. CSCL 97 Computer Support for Collaborative Learning '97
Ontario Institute for Studies in Education
University of Toronto, Canada
December 10-14, 1997

Registration Information

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A general strike at Canada Post has stopped all mail delivery in Canada as of November 20. Please use the online registration form or FAX to send your registration request for this conference. Consult the Registration section for further contact information.

NOTE: You must make your hotel reservations by November 25 to receive the CSCL discount rate!

Welcome
Committees
 Steering Committe
 Program Committe
Program of Events
 Invited Conversations
 Tutorials
 Panels
 Plenary Sessions
  1. Environments for Collaboration and Learning (I)
 2. Studies of Collaboration and Learning (I)
 3. Studies of Collaboration and Learning (II)
 Parallel Sessions
 1. Making Domains/Activity/Thinking Visible
 2. Design and Use of Virtual Agents/Spaces
 3. Distributed Computing and Social Organization (I)
 4. Environments for Collaboration and Learning (II)
 5. Collaboration and Interactional Resources
 6. Tools and the Structure of Activity (I)
 7. Steps Towards Integration
 8. Studies of Collaboration and Learning (III)
 9. Distributed Computing and Social Organization (II)
 10. Tools and the Structure of Activity (II)
 Posters
 Doctoral Consortium
Schedule of Dates and Times
Registration
 Fees
 Payment
 Information
About Toronto
 Conference Hotels
 Transportation
 Parking
 Weather
 Exchange Rates

Welcome

You are cordially invited to attend Computer Support for Collaborative Learning ’97, to be held at the Ontario Institute for Studies in Education/ University of Toronto December 10-14, 1997. CSCL ’97 is the second international conference devoted to the exploration of the uses of technology in collaborative instruction and learning.

Participation in this conference is invited from designers, educators, researchers, and students in a diverse set of disciplines including: education, cognitive and educational psychology, didactics, computer science, anthropology, sociology, speech communication, semiotics, technology design, linguistics, engineering, and ergonomics.

Topics of Interest

CSCL ’97 topics of interest include, but are not limited to:

Conference Committees

CSCL 97 Steering Committee

CSCL ’97 Program Committee

Program of Events

Invited Conversations

An Invited Conversation with Mike Cole

Michael Cole is Professor of Communication and Psychology and Director of the Laboratory of Comparative Human Cognition (LCHC) at the University of California, San Diego. He is an elected member of the National Academy of Education. Dr. Cole is an editor of Mind, Culture, and Activity and of the Journal of Russian and East European Psychology (formerly Soviet Psychology). His extensive writings include the recently published Cultural Psychology: The Once and Future Discipline (Harvard University Press). He was instrumental in developing the “X-lists” (i.e., XLCHC, XMCA), a vital forum for the exchange of ideas about learning, language, culture, and activity. He was the principal investigator for the Fifth Dimension (5thD) Project, an early and important application of CSCL.

An Invited Conversation with Carl Bereiter

Carl Bereiter is a professor in the Centre for Applied Cognitive Science and the Department of Applied Psychology at the University of Toronto. He is a member of the National Academy of Education and twice a fellow of the Center for Advanced Study in the Behavioral Sciences. His books include Teaching Disadvantaged Children in the Preschool (1966, with Siegfried Engelmann), Arithmetic and Mathematics (1968), Thinking Games (1975, with Valerie Anderson), The Psychology of Written Composition (1987, with Marlene Scardamalia), and Surpassing Ourselves: An inquiry into the nature and implications of expertise (1993, also with Marlene Scardamalia).

Along with Marlene Scardamalia, he is pursuing a program of research and development aimed at two main educational objectives: (1) to increase the quality of the knowledge students acquire, and (2) to develop their competencies in dealing with knowledge as an object. Their work related to these ranges from studies of children's scientific conceptions and how they are affected by new information to the design of software environments to support collaborative knowledge building.

