory.pdf. Doi: 10.1007/978-3-030-49157-4_2.

vol. 11, ch. 9, 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.

vol. 11, ch. 10, 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.

vol. 11, ch. 11, 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.

vol. 11, ch. 12, Stahl, G. (2016c). From intersubjectivity to group cognition. Computer Supported Cooperative Work (CSCW). 25(4), 355-384. Web: http://GerryStahl.net/pub/intersubjectivity.pdf

vol. 11, ch. 13, Stahl, G. (2014b). 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.

vol. 11, ch. 15, Stahl, G. (2011h). 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.

12 Essays in online mathematics interaction

Stahl, G. (2015d). Essays in online mathematics interaction. Philadelphia, PA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/math.

vol. 12, ch. 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.

vol. 12, ch. 2, 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. Web: http://ijcscl.org/?go=contents.

vol. 12, ch. 3, 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.

vol. 12, ch. 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.

vol. 12, ch. 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.

vol. 12, ch. 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.

vol. 12, ch. 6, Sarmiento, J., & Stahl, G. (2008b). 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.

vol. 12, ch. 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.

vol. 12, ch. 8, Stahl, G. (2008b). 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.

13 Essays in collaborative dynamic geometry

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

vol. 13, ch. 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.

vol. 13, ch. 2, Stahl, G. (2012d). 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.

vol. 13, ch. 3, Stahl, G. (2012e). 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.

vol. 13, ch. 4, Stahl, G. (2012f). 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.

vol. 13, ch. 5, Öner, D., & Stahl, G. (2015a). 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.

vol. 13, ch. 5, Öner, D., & Stahl, G. (2015b). Tracing the change in discourse from visual to more mathematical. Unpublished manuscript. Web: http://GerryStahl.net/pub/tracing.pdf.

vol. 13, ch. 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.

vol. 13, ch. 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.

vol. 13, ch. 8, Stahl, G., Weimar, S., Fetter, A., & Mantoan, A. (2014a). 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.

vol. 13, ch. 9, Stahl, G., Weimar, S., Fetter, A., & Mantoan, A. (2014b). 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. (2015f). Adventures in dynamic geometry. Philadelphia, PA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/topics.

vol. 14, ch. 1, Stahl, G. (2014c). Geogebrabook: Construct dynamic geometry together. GeoGebraTube: GeoGebraTube. Web: http://ggbtu.be/b140867.

vol. 14, ch. 1, Stahl, G. (2015g). The construction crew game. Web: http://GerryStahl.net/elibrary/topics/game.pdf; http://ggbtu.be/b154045.

vol. 14, ch. 2, Stahl, G. (2014d). Explore dynamic geometry together. Web: http://GerryStahl.net/elibrary/topics/explore.pdf.

vol. 14, ch. 3, Stahl, G. (2013f). Topics in dynamic geometry for virtual math teams. Web: http://GerryStahl.net/elibrary/topics/topics.pdf.

vol. 14, ch. 4, Stahl, G. (2012g). Dynamic-geometry activities with GeoGebra for virtual math teams. Web: http://GerryStahl.net/elibrary/topics/activities.pdf.

vol. 14, ch. 4, Stahl, G. (2014e). Construct dynamic geometry together. Web: http://GerryStahl.net/elibrary/topics/construct.pdf; http://ggbtu.be/b140867.

15 Global introduction to CSCL

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

vol. 15, ch. 1, Stahl, G., Koschmann, T., & Suthers, D. (2021). Computer-supported collaborative learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences, third edition. (ch. 21). Cambridge, UK: Cambridge University Press. Web: http://GerryStahl.net/pub/chls3.pdf.

vol. 15, ch. 2, 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.

vol. 15, ch. 4, Stahl, G., Koschmann, T., & Suthers, D. (2008a). 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.

vol. 15, ch. 7, Stahl, G., Koschmann, T., & Suthers, D. (2008b). 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.

16 Editorial introductions to ijCSCL

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

vol. 16, ch. 1, Stahl, G., & Hesse, F. (2006a). ijCSCL -- a journal for research in CSCL. International Journal of Computer-Supported Collaborative Learning. 1(1), 3-7. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 2, Stahl, G., & Hesse, F. (2006b). 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.

vol. 16, ch. 3, Stahl, G., & Hesse, F. (2006c). Focusing on participation in group meaning making. International Journal of Computer-Supported Collaborative Learning. 1(3), 311-313. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 4, Stahl, G., & Hesse, F. (2006d). Social practices of computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning. 1(4), 409-412. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 5, 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.

vol. 16, ch. 6, 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.

vol. 16, ch. 7, 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.

