People implicitly negotiate use of representations during learning, even in distributed online settings, but due to the temporally and spatially distributed nature of interaction, special analytic tools are required to uncover the development of representational practices in such settings. In this paper we show how logs of online activity can be analyzed to recognize patterns in use of representations and show how negotiated representational practices affect how learners collaborate and influence each other.
['Richard Medina', 'Daniel D. Suthers']
Bringing representational practice from log to light