Documenting argumentation (i.e., design rationale) has great potential for serving design. Despite this potential benefit, our analysis of Horst Rittel's and Donald Schon's design theories and of our own experience has shown that there are the following fundamental obstacles to the effective documentation and use of design rationale: (a) A rationale representation scheme must be found that organizes information according to its relevance to the task at hand; (b) computer support is needed to reduce the burden of recording and using rationale; (c) argumentative and constructive design activities must be linked explicitly by integrated design environments; (d) design rationale must be reusable. In this article, we present the evolution of our conceptual frameworks and systems toward integrated design environments; describe a prototype of an integrated design environment, including its underlying architecture; and discuss some current and future work on extending it.

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Component-based software development (CBSD) involves multiple roles. Framework builders create the infrastructure for components to interact; developers identify suitable domains and develop new components for them; application assemblers select domain-specific components and assemble them into applications; and end users employ component-based applications to perform daily tasks [7].

Hypertext systems and other complex information stores offer little or no guidance in helping users find information useful for activities they are currently engaged in. Most users are not interested in exploring hypertext information spaces per se but rather in obtaining information to solve problems or accomplish tasks. As a step towards this we have developed the JANUS design environment. JANUS allows designers to construct artifacts in the domain of architectural design and at the same time to be informed about principles of design and the reasoning underlying them. This process integrates two design activities: construction and argumentation. Construction is supported by a knowledge-based graphical design environment and argumentation is supported by a hypertext system. Our empirical evaluations of JANUS and its predecessors has shown that integrated support for construction and argumentation is necessary for full support of design. KEYWORDSHypertext, knowledge-based systems, construction, argumentation, informed design, human problem-domain communication, construction kits, design environments, issuebased information systems (IBIS), procedural hierarchy of issues (PHD methodology.

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Abstract:Computer-Supported Collaborative Learning (CSCL) is the field concerned with how Information and Communication Technology (ICT) might support learning in groups (co-located and distributed). The chapter surveys key studies, common technologies, and significant events in the field. It presents basic concepts, multiple perspectives, and emerging trends in CSCL. A main distinction is drawn between the systemic and the dialogical approach to research. The former is rooted in the cognitive perspective on learning and the latter the sociocultural perspective on learning and development. Design-based research is prominent in the field and we differentiate pedagogical and technology design as two means to scaffold research, collaboration and learning.

This paper explores pedagogical practices and participants' engagement in learning activities during the first international Massive Open Online Course (MOOC) offered by the University of Oslo through the FutureLearn platform in 2015. The data were collected using pre-and post-course surveys and participant observations. We used the acquisition and participation metaphors of learning proposed by Sfard (1998) as a conceptual framework to inform our analyses and discussions. The data indicated that new pedagogical practices are in the making for online learning, involving elements of existing practices and radically new ones. The instructors had sole authority in developing and curating course contents, thus following the acquisition metaphor of teaching and learning. In addition, the data indicated that, overall, the learners had a positive experience of learning by participating in the MOOC. The learners engaged in online discussion forums, interacting asynchronously with fellow learners and mentors. The discussion forums promoted knowledge sharing and collaborative learning activities among diverse groups (joiners, surveyors, and social learners). The apparent contradiction between teaching according to the acquisition metaphor and the learners' preferences for the participation metaphor was resolved by some of the learners through self-organised scaffolding. The teachers did not interact enough with the learners and so, to compensate, some learners took on facilitating roles. We discuss our findings in terms of the related work and contemporary trends in online learning and higher education research, including learning analytics, formative assessment, personalization, collaboration support, and lifelong learning.