vol. 16, ch. 8, Stahl, G., & Hesse, F. (2008a). The many levels of CSCL. International Journal of Computer-Supported Collaborative Learning. 3(1), 1-4. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 9, Stahl, G. (2008c). The strength of the lone wolf. International Journal of Computer-Supported Collaborative Learning. 3(2), 99-103. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 10, Stahl, G., & Hesse, F. (2008b). Explorations of participation in discourse. International Journal of Computer-Supported Collaborative Learning. 3(3), 235-236. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 11, Stahl, G., & Hesse, F. (2008c). CSCL practices. International Journal of Computer-Supported Collaborative Learning. 3(4), 369-372. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 12, Stahl, G. (2009m). Yes we can! International Journal of Computer-Supported Collaborative Learning. 4(1), 1-4. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 13, Stahl, G., & Hesse, F. (2009a). Practice perspectives in CSCL. International Journal of Computer-Supported Collaborative Learning. 4(2), 109-114. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 14, Stahl, G., & Hesse, F. (2009b). Classical dialogs in CSCL. International Journal of Computer-Supported Collaborative Learning. 4(3), 233-237. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 15, Stahl, G., & Hesse, F. (2009c). Paradigms of shared knowledge. International Journal of Computer-Supported Collaborative Learning. 4(4), 365-369. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 16, Stahl, G., & Hesse, F. (2010a). The CSCL field matures. International Journal of Computer-Supported Collaborative Learning. 5(1), 1-3. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 17, Stahl, G., & Hesse, F. (2010b). A prism of CSCL research. International Journal of Computer-Supported Collaborative Learning. 5(2), 137-139. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 18, Stahl, G. (2010h). Guiding group cognition in CSCL. International Journal of Computer-Supported Collaborative Learning. 5(3), 255-258. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 19, Stahl, G., & Hesse, F. (2010c). Beyond folk theories of CSCL. International Journal of Computer-Supported Collaborative Learning. 5(4), 355-358. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 20, Stahl, G., & Hesse, F. (2011a). CSCL in Asia. International Journal of Computer-Supported Collaborative Learning. 6(1), 1-7. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 21, Stahl, G., & Hesse, F. (2011b). 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.

vol. 16, ch. 22, 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.

vol. 16, ch. 23, Stahl, G. (2011i). Collaborating around the tabletop. International Journal of Computer-Supported Collaborative Learning. 6(4), 485-490. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 26, 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.

vol. 16, ch. 27, Stahl, G. (2012h). Traversing planes of learning. International Journal of Computer-Supported Collaborative Learning. 7(4), 467-473. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 28, Stahl, G. (2013g). Learning across levels. International Journal of Computer-Supported Collaborative Learning. 8(1), 1-12. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 29, Stahl, G. (2013h). Transactive discourse in CSCL. International Journal of Computer-Supported Collaborative Learning. 8(2), 145-147. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 30, Stahl, G., Law, N., & Hesse, F. (2013a). Collaborative learning at CSCL 2013. International Journal of Computer-Supported Collaborative Learning. 8(3), 267-269. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 31, Stahl, G., Law, N., & Hesse, F. (2013b). Reigniting CSCL flash themes. International Journal of Computer-Supported Collaborative Learning. 8(4), 369-374. Web: http://ijcscl.org/?go=contents.

vol. 16, ch. 32, 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.

vol. 16, ch. 33, 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.

vol. 16, ch. 34, 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.

vol. 16, ch. 35, 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.

vol. 16, ch. 35, 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.

vol. 16, ch. 36, 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.

vol. 16, ch. 38, Stahl, G. (2015h). A decade of CSCL. International Journal of Computer-Supported Collaborative Learning. 10(4), 337-344. Web: http://ijcscl.org/?go=contents.

17 Proposals for research

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

18 Overview and autobiographical essays

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

vol. 18, ch. 6, Stahl, G. (2009n). A career in informatics. Unpublished manuscript. Web: http://GerryStahl.net/personal/career.html.

vol. 18, ch. 7, Stahl, G. (2009o). Catch.Up.Me. Unpublished manuscript. Web: http://GerryStahl.net/personal/catch.up.me.html.

vol. 18, ch. 12, Lawless, D. (2020). Computer pioneer finds his passion in sculpture: Profile of Gerry Stahl. Cape Cod Chronicle. 2. Web: http://GerryStahl.net/pub/profile.pdf.

vol. 18, ch. 12, Stahl, A. M., & Stahl, G. (2020a). Historic coin finds at the Nickerson homestead. Unpublished manuscript. Web: http://GerryStahl.net/pub/coins.pdf.

vol. 18, ch. 12, Stahl, A. M., & Stahl, G. (2020b). Historic coin finds at the Nickerson homestead. Cape Cod Chronicle. Web: http://GerryStahl.net/pub/coinfinds.pdf.

19 Theoretical investigations

Stahl, G. (2019). Theoretical investigations. Philadelphia, PA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/investigations.

vol. 19, ch. 0, Stahl, G. (2021e). Theoretical investigations: Philosophical foundations of group cognition. New York, NY: Springer. Web: http://GerryStahl.net/elibrary/investigations. Doi: 10.1007/978-3-030-49157-4.

vol. 19, ch. 3, Jones, C., Dirckinck-Holmfeld, L., & Lindström, B. (2021). Investigation 3. A relational, indirect, meso-level approach to CSCL design in the next decade. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 3, pp. 65-84). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_3.

vol. 19, ch. 4, Suthers, D. D. (2021). Investigation 4. Technology affordances for intersubjective meaning making: A research agenda for CSCL In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 4, pp. 85-105). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_4.

vol. 19, ch. 5, Zemel, A., & Koschmann, T. (2021). Investigation 5. Recalibrating reference within a dual-space interaction environment. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 5, pp. 107-126). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_5.

vol. 19, ch. 6, Overdijk, M., Diggelen, W. v., Andriessen, J., & Kirschner, P. A. (2021). Investigation 6. How to bring a technical artifact into use: A micro-developmental perspective. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 6, pp. 127-147). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_6.

vol. 19, ch. 7, Ritella, G., & Hakkarainen, K. (2021). Investigation 7. Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 7, pp. 149-167). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_7.