A Flying Circus on Collaborative Tailoring of Educational Objects

Roy D. Pea, SRI International
Jeremy Roschelle, University of Massachusetts
Mark Schlager, SRI International
Chris DiGiano, SRI International
Patricia Schank, SRI International
David Weksler, Swarthmore College

Tutorials

Both tutorials will be offered multiple times, but enrollment will be limited in each section to increase interactivity and to ensure that all participants have an opportunity to acquire practical experience. The registration fee for tutorials is separate from the conference registration.

I Studying Interaction in Collaborative Settings: Data Acquisition
Mike Sipusic
University of California at Berkeley

Participants in this tutorial will learn how to operate a video camera and microphones to capture research-quality images and sound through video-based materials and hands-on exercises. This instruction will cover use of camcorder features (like manual focus and zoom) as well as videography issues such as camera angle, placement, and movement, lighting, microphone placement etc. In addition to these videography basics, participants will need to learn to "plan a shoot" and to make decisions about what to change while the classroom session is occurring. We will ask participants to describe the kinds of research they intend to perform, and will lead an interactive discussion of appropriate shooting plans, and likely on-the-spot adaptations that will be necessary. Participants will have opportunities to practice these skills by filming other participants engaged in on-going workshop activities. After completing this segment, participants will become aware of common problems in classroom videography, and will be able to operate a camera and microphone so as to capture high quality images and sound. Issues pertaining to acquiring informed consent will also be discussed.

Mike Sipusic began his career as a videographer documenting high school students using a computer simulator based lab in geometric optics. While at the Institute for Research on Learning, he helped design computer-based video analysis tools. He developed the two camera, real-time mixing, shooting technique for classroom videotapes for the Video Portfolio Project, which studied the feasibility of using teacher constructed portfolios of classroom videotape as a data stream for the National Board of Professional Teaching Standards. Subsequently, he created a how-to-shoot-classroom-video (Sipusic, 1996). Mr. Sipusic's dissertation research at the University of California at Berkeley is on a teacher video club which used those classroom videotapes to "talk shop" about classroom teaching. He has previously presented components of this workshop at AERA '95 (San Francisco, CA).

II Studying Interaction in Collaborative Settings: Data Analysis
Timothy Koschmann
Southern Illinois University School of Medicine

This tutorial will take up issues of how to analyze previously-acquired video data. This will include methods for cataloging field data and ways of using technology to annotate video records. We will use a particular set of transcription conventions used in Conversation Analysis and sometimes referred to as the "Jeffersonian system". These conventions are well-established and widely used in discourse research. By including notation for pause duration, voice inflection, and hand gestures, these conventions provide a means for "opening up" the interaction, in the same way that "fine-grained" aspects of an object can be discerned when viewed through a magnifying glass. Participants will receive hands-on experience logging and transcribing data.

Timothy Koschmann has a BA in Philosophy, a Masters in Psychology and a Ph.D. in Computer Science (IIT). He is an Associate Professor at Southern Illinois University School of Medicine where he does research on collaborative learning and the uses of technology therein. He is the editor of a recently published book on CSCL (CSCL: Theory and Practice of an Emerging Paradigm, Lawrence Erlbaum Associates, 1996). Dr. Koschmann has presented tutorials at numerous meetings, including InterCHI '93 (Amsterdam), HCI '93 (Loughborough, U.K.), ED-MEDIA '94 (Vancouver, B.C.), East/West HCI '94 (St. Petersburg, Russia), CSCW '94 (Chapel Hill, NC), and CSCL '95 (Bloomington, IN).

Panels

Teacher Issues and CSCL
Jan Hawkins, Center for Children and Technology, New York

Virtual Universities and the Possibilities for Collaborative Learning
Tim O’Shea, Institute of Educational Technology, Open University

CSCL and Multimedia
Ron Baecker, Computer Systems Research Institute, University of Toronto

Where Do We Go from Here?

