See literature on deliberative democracy and collaborative planning for explanation of the deliberative processes and the discursive mechanism, for example Dryzek (2000).
KnowSEC supports collaborative decision making by explanation interfaces that are generated by declarative SPARQL queries.
(3) The project applied constructivist didactic practices (pre-knowledge stimulation and assessment, interactivity, inquiry-based and problem-setting learning, discovery learning, social exchange, and collaborative learning; exploration rather than explanation or simple information giving; attention to changes of ideas and conceptual restructuring and to the awareness of them, etc).
Additionally, it has been argued that depending on what kind of question is being asked (e.g., evolutionary origin vs. evolutionary differences), explanations will involve collaborative or competing roles of selection and drift (Rosenberg and McShea 2008).
The study introduces an analytic tool for untangling the processes of explanation-building in collaborative inquiry which takes a synchronous and diachronic approach to communicative and cognitive processes of student discourse.
That is, the professors need to: move away from the traditional role of the professor by reducing the time for explanations and increase collaborative spaces by developing projects in the classroom, planning and preparing activities in advance, and expanding the formative space through the ICTs (debates, online activities, shared resources, etcetera), among others.
In this way, we will generate preliminary explanations of how collaborative work occurs and how the target routines are perpetuated and shaped by both human agency and the functionality of the EPR.
Linking a simplified DISC-analysis to the evaluation of single interventions in (school) health promotion based on a collaborative effort, may add to the explanation of the results of such an evaluation study.
From a cognitive perspective (e.g., King, 1997), performing activities that seem to occur naturally in collaborative learning situations, such as giving explanations or asking questions, are assumed to change participants' cognitive structures.
We do so in order to demonstrate the value of these complementary perspectives for understanding collaborative learning processes and to suggest different explanations of why unproductive social activity sometimes persists and possibilities for interrupting such dynamics.
Set to the theme of "The Twilight Zone," the collaborative venture, fittingly titled "Noble Gas," is a scientific explanation of human origins.