vol. 19, ch. 8, Stahl, G. (2021f). Investigation 8. Thinking as communicating: Human development, the growth of discourses and mathematizing. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 8, pp. 169-176). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_8.

vol. 19, ch. 9, Öner, D. (2021). Investigation 9. Tracing the change in discourse in a collaborative dynamic-geometry environment: From visual to more mathematical. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 9, pp. 177-203). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_9.

vol. 19, ch. 10, Reimann, P. (2021). Investigation 10. Time is precious: Variable- and event-centered approaches to process analysis in CSCL research In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 10, pp. 205-222). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_10.

vol. 19, ch. 11, Damşa, C. I. (2021). Investigation 11. The multilayered nature of small-group learning: Productive interactions in object-oriented collaboration. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 11, pp. 223-256). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_11.

vol. 19, ch. 12, Çakir, M. P., Zemel, A., & Stahl, G. (2021). Investigation 12. The joint organization of interaction within a multimodal CSCL medium In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 12, pp. 257-290). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_12.

vol. 19, ch. 13, Looi, C.-K., So, H.-J., Toh, Y., & Chen, W. (2021). Investigation 13. The Singapore experience: Synergy of national policy, classroom practice, and design research. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 13, pp. 291-317). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_13.

vol. 19, ch. 14, Chan, C. K. K. (2021). Investigation 14. Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 14, pp. 319-354). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_14.

vol. 19, ch. 15, Stahl, G. (2021g). Investigation 15. A paradigmatic unit of analysis. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 15, pp. 357-377). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_15.

vol. 19, ch. 16, Stahl, G. (2021h). Investigation 16. Adopting group practices. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 16, pp. 379-395). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_16.

vol. 19, ch. 17, Stahl, G., Zhou, N., Çakir, M. P., & Sarmiento-Klapper, J. W. (2021). Investigation 17. Co-experiencing a shared world. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 17). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_17.

vol. 19, ch. 18, Stahl, G. (2021i). Investigation 18. From intersubjectivity to group cognition In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 18, pp. 417-438). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_18.

vol. 19, ch. 19, Stahl, G. (2021j). Investigation 19. The constitution of group cognition In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 19, pp. 439-449). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_19.

vol. 19, ch. 20, Stahl, G. (2021k). Investigation 20. Theories of shared understanding In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 20, pp. 451-464). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_20.

vol. 19, ch. 21, Stahl, G. (2021l). Investigation 21. Academically productive interaction In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 21, pp. 465-477). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_21.

vol. 19, ch. 22, Stahl, G. (2021m). Investigation 22. Supporting group cognition with a cognitive tool. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 22, pp. 479-492). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_22.

vol. 19, ch. 23, Stahl, G. (2021n). Investigation 23. Sustaining interaction in a CSCL environment. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 23, pp. 493-515). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_23.

vol. 19, ch. 24, Stahl, G. (2021o). Investigation 24. Viewing learning and thinking in groups. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 24, pp. 517-540). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_24.

vol. 19, ch. 25, Stahl, G. (2021p). Investigation 25. Structuring problem-solving. In G. Stahl (Ed.), Theoretical investigations: Philosophical foundations of group cognition. (ch. 25, pp. 541-567). New York, NY: Springer. Doi: https://doi.org/10.1007/978-3-030-49157-4_25.

20 Works of 3-D Form

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

21 Dynamic Geometry Game for Pods

Stahl, G. (2020). Dynamic geometry game for pods. Chatham, MA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/game/game.pdf.

vol. 21, Appendix A. Stahl, G. (2021q). Redesigning mathematical curriculum for blended learning. Education Sciences. 11(165), 1-12. Web: https://www.mdpi.com/2227-7102/11/4/165 and http://GerryStahl.net/pub/pods.pdf.

vol. 21. Appendix B. G. Stahl. (2025). Mathematical group cognition in the Anthropocene. In M. Danesi & D. Martinovic (Eds.), Mathematics and Education in an AI Era: Cognitive Science, Technological, and Semiotic Perspectives. New York: Springer. Web: http://GerryStahl.net/pub/anthro.pdf.

16. Chronological Listing of Essays with Volume and Chapter

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

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

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

vol. 7. ch. 8. (1979). G. Stahl. The Economic Facts of Unemployment.

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

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

vol. 3. ch. 4. (1993). G. Stahl. Supporting situated interpretation.

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

vol. 8. ch. 5. (1996). G. Stahl. Personalizing the Web.

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

vol. 7. ch. 17. (1998). G. Stahl. Software as a new art form.

vol. 7. ch. 16. (1998). G. Stahl. Software Semiotics.

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

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

vol. 8. ch. 6. (1999). G. Stahl. Supporting Personalization and Reseeding-on-demand.

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

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

vol. 3. ch. 9. (2000). G. Stahl. A model of collaborative knowledge-building.

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

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

vol. 3. ch. 11. (2002). G. Stahl. Contributions to a theoretical framework for CSCL.

vol. 3. ch. 7. (2002). G. Stahl. Groupware goes to school.

vol. 3. ch. 11. (2002). G. Stahl. Introduction: Foundations for a CSCL community.

vol. 3. ch. 10. (2002). G. Stahl. Rediscovering CSCL.

vol. 3. ch. 12. (2002). G. Stahl. Understanding educational computational artifacts across community boundaries.