Plenary Sessions

1. Environments for Collaboration and Learning (I)

A Scalable Model of Collaborative Learning: The Virtual High School Consortium
Sherry Hsi1 and Robert Tinker2
1School of Education, University of California, Berkeley, and 2The Concord Consortium

The Progress Portfolio: Promoting Reflective Inquiry in Complex Investigation Environments
Ben Loh, Josh Radinsky, Brian J. Reiser, Louis M. Gomez, Daniel C. Edelson, and Eric Russell, Northwestern University

Designing a Video-Mediated Collaboration System Based on a Body Metaphor
Hiroshi Kato1, Keiichi Yamazaki2, Hideyuki Suzuki1, Hideaki Kuzuoka3, Hiroyuki Miki4, and Akiko Yamazaki5
1C&C Media Research Laboratories, NEC Corporation, 2Faculty of Liberal Arts, Saitama University, 3Institute of Engineering Mechanics, University of Tsukuba, 4Media Laboratories, Oki Electric Industry Co. Ltd., and 5Nursing School of Douai Hospital

2. Studies of Collaboration and Learning (I)

Information Ecology of Collaborations in Educational Settings: Influence of Tool
Mark Guzdial, EduTech Institute and GVU Center, College of Computing, Georgia Institute of Technology

Cognitive Facilitation: A Method for Promoting Reflective Collaboration
John R. Frederiksen1 and Barbara Y. White2
1Educational Testing Service and 2University of California, Berkeley

Developing a Culture Of Inquiry in Computer-Supported Collaborative Learning
Lipponen Lasse and Kai Hakkarainen
Department of Psychology, University of Helsinki, Finland

3. Studies of Collaboration and Learning (II)

Construction of Shared Knowledge During Collaborative Learning
Heisawn Jeong and Michelene T. H. Chi
Learning Research and Development Center, University of Pittsburgh

Individual and Collective Activities in Educational Computer Game Playing
Victor Kaptelinin1 and Michael Cole2
1Umeå University, Sweden and 2University of California, San Diego

Divisions of Labor in Computer-Assisted Design: A Comparison of Cases from Work and School
Reed Stevens, University of California, Berkeley

Parallel Sessions

You will need the Acrobat Reader plug-in to view and print these documents.

Click the pdf icon, if present, to view or print any of the following papers.

1. Making Domains/Activity/Thinking Visible

Using Argument Representations to Make Thinking Visible for Individuals and Groups
Philip Bell, Cognition and Development Area, Graduate School of Education, University of California, Berkeley

Active and Supportive Computer-Mediated Resources for Student-to-Student Conversations
Noel Enyedy, Phil Vahey, and Bernard R. Gifford,
Education of Mathematics, Science and Technology, Graduate School of Education, University of California, Berkeley

Supporting the Distributed Synchronous Learning of Probability: Learning from an Experiment
Eileen Scanlon1, Tim O’Shea1, Randall Smith2 and Yibing Li1
1Institute of Educational Technology, Open University and 2Sun Microsystems

2. Design and Use of Virtual Agents/Spaces

MOOSE Goes to School: A Comparison of Three Classrooms Using a CSCL Environment
Amy Bruckman, College of Computing, Georgia Institute of Technology

The Virtual Participant: Lessons to be Learned from a Case-Based Tutor’s Assistant
Simon Masterton, Knowledge Media Institute, Open University

Interactive Cooperative Learning System Based on Virtual Shared Space: HyCLASS
Katsumi Hosoya1, Akihisa Kawanobe1, Susumu Kakuta1, and Munish Sharma2,
1Nippon Telegraph and Telephone Corporation and 2Department of Electrical and Computer Engineering, University of Toronto

3. Distributed Computing and Social Organization (I)

Supporting Learners in a Remote CSCL Environment: The Importance of Task and Communication
David Graves and Maria Klawe
Department of Computer Science, University of British Columbia

TAPPED IN: A New On-line Teacher Community Concept for the Next Generation of Internet Technology
Mark S. Schlager and Patricia K. Schank
SRI International

Ninth Graders’ Use of a Shared Database in an Internet Research Project: Issues of Collaboration and Knowledge-Building
Jeff Kupperman, Raven Wallace, and Nathan Bos
School of Education, University of Michigan

4. Environments for Collaboration and Learning (II)

Design, Collaboration, and Computation: the design studio as a model for computer-supported collaboration in mathematics
David Williamson Shaffer
MIT Media Laboratory

