The Case for Dynamic Models of Learners' Ontologies in Physics

We cannot really understand how to create computer support for collaborative learning without first becoming clearer about what we mean by communication, collaboration, and learning. After distinguishing several conceptions of communication, and highlighting transformative communications for learning, I consider how, via broadband telepresence, distributed multimedia learning environments may establish such communications by adequately acknowledging the social and material embeddedness of everyday communication. I then describe high-priority areas for advancing this agenda: in sociocultural theory, in examining conceptual change by means of conversational analysis, and in technically establishing affordances of tools to sustain and potentially enhance joint activity beyond the here-and-now and the face-to-face.