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

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

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

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

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

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

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

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

vol. 9. ch. 2. (2006). G. Stahl. Engaging with engaged learning.

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

vol. 9. ch. 3. (2006). G. Stahl. Interview about chat.

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

vol. 11. ch. 14. (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. 16. ch. 2. (2006). G. Stahl and F. Hesse. Building knowledge in the classroom, building knowledge in the CSCL community.

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

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

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

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

vol. 4. ch. 1. (2008). G. Stahl. Chat on Collaborative Knowledge Building.

vol. 16. ch. 9. (2008). G. Stahl. The strength of the lone wolf.

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

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. 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. 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. 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. 18. ch. 6. (2009). G. Stahl. A Career in Informatics.

vol. 18. ch. 7. (2009). G. Stahl. Catch.up.me.

vol. 4. ch. 1. (2009). G. Stahl. A Chat About Chat.

vol. 9. ch. 7. (2009). G. Stahl. Collaborative learning through practices of group cognition.

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. 0. (2009). G. Stahl. Studying Virtual Math Teams.

vol. 4. ch. 28. (2009). G. Stahl. Toward a Science of Group Cognition.

vol. 4. ch. 2. (2009). G. Stahl. The VMT Vision.

vol. 16. ch. 12. (2009). G. Stahl. Yes we can!

vol. 16. ch. 14. (2009). G. Stahl and F. Hesse. Classical dialogs in CSCL.

vol. 16. ch. 15. (2009). G. Stahl and F. Hesse. Paradigms of shared knowledge.

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

vol. 7. ch. 0. (2010). G. Stahl. Essays in Social Philosophy.

vol. 15. ch. 0. (2010). G. Stahl. Global Introduction to CSCL.

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

vol. 1. ch. 0. (2010). G. Stahl. Marx and Heidegger.

vol. 17. ch. 0. (2010). G. Stahl. Proposals for Research.

vol. 2. ch. 0. (2010). G. Stahl. Tacit and Explicit Understanding in Computer Support.

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

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

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

vol. 16. ch. 23. (2011). G. Stahl. Collaborating around the tabletop.

vol. 8. ch. 0. (2011). G. Stahl. Essays in Personalizable Software.

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

vol. 11. ch. 15. (2011). G. Stahl. How I View Learning and Thinking in CSCL Groups.

vol. 10. ch. 1. (2011). G. Stahl. How to Study Group Cognition.

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

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

vol. 10. ch. 4. (2011). G. Stahl. Theories of cognition in CSCW.

vol. 16. ch. 20. (2011). G. Stahl and F. Hesse. CSCL in Asia.

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

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

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

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

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

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

vol. 16. ch. 28. (2013). G. Stahl. Learning across levels.

vol. 5. ch. 8. (2013). G. Stahl. Resources for Connecting Levels of Learning.

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

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

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

vol. 11. ch. 13. (2014). G. Stahl. The constitution of group cognition.

vol. 14. ch. 4. (2014). G. Stahl. Construct Dynamic Geometry Together.

vol. 14. ch. 2. (2014). G. Stahl. Explore Dynamic Geometry Together.

vol. 14. ch. 1. (2014). G. Stahl. GeoGebraBook: Construct Dynamic Geometry Together.

vol. 6. ch. 3. (2014). G. Stahl. Group cognition displayed.

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

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

vol. 14. ch. 1. (2015). G. Stahl. The Construction Crew Game.

vol. 16. ch. 38. (2015). G. Stahl. A decade of CSCL.

vol. 13. ch. 0. (2015). G. Stahl. Essays in Collaborative Dynamic Geometry.

vol. 9. ch. 0. (2015). G. Stahl. Essays in Computer-Supported Collaborative Learning.

vol. 10. ch. 0. (2015). G. Stahl. Essays in Group-Cognitive Science.

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

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

vol. 11. ch. 12. (2016). G. Stahl. From Intersubjectivity to Group Cognition.

vol. 11. ch. 9. (2016). G. Stahl. The group as paradigmatic unit of analysis: The contested relationship of CSCL to the Learning Sciences.

vol. 11. ch. 10. (2017). G. Stahl. Group practices: A new way of viewing CSCL.

vol. 20. ch. 0. (2018). G. Stahl. Works of 3-D Form.

vol. 18. ch. 12. (2020). A. M. Stahl and G. Stahl. Historic Coin Finds at the Nickerson Homestead.

vol. 18. ch. 12. (2020). A. M. Stahl and G. Stahl. Historic Coin Finds at the Nickerson Homestead.

vol. 21. ch. 0. (2020). G. Stahl. Dynamic Geometry Game for Pods.

vol. 19. ch. 0. (2021). G. Stahl. Theoretical Investigations: Philosophical Foundations of Group Cognition.

vol. 19. ch. 8. (2021). G. Stahl. Investigation 8. Thinking as Communicating: Human Development, the Growth of Discourses and Mathematizing.

vol. 19. ch. 12. (2021). M. P. Çakir, A. Zemel and G. Stahl. Investigation 12. The Joint Organization of Interaction Within a Multimodal CSCL Medium

vol. 19. ch. 15. (2021). G. Stahl. Investigation 15. A Paradigmatic Unit of Analysis.

vol. 19. ch. 16. (2021). G. Stahl. Investigation 16. Adopting Group Practices.

vol. 19. ch. 17. (2021). G. Stahl, N. Zhou, M. P. Çakir and J. W. Sarmiento-Klapper. Investigation 17. Co-experiencing a Shared World.