Complementary Roles of Software-based Scaffolding and Teacher-Student Interactions in Inquiry Learning
Iris Tabak and Brian J. Reiser
Northwestern University

Students’ Construction of Scientific Explanations in a Collaborative Hyper-Media Learning Environment
Jun Oshima
Faculty of Education, Shizuoka University

5. Collaboration and Interactional Resources

Emergent Global Cueing of Local Activity: Covering in Music
Nick V. Flor1 and Paul P. Maglio2
1Graduate School of Industrial Administration, Carnegie Mellon University and 2IBM Almaden Research

Identity Formation/Transformation as the Process of Collaborative Learning Through AlgoArena
Hideyuki Suzuki and Hiroshi Kato
C&C Media Research Laboratories, NEC Corporation

Measuring the Meaning Conveyed by a Glance or a Gesture in a Computer Supported Collaborative Learning Environment
Denise Whitelock and Eileen Scanlon
Institute of Educational Technology, Open University

6. Tools and the Structure of Activity (I)

How Activities Foster CMC Tool Use in Classrooms
Barry J. Fishman and Louis M. Gomez2
1University of Michigan and 2Northwestern University

Using Mobile Computing to Enhance Field Study
Robert Rieger and Geraldine Gay
Interactive Media Group, Department of Communication, Cornell University

Supporting Collaborative Project-Based Learning on the WWW
Douglas R. Ward1 and Esther L. Tiessen2
1MC2Learning Systems Inc. and 2Simon Fraser University

7. Steps Towards Integration

Integrating and Guiding Collaboration: Lessons Learned in Computer-Supported Collaborative Learning Research at Georgia Tech
Mark Guzdial1, Cindy Hmelo2, Roland H─uuml;bscher1, Kris Nagel1, Wendy Newstetter1 , Sadhana Puntambekar1, Amnon Shabo1, Jennifer Turns3, and Janet L. Kolodner1
1EduTech Institute, College of Computing Georgia Institute of Technology, 2Learning Research and Development Center University of Pittsburgh, and 3EduTech Institute, Center for Human-Machine Systems Research, School of Industrial and Systems Engineering, Georgia Institute of Technology

Roles of a Case Library as a Collaborative Tool for Fostering Argumentation
Janet L. Kolodner1, Baruch Schwarz2, Reuma DeGroot Barkai2, Edith Levy-Neumand2, Anna Tcherni2, and Anat Turbovsk2
1EduTech Institude, College of Computing, Georgia Institute of Technology and 2School of Education, Hebrew University

An Integrated Approach to Implementing Collaborative Inquiry in the Classroom
Daniel D. Suthers, Eva Erdosne Toth, and Arlene Weiner
Learning Research and Development Center, University of Pittsburgh

8. Studies of Collaboration and Learning (III)

Two Empirical Studies of Computer-Supported Collaborative Learning in Science: Methodological and Affective Implications
Kim Issroff1, Eileen Scanlon2 and Ann Jones2
1Higher Education Research and Development Unit, University College London, UK and 2Institute of Educational Technology, Open University

An International Approach to Developing Information Technology (IT) Literacy in Schools Based on Critical Consciousness
Ana Jurema and Maureen O’Rourke
International Connectivity and Capacitation, Federal University of Alagoas, Brasil

KidCode: Using Email to Structure Interactions for Elementary Mathematics Instruction
Michelle Baker1, Judith Levy Cohen2 and Babette Moeller3
1Intellinet Inc., 2Mathematics Department, Collegiate School, and 3The Center for Children and Technology

9. Distributed Computing and Social Organization (II)

Facilitating Collaborative Learning in Distributed Organizations
Jim Greer, Gordon McCalla, Vive Kumar, Jason Collins, Paul Meagher
ARIES Laboratory, Department of Computer Science, University of Saskatchewan, Canada

Computer Supported and Collaborative Conflict Resolution: Shalom/Salaam
Barb Stuart, Center for Lifelong Learning and Design and Institute of Cognitive Science, University of Colorado, Boulder

10. Tools and the Structure of Activity (II)

JavaCAP: A Collaborative Case Authoring Program on the WWW
Amnon Shabo, Kris Nagel, Mark Guzdial, and Janet Kolodner
EduTech Institute, College of Computing, Georgia Institute of Technology

The Mission to Mars Webliographer: A Principled Approach to the Design of a CSCL Tool
Anthony J. Petrosino, Jay Pfaffman and the Cognition and Technology Group
Vanderbilt Learning Technology Center, Vanderbilt University

Intra-group and Inter-group: An Exploration of Learning with Complementary Collaboration Tools
Sadhana Puntambekar, Kris Nagel, Roland H─uuml;bscher, Mark Guzdial and Janet L. Kolodner
EduTech Institute, College of Computing, Georgia Institute of Technology

Posters

This list of accepted posters and demonstrations for the conference is in alphabetical order by the first author named. You will need the Acrobat Reader plug-in to view and print these documents.

Click the pdf icon, if present, to view or print any of the following papers.

Demonstrations

Telementoring: community-school collaboration
Melanie Goldman, BBN Corporation

Tools for Collaborative Teaching in Netseminars and Netcourses
Sherry Hsi1, George Collison2, and Robert Tinker2
1University of California at Berkeley, Cognition and Development Area, School of Education, Berkeley, CA and 2The Concord Consortium, Concord, MA

Zebu: WWW-based educational groupware
Esther L. Tiessen1 and Douglas R. Ward2
1Simon Fraser University and 2MC2 Learning Systems Inc.

Posters

InterSim: Supporting Face-to-Face Collaborative Design
Ernesto Arias 1,3 and Hal Eden 1,2
1Center for LifeLong Learning and Design, 2Department of Computer Science and 3College of Architecture and Planning, University of Colorado, Boulder

CSCL, University Teaching, and the Collective Construction of Knowledge
Marion A. Barfurth
Département des Sciences de l’Éducation, Université du Québec à Hull

Inquiry Activity Systems or School Science: Where’s the Learning?
Bill Barowy, TERC, and Nancy Roberts, Lesley College

SMART Play:Collaboration, communication, and creativity in the classroom
Brigid Barron
School of Education, Stanford University

Collaborative Learning in Humanities: Analyses of CMC Interactions in Tutorials
Canan Blake (né Tosunoglu)1, Eileen Scanlon1 and Rosemary O’Day2
1Institute of Educational Technology and 2Arts Faculty, The Open University

Capitalizing on Multiple Perspectives to Build Knowledge Communities
Sean P. Brophy, John D. Bransford, and Daniel L. Schwartz
Learning Technology Center, Vanderbilt University

ACT: Asynchronous Collaboration Tool
Bill Dueber and Tom Duffy
Indiana University, Bloomington

Supporting Collaborative Project-Based Learning on the WWW
Hal Eden1 and Stevan Kalmon2
1Center for LifeLong Learning and Design, Department of Computer Science, Institute of Cognitive Science, University of Colorado and 2New Vista High School, Boulder Valley School District, Boulder, CO

A WEB-based environment supporting collaborative thematic discussions with personal and restricted access spaces
Bruno Emond and Marion A. Barfurth
Département des Sciences de l’Éducation, Université du Québec à Hull

Virtual-U: An Example-in-Practice
Chris Groeneboer1, Denise Stockley1, and Tom Calvert2
1School of Computing Science and 2Faculty of Education, Simon Fraser University

Interrogative process of inquiry and computer-supported collaborative learning
Kai Hakkarainen
Department of Psychology, University of Helsinki

Project-based science learning in networked environment: Analyzing cognitive and social processes of collaborative learning
Päivi Häkkinen1, Anneli Eteläpelto1, and Helena Rasku-Puttonen2
1Institute for Educational Research and 2Department of Teacher Education, University of Jyväskylä, Finland

SpeakEasy: A Structured Multimedia Discussion Tool for Learning
Christopher M. Hoadley and Sherry H. Hsi
University of California at Berkeley, Graduate Group in Science and Math Education (SESAME)