vol. 19. ch. 18. (2021). G. Stahl. Investigation 18. From Intersubjectivity to Group Cognition

vol. 19. ch. 19. (2021). G. Stahl. Investigation 19. The Constitution of Group Cognition

vol. 19. ch. 20. (2021). G. Stahl. Investigation 20. Theories of Shared Understanding

vol. 19. ch. 21. (2021). G. Stahl. Investigation 21. Academically Productive Interaction

vol. 19. ch. 22. (2021). G. Stahl. Investigation 22. Supporting Group Cognition with a Cognitive Tool.

vol. 19. ch. 23. (2021). G. Stahl. Investigation 23. Sustaining Interaction in a CSCL Environment.

vol. 19. ch. 24. (2021). G. Stahl. Investigation 24. Viewing Learning and Thinking in Groups.

vol. 19. ch. 25. (2021). G. Stahl. Investigation 25. Structuring Problem-Solving.

vol. 21. ch. 7. (2021). G. Stahl. Redesigning Mathematical Curriculum for Blended Learning.

vol. 7. ch. 21. (2021). G. Stahl. The Working of Aural Being in Electronic Music.

vol. 11. ch. 1. (2021). G. Stahl, T. Koschmann and D. Suthers. Computer-supported Collaborative Learning.

vol. 11. ch. 2. (2021). G. Stahl and K. Hakkarainen. Theories of CSCL.

vol. 11. ch. 3. (2021). R. Medina and G. Stahl. Analysis of  Group Practices.

vol. 11. ch. 7. (2021). G. Stahl. Investigation 1. Advancing a CSCL Vision.

vol. 11. ch. 8. (2021). G. Stahl. Investigation 2. A Theory of Group Cognition in CSCL.

vol. 1. Epilogue. (2022). Stahl, G. The working of sonic being in e-music. (Marx and Heidegger fifty years later).

vol. 10. ch. 3. (2023). G. Stahl. CSCL for the era of climate change.

vol. 21. Appendix A. (2025). G. Stahl. Mathematical group cognition in the Anthropocene. In M. Danesi & D. Martinovic (Eds.), Mathematics and Education in an AI Era: Cognitive Science, Technological, and Semiotic Perspectives. New York: Springer.

17. 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 five books, which contain my most important ideas related to my recent academic specialty, computer-supported collaborative learning (CSCL). In addition, I edited 16 collections of papers, which I self-published. These collected the best versions of the most important essays that were not already included in the five 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. Additional graphics were added for the 35th anniversary edition. Digital copies are available in html and pdf format at: http://GerryStahl.net/publications/dissertations/philosophy.

The dissertation considers the two most important philosophers of the past century. For each philosopher, I selected the early, mid-career and late publication that I considered most important. I analyzed them to see what Marx and Heidegger could learn from each other. I thereby developed an interpretation of each philosophy and a synthesis of their views, as I interpreted them for our times.

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.

After completing the dissertation, I published two journal articles related to the dissertation:

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.

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.

In 2021, during my retirement, I returned to the themes of these articles and wrote a new presentation of my views:

Stahl, G. (2021). The working of aural being in electronic music. In C. Rentmeester & J. R. Warren (Eds.), Heidegger and music. Rowman & Littlefield Publishers. Web: http://GerryStahl.net/pub/music.pdf.

I have appended this new discussion to my original dissertation because it shows strikingly how the ideas have persisted in my thinking over a period of almost fifty years, as well as how they have matured. This new presentation may be my clearest expression of the ideas of my philosophic views from the 1970s.

During my intervening academic career, I applied conceptual and methodological perspectives from Marx and Heidegger to the theory of CSCL (computer-supported collaborative learning), developing a theory of “group cognition.” 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—as I tried to indicate in my dissertation.

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. The theory drew heavily on Heidegger’s hermeneutic philosophy of interpretation. 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 (CSCW) and collaborative learning (CSCL). 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. The dead-ends of these software design efforts provide an implicit critique of AI, even when construed as “augmented intelligence” supporting human intelligence rather than claiming to duplicate or replace it. Mechanisms to support people and groups in sharing perspectives and negotiation of meaning were seen to be insufficient without new insights to how successful collaborative learning takes place, as gleaned through detailed analysis of dialog and interaction.

The flow of the book suggested starting the Virtual Math Teams Project to study 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 and leading to my next decade of research.

Subsequent research analyzed how groups established and maintained intersubjectivity and shared understanding by adopting group practices of interaction and of technology use—thereby extending and refining the theory of group cognition and verifying the hypotheses of this book.

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, instructional pedagogy, analytic methodology and philosophic theory. 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 computer-supported 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 Constructing Dynamic Triangles Together: The Development of Mathematical Group Cognition (2015)

In this fourth published volume 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.

A final fifth volume documenting the VMT Project was published in 2021—see eLibrary volume 19 below.

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 the syntax of German philosophical reflection in English sentences. Then, during my community organizing and grant writing 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. The 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 NASA 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 my 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; Part C presents concrete case studies, and it documents coding schemes that were developed within the VMT Project.

11 Essays in Philosophy of Group Cognition (2005-2021)

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

This volume contains my most important philosophical papers that are not included in volume 19. This includes the last essays I published.

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, adhering to guiding concepts from Euclid, standard geometry textbooks and the US 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 defining introduction to CSCL by Gerry Stahl, Tim Koschmann and Dan Suthers is the most cited paper in the CSCL field. Here is the 2022 version from the Cambridge Handbook of the Learning Sciences (third edition). In addition, the original 2006 first version is included; 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 (1993-2021)

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. Also included are proposals I wrote during my retirement for the Chatham Conservation Foundation to restore and preserve the local environment on Cape Cod.

18 Overview & Autobiographical Essays

This volume is intended to provide an overview of my writings and guide to the eLibrary. It also offers some documentation of my life as the author of these texts, including anecdotes and lists offering general autobiographical information.

19 Theoretical Investigations

This collection of essays investigating group cognition is the culmination of my research on CSCL in the VMT Project. A dozen theoretical papers originally published by international authors in ijCSCL are re-published here and commented on. As journal editor, I solicited and edited these articles. They are supplemented by eleven philosophical essays of mine, representing my most important theoretical statements. Introducing the volume are two new essays reflecting on the accomplishments of CSCL theory—articulating a vision of CSCL as a research field and sketching the philosophical foundations of group cognition.

The volume stresses a “post-cognitive” philosophic perspective (as defined in Investigation 15) as the context for a theory of group cognition appropriate for guiding CSCL research and practice. Investigation 1 summarizes the arguments for a post-cognitivist vision of CSCL as presented in the ijCSCL reprints, Investigations 3 to 14. Investigation 2 then discusses aspects of the theory of group cognition, building on a selection of editorial introductions to the ijCSCL issues that those articles came from.

Investigations 15 to 22 explore foundational issues, such as the unit of analysis, the nature of group practices, intersubjectivity, the co-experienced world, shared understanding and the role of artifacts in cognition at every level. The final three Investigations consider how longer sequences of interaction than typically analyzed by conversation analysis can lead to meaning making and mathematical problem solving in CSCL settings through pedagogical and analytic structuring of the interaction. The philosophic foundations of group cognition involve conceptualizations and analysis at many levels of time, assemblage, referential structure and theorizing.

20 Works of 3-D Form

My work in sculpture is documented with a catalog of all my works in clay, wood and plaster. Other works of 3-D design are also included, as are reflections on my artwork. This book provides an overview of the chronological development of my work in sculpture, including several studies of sculptural traditions and influential sculptors. My techniques for carving wood are illustrated. Theoretical reflections discuss my focus on “opening up” the materials to define the forms and spaces.

I try to keep the PDF version of vol. #20 up to date when I complete a new sculpture. I also create a video of the sculpture turning slowly around so it can be seen in 3-D.

21 Dynamic Geometry Game for Pods

This brief volume is a print version of the online GeoGebra interactive game for students in small pods or home-schooling to experience dynamic geometry in a hands-on, stimulating, collaborative approach. Also included is a journal article on adapting the approach of VMT to school conditions during the Corona virus pandemic.

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

* Videos of many of my sculptures in 3-D (revolving) 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

18. Reflections on the Volumes

H

aving reviewed and published the first 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 loses the train of presentation and gets lost in hyperspace. It is hard to get an overview of the structure or even return to an earlier page.

When I started organizing the e-Library it seemed that Kindle and its various competitors might be transforming the way we read, so I started to make versions specially formatted for Kindle or iBooks, as well as PDFs and Lulu paperback 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 to a printed version. To assist the reader in finding a referenced paper in the e-Library, this Overview volume lists the contents of each volume with the original references to its chapters, and also lists all my publications with pointers to where they appear 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.

In 2022 I added notes on volumes #19, #20 and #21.

#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 I 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 misinterpretations of their philosophies 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, Lukacs, Marcuse and 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 repeatedly 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 away 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, activity theory, actor-network 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) and Theoretical Investigations (vol. #19). 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 a researcher’s 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 next 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 (Queen Anne) 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, abstract 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—taking philosophy to the streets. 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 my name.

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. Collaborating users were expected to contribute to the hypermedia IBIS discussion of issues. (My advisor, Ray McCall was committed to the IBIS approach.) 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 through less formally structured typed discourse.

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. (This claim was tested in the dissertation through a “walk-through” facilitated by Clayton Lewis and Tammy Sumner).

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 automated 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 (Group Cognition). 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 (CSCL) 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. 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 by 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 2021, its Google citation count was 1,885. This far surpasses all my other publications except the chapter on CSCL co-authored with Tim and Dan (2,677), 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 353 citations. My total citation count is about 12,500—with an h-index of 45.

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, to its three sections and to 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 diverse 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 such a multiplicity 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 a 2019 view back, 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 now designed to do. The goal of collaborative knowledge building should be 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. Studying Virtual Math Teams 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. Theoretical Investigations presents a set of papers on theoretical aspects of the theory of group cognition and the VMT explorations. This series of subsequent volumes confirms 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. For the third edition, in 2021, Tim, Dan and I reviewed the presentation carefully and tweaked it to clarify the theoretical framework we were promoting.

In order to make the article more readily available to readers globally, I had it translated into several major languages. The original and third 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, #19).

#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 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. This is because most ethnomethodology studies assume that the practices being analyzed are already well established and widely adopted within the broad linguistic culture, whereas VMT is concerned with learning, as the adoption of practices that are new for the group of learners.

One could now look back over transcripts from 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 that 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 Ray McCall’s architectural design lab I was in (which paid my RA salary). I drafted the proposal from the Cognitive Science Institute that paid for my post-doc position.