The dynamic of students motivational orientation and the quality of cognitive activity in a computer supported collaborative learning project
Sanna Järvelä1, Kai Hakkarainen2, Markku Niemivirta3, Lasse Lipponen2, and Erno Lehtinen4
1University of Oulu, Finland, 2Department of Psychology and IT Center for Schools, University of Helsinki, Finland, 3Department of Education, University of Helsinki, Finland, and 4Department of Education, University of Turku, Finland

Virtual Places: A Heterogeneous Network Architecture to Support Distant Learning and Collaborative Science Simulations
Robert Kozma, Ruth Lang, Mark Schlager, and Patricia Schank
Center for Technology in Learning, SRI International

A Comparison of Students’ Collaboration While Conducting Chemistry Wet Lab Experiments and While Using Molecular Design Software
Robert Kozma
Center for Technology in Learning, SRI International

Intercultural Telementoring in a Ninth Grade Creative Writing Project
Jeff Kupperman
University of Michigan

Literate skills and knowledge construction
Virpi Lahtinen and Kirsti Lonka
Learning Centre - Development and Research Unit, Faculty of Medicine, University of Helsinki, Finland

Computer Supported Cooperative Evaluation
James A. Levin, Michael L. Waugh, Keith Garrett, Edward Malczewski and James Buell
University of Illinois, Urbana-Champaign

TeleLearning and Interconnected Learning Communities
Thérèse Laferrière1, Alain Breuleux2 and Robert Bracewell2
1School of Education, Laval University and 2Faculty of Education, McGill University, Montreal

Technological Support for Designers’ Reflection on Tacit Learning Processes at Points of Social Contrasts and Comparisons
Xiaodong Lin, Mike Sipusic, Doug Morse and Bruce Cohen

Teachers’ analysis of and support for students’ collaborative problem-solving activity: a study in a CSCL environment for understanding sound in physics
Kristine Lund, Michael Baker and Erica De Vries
Ecole Normale Supérieure de Lyon, Université Lyon, France

The Influence of Medium and Task in Student Communication Patterns
Wendy Martin and Geri Gay
Department of Communication, Cornell University

Learning at Work and Working to Learn: The impact of the work environment on workplace learning
Brenda McPhail
Faculty of Information Studies, University of Toronto

Supporting collaborative learning in work practice transformation
Jörn Nilsson
Department of Informatics, Lund University, Sweden

The Development of a Computer Supported Collaborative Learning Environment to Enhance Comprehension Skills in Reading
Patrick O’Neill

Children Collaborating in Making Movies Using Computer Based Multimedia--Multimedia Summer Camp Revisited
Ilona Posner, Ronald Baecker, Stephen Poplar, and Marci Becker

POLARIS: The first impressions
Frans Ronteltap and Anneke Eurelings
Department of Educational Development and Research, Universiteit Maastricht, The Netherlands

Theories, Models and Practices:Educational Theories and their Applications to Online Collaboration
Vivian Rossner-Merrill and Denise Stockley
Simon Fraser University

Collaborative Net-Knowledge and The Motivations of Web Masters
Floyd Rudmin and Frode Svartdal
Psychology Department, University of Tromso, Norway

TAPPED IN: An On-line Teacher Professional Development Workplace
Patricia Schank
SRI International

Use of the Internet for Policy Consultation on Access to the Information Highway for Canadian Women and Women’s Groups
Leslie Regan Shade
Constructive Advice and Research Affiliate, Information Policy Research Program, Faculty of Information Studies, University of Toronto

Effects of differences among students’ and teachers’ perceptions of computers in a computer-supported classroom
Mary L. Stephen
Harris-Stowe State College, St. Louis

A Model for Evaluation of the Online Learning Experience
Denise Stockley1, Chris Groeneboer2, and Maria Bakardjieva3
1Faculty of Education, 2School of Computing Science and 3Department of Communication, Simon Fraser University

The Qualitheque - communicating quality-in-use of information technology
Micke Svedemar
Department of Informatics, Lund University, Sweden

Collaborative Learning Patterns in Online Environments: Group Communication, Message Type, and Class Attendance
Lucio Teles
Co-Director LohnLab for Online Teaching, Simon Fraser University

The Artemis interface: supporting K-12 student inquiry in digital libraries
Raven Wallace and Nathan Bos,
University of Michigan

Doctoral Consortium

The Doctoral Consortium at CSCL 97 provides an opportunity for Ph.D. students to share their current dissertation work-in-progress with their peers and faculty selected from across our field. Consortium participation is open only to Ph.D. candidates who have successfully completed their dissertation proposal, and will be held in the two days preceeding the conference.