After graduation, I worked with Bob Owens’ 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. The proposals are included in vol. #17.

During my retirement on Cape Cod, I served on the Board of the Chatham Conservation Foundation as Treasurer and started the Salt Marsh Task Force. Successful proposals for land and marsh restoration are included in volume #17.

#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 Information 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 present important observations: Murat Cakir presents graphical methods of sequential drawing as contributing to the intersubjective meaning making in coordination with the chat. Johann Sarmiento explores 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 key 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 comparable 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 quite 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 (reproduced in vol. #19).

#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 of years are focused on in this book.

- The book includes several examples of empirical analysis and references many more from the related VMT research.

- Included 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, bridging the individual, pair and social levels. It also considers Heidegger’s theory of the history of Being and the working of things, tying the nature of individual objects to world history. 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, relating collaborative understanding to individual modes of knowing.

- My work on software perspectives, such as individual, group and classroom perspectives in WebGuide (Stahl, 1999) proposes support for student participants to connect and move 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 diverse 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 out how little this has been done in theory (see Stahl, 2019b, Inv.2).

- 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, summarized in “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 requires being committed to the texts, where it was worked out.

#13. Essays in Collaborative Dynamic Geometry

The most advanced period of the VMT Project involved dynamic geometry. The project devoted considerable effort to developing the first (and still only) 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 Geometer’s 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 #13. 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 significant 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 (from vol. #6) 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 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.

In this volume, four versions of VMT dynamic-geometry curriculum are reproduced, with the most recent first:

1. The construction crew game. This is a first version of a video-game-based style. It was subsequently modified for use during the corona virus pandemic, as presented in volume #21.

2. Explore dynamic geometry together. This version was based on the analysis and recommendations in Translating Euclid and in Constructing Dynamic Triangles Together. It is a revised version of the curriculum used in the sessions reported in those volumes. It shows a response to the issues raised in those analyses.

3. Topics in dynamic geometry for virtual math teams. This version had several advanced topics. It included tutorials as an appendix, which has been eliminated from this volume to save space.

4. Dynamic-geometry activities with GeoGebra for virtual math teams. This was the first major curriculum version for dynamic geometry in VMT. It was used in WinterFest 2013. It included tutorials in VMT and GeoGebra, interspersed with the activities.

This volume includes the most detailed descriptions of the VMT technology, particularly in its oldest curriculum presentation with tutorials on how to use the features of the VMT environment. The technology evolved significantly from year to year, but most of its changing features are described here.

#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, but 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 to 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.

The VMT curriculum of GeoGebra sessions was revised in response to the analysis in this volume. 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

For related details and discussion, see volumes #14 and #21.

#16. Editorial Introductions to ijCSCL

I was the founding Editor-in-Chief of the International Journal of Computer-Supported Collaborative Learning (ijCSCL) 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 at Drexel 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. This later motivated the compilation of vol. #19. This reproduced twelve of my favorite ijCSCL articles. It also included two newly written overview chapters, which drew heavily from my editorial introductions.

Through the years, important themes from within the CSCL community are showcased and trends are documented in my intros to the quarterly journal issues. “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 has been updated to feature my 2021 publications, including the introductory essays of Theoretical Investigations and contributions to the International Handbook of CSCL.

It also includes 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.

This volume includes most of my papers that develop philosophical themes related to group cognition—except for the chapters included in volume #19. Although there is no systematic presentation of a philosophy of group cognition, central concepts of such a theory are not only explicated, but they are documented with analysis of interaction data from VMT sessions with small groups of students.

#18. Overview and Autobiographical Essays

The present volume provides personal background to my writings and these reflections from 2017-2021 on various aspects of the books or essays. My life and writings are documented with lists and timelines to help the reader follow the chronology of my activities and thinking in historical context.

The life and accomplishments projected by this collection of documents does not have the seamless flow of a traditional Bildungsroman, in which one grows into a well-defined success. However, it does seem to capture in some sense the interweaving of experiential paths that have contributed to who I have been.

#19. Theoretical Investigations

This is a self-contained book published by Springer in the Computer-Supported Collaborative Learning series #19. A number of theoretical papers originally published in ijCSCL by international CSCL researchers and labs 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. This book includes key statements of my views on the philosophic foundations of group cognition, written during the last stages of the VMT Project.

In re-reading the compilation of essays, I am struck by how clearly they argue for a post-cognitive philosophy, rejecting many assumptions of earlier research focused on individual minds and mental representations. They also point to many dimensions of an approach to CSCL that differs from traditional educational research. The elements of a systematic philosophic foundation for group cognition seem to be present, although they are not necessarily presented as a rigid system. In some senses, the theory is post-modern as well as post-cognitive; the key factors and concepts are dialectically intertwined and subject to interpretation from situated perspectives.

#20 Works of 3-D Form

Taken as a whole, the volume indicates an approach to sculpture during my lifetime as I attempted to define a style appropriate to my position in history. My exploration of sculpture went back to prehistoric examples—from the earliest known figures to Greek, African and Latin American cultures. In addition, I studied the modern masters of sculpture: Rodin, Brancusi, Giacometti, Degas, Moore. Although my specialty was always wood carving, I also tried realistic modeling, ceramic sculpture, plaster and bronze cold casting with plastics. My carvings gradually evolved, becoming more complex and increasingly opening up the original log.

Volume #20 includes reflections on my philosophy of sculpture, tied to my own works and explorations.

When I returned home from two months away in Spring 2020, I was delighted to be back with my sculptures and amazed at how many I had created during my retirement. My recent wood carvings are arrayed in front of me in the living room and I was struck how different they are from one another. As I roamed through the house, I encountered more sculptures—wood, ceramic and cast. I enjoy living with my sculptures, as do most sculptors probably. I especially like to spend time sitting in front of my latest creation to better understand it.

#21 Dynamic Geometry Game for Pods

Volume #21 translates the learning of traditional Euclidean geometry into an engaging, stimulating and collaborative experience for online pods of students or for individual home-schooled students. The Game consists of several levels of play, each with a set of Challenges to do together online. Working through the challenges introduces students to dynamic geometry using the GeoGebra app.

The curriculum presented in this volume is a revision of the GeoGebra tasks used in the final field trials of VMT, as reported for instance in Volume 6. The analysis detailed in “Constructing Dynamic Geometry Together” suggested the approach, sequence of tasks and wording included in this Game.

At the end of this volume is an academic article that discusses how this game can be a model of curriculum for “blended learning,” which combines teacher-led classroom instruction and student-centered collaborative learning.

Volume #21 was the final product of the VMT effort, motivated by the corona virus pandemic, which made computer-supported learning an urgent requirement for schooling around the world.

Part V. Detailed CV

Gerry Stahl

Professor Emeritus

College of Computing & Informatics

Drexel University

Philadelphia, PA, USA

Gerry@GerryStahl.net (email)

http://GerryStahl.net (web)

Education

University of Colorado

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

Northwestern University

1975

Ph.D. in Philosophy

dissertation: "Heidegger and Marx"

1971

M.A. in Philosophy

University of Frankfurt

1973

Graduate study

critical social theory

University of Heidelberg

1968

Graduate study

continental philosophy

Massachusetts Institute of Technology (MIT)

1967

B.S. in Humanities & Science

mathematics & philosophy

Professional Experience

Professor Emeritus

Sept. 2014-

College of Computing & Informatics, Drexel University, Philadelphia, PA

Research Full Professor

2012-2014

College of Computing & Informatics, Drexel University, Philadelphia, PA

Associate Professor with tenure

2008-2012

The iSchool, Drexel University, Philadelphia, PA

Associate Professor

2002-2008

College of Information Science & Technology, Drexel University, Philadelphia, PA

Visiting Research Scientist

2001-2002

BSCW Development Team, CSCW Department, GMD & Fraunhofer Institute Bonn, Germany

Assistant Research Professor

1999-2001

Department of Computer Science and Institute of Cognitive Science, Boulder, CO

Post-Doctoral Research Fellow

1996-1999

Center for LifeLong Learning & Design, Boulder, CO

Director of Software R&D

1993-1996

Owen Research Inc., Boulder, CO

Graduate Research Assistant

1991-1993

College of Environmental Design, Boulder, CO

Intern Interface Developer

1990-1991

US West Advanced Technology, Denver & Boulder, CO

Computer Science Instructor & Teaching Assistant

1989-1990

University of Colorado, Boulder, CO

Executive Director

1985-1988

Community Computerization Project, Philadelphia, PA

Researcher

1983-1985

Institute for the Study of Civic Values, Philadelphia, PA

Neighborhood Development Planner

1979-1983

Southwest Germantown Community Development Corporation, Philadelphia, PA

Community Organizer & VISTA Supervisor

1978-1979

Philadelphia Council of Neighborhood Organizations, Philadelphia, PA

Volunteer Researcher

1977-1978

Philadelphia Unemployment Project, Philadelphia, PA

Computer Systems Programmer/Analyst

1974-1977

Temple University, Philadelphia, PA

1970-1974

Northwestern University, Evanston, IL

1969-1970

Temple University, Philadelphia, PA

Mathematics Teacher

1968

Bartram High School, Philadelphia, PA

Research Intern

Summer 1966

Brown Bovari Cie, Baden, Switzerland

Programmer Consultant

Summer 1965

Computer Center, University of Pennsylvania, Philadelphia, PA

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 a 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 a 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. (2021). 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.

Stahl, G. (2020). Dynamic geometry game for pods. Chatham, MA: Gerry Stahl at Lulu. Gerry Stahl's assembled texts #21. Web: http://GerryStahl.net/elibrary/game/game.pdf.

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

38

3/16/20

40

4/3/21

42

9/29/21

44

12/31/21

45

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

5

2018

4

2019

1

2020

4

2021

9

total

385

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): Henry 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.

Notes & Comments

Table of Contents

Contents

Part I: Introduction to My Life and Writings

1. Intro to My Life

2. Intro to My Research & Writings

Part II. Autobiographical Essays

3. Catch.Up.Me (2009)

4. Union Organizing at Temple (1975-1977)

5. Community Development in Philadelphia (1978-1985)

6. Rehabbing My First House (1980-1989)

7. A Career in Informatics (2009)

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

9. Retirement Activities in Chatham (2014-2021)

Part III: Autobiographical Documentation

10. My Timeline

11. Homes Where I Have Lived

12. Travels Abroad

13. Academic Conferences and Presentations

14. Education

Part IV: Overview of My E-Library

15. E-Library Volumes

16. Chronological Listing of Essays with Volume and Chapter

17. Summaries of the Volumes

18. Reflections on the Volumes

Part V. Detailed CV

Notes & Comments