Schedule

The following is a tentative schedule for CSCL 97. Exact times are subject to change. Please visit the CSCL web site for the most recent conference schedule and information.

Registration

Registration for the CSCL 97 conference is being managed by the Learning Consortium of the University of Toronto.

Fees

Full Conference
Thursday through Sunday

    Regular             Can $   380 US $    295
    Students            Can $   190 US $    145

Special weekend rate
Saturday and Sunday only

    All registrants     Can $   150 US $     99

Tutorials
Tuesday and Wednesday

    Regular 
        single session  Can $  99   US $     65
        both sessions   Can $ 180   US $    120
        
    Student
        single session  Can $  45   US $     30
        both sessions   Can $  90   US $     60

Payment

Payment must be made with a cheque with the appropriate rate in Canadian or US dollars payable to CSCL 97. Please mail your payment to the following address:

	CSCL 97 Registration
	Suite 12-203 OISE/UT
	252 Bloor Street West
	Toronto, Ontario M5S 1V6
	Canada

Sorry, the University of Toronto is unable to accept credit cards at this time. Same day registration may be available at the start of the conference, but it is recommended you register in advance. Please note your registration is not final until full payment has been received.

Further Information

The CSCL web site will be continuously updated as more information becomes available. Please check this site for the latest updates, changes, and additions:

http://www.oise.utoronto.ca/cscl

For further registration or conference information, please email Ewoodruff@oise.utoronto.ca You may also call the registration office at 416 923 6641 x 2078.

About Toronto

“Toronto” is a Huron Indian word meaning “place of meeting.” In addition to the CSCL 97 confrence, you may enjoy Toronto’s harbour, internationally acclaimed arts and sports facilities, environmentally harmonious architecture, vibrant multicultural neighborhoods, and some of the finest shopping and dining in the world.

The conference will be held at the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT), located at 252 Bloor Street West, a bustling street with a variety of shops and restaurants.

Whatever your pleasure, Toronto promises something for everyone. Visit SkyDome, home of the Blue Jays and the Raptors, or take in a live show at one of Toronto’s premier showplaces. Don’t forget the CN Tower featured in the CSCL 97 logo: it’s the tallest free-standing structure in the world.

For detailed information on events and places to visit in Toronto, please visit the Tourism Toronto web site.

You can also call the Metropolitan Toronto Convention and Visitors’ Association toll free at 1-800-363-1990 or direct to 416-368-9821, or visit the Toronto web pages (http:// www.math.utoronto.ca/toronto/) kept by the Math department at the University of Toronto.

Conference Hotels

Both conference hotels are located within two blocks of the CSCL conference at OISE/UT. The Park Plaza is a highly-rated hotel for both dining and shopping. The Quality Hotel is a more reasonably priced but very comfortable facility. Conference participants are responsible for booking and paying for their own rooms. Please refer to CSCL ’97 when making reservations in order to get these rates. Please note the following rates are per evening and do not include an additional 15% tax.

	Park Plaza Hotel
	4 Avenue Road, Toronto, Ontario M5R 2E8
	(Corner Avenue Road and Bloor Street West)
	Phone: 416 924 5471 or 800 977 4197
	FAX: 416 924 4933
	
	Single	Can $	119 (approximately US $ 88) 
	Double	Can $	119 (approximately US $ 88)
	
	Quality Hotel
	280 Bloor Street West
	Toronto, Ontario M5S 1V8
	Phone: 416 968 0010
	FAX: 416 968 7765
	
	Single	Can $	72 (approximately US $ 53)
	Double	Can $	84 (approximately US $ 62)

Transportation

Toronto’s International Airport is located about 30 km west of OISE. Airline limos and taxis take 30 minutes (and up, depending on traffic) and cost up to Can $40. Major car rental agencies also are available; exit airport to HWY 427 south to QEW or to HWY 401 east to Avenue Road. (see Car directions) below.

Airport buses run at 20 minute intervals to downtown hotels. Bus fare is about Can$11.45 ($19.70 return) and takes 30 minutes to an hour depending on traffic. Less expensive and less frequent airport bus service to the subway, either to the Islington Station on the Bloor Subway or to Yorkdale on the Yonge-University-Spadina Subway with bus fare under CAN $7 (Can $10.60 return) plus subway fare. Travel time would be about an hour. Info: (905) 564-6333. The least expensive choice is the TTC Malton #58 bus from Terminal 2; a premium of about $3 is added to the regular TTC fare ($2 cash). This bus runs about every 30 minutes; total travel time about 75 minutes to OISE, including transferring to the Yonge-University-Spadina subway at Lawrence West station. TTC Info: (416) 393-4636.

If you arrive at Toronto by train, Union Station is at Front St. and Bay St, at the bottom of the map. Take the University-Spadina subway line north six stops (about ten minutes).

The Bay St. central bus station is located on Bay Street, just north of Dundas Street, half way between the St. Patrick and Dundas subway stations (a 5 minute walk, or take Dundas streetcar west and transfer to subway at St. Patrick station).

Driving from the west by HWY 401, which runs across northern Metro Toronto: Exit number 367 south on Avenue Road to Bloor St. (about 20-30 minutes). Turn right. Go one block to Bedford St., turn right; one block to Prince Arthur, turn left. OISE parking is in middle of the block, on the left.

From the east by HWY 401 Exit number 375 south on Don Valley Parkway about 10 km to Bloor St. Go west about 2.5 km to Bedford St., turn right; one block to Prince Arthur, turn left. OISE parking is in middle of block, on left.

From the west by Queen Elizabeth Way (QEW ) Continue eastbound, QEW becomes the Gardiner Expressway. Exit at York-Bay-Yonge (first exit after Spadina) and take the York St. ramp. North on York Street and half-left onto University Avenue at Front (see map). North on University one block past Bloor St, and make three right turns (Cumberland, Bay St., Bloor St.) so you can go west on Bloor two traffic lights to Bedford St., turn right; one block to Prince Arthur, turn left. OISE parking is in middle of block, on left.

Alternate route from University Avenue north on University, go around Queens park, but instead of going north to Bloor, continue around Queen’s Park (to “9 o’clock"), right at light (Hoskins Ave) on west side of park and go west to St. George St, turn right and go one block past Bloor to Prince Arthur, turn right, and OISE parking is in middle of block on right.

When walking in the area, you can probably plan your own route along the streets on the map, but there is a nice walkway from Wellsley St. and University Ave. northwest across Queen’s park. At the west side continue north through the University of Toronto campus on Philosopher’s walk to Bloor St., and then west to OISE.

Tourism

For detailed information on events and places to visit in Toronto, please visit the Tourism Toronto web site.

Parking

OISE has a pay parking garage with an entrance on Prince Arthur Street, which is one block north of Bloor Street, between St. George and Bedford Road. OISE/UT has a parking lot available under the building. Entrace to the parking lot is off Prince Arthur Avenue, one block north of Bloor. Turn north on St. George or Bedford Streets to get to Prince Arthur.

Weather

The weather in Toronto in early December will be cold, but relatively mild compared to February. A medium-weight winter jacket and sweater should be appropriate. Expect tempretures ranging from -4º C to +1º C (+23º F to +34º F). Precipitation in the form of rain, sleet, or snow are possibilities. For current weather and forecasts, try visiting the Environment Canada Weather Forecast (http://www.tor.ec.gc.ca/forecasts/) or the Weather Office (http://www.weatheroffice.com).

Exchange Rates

The current exchange rate for United States dollars is approximately Can $1.35 for US $ 1.

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