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Collaboration theory proposes that technology in support of CSCL should provide new types of media that foster the building of collaborative knowing; facilitate the comparison of knowledge built by different types and sizes of groups; and help collaborative groups with the act of negotiating the knowledge they are building. Further, these technologies and designs should strive to remove the teacher as the bottleneck in the communication process to the facilitator of student collaboration. In other words, the teacher should not have to act as the conduit for communication between students or as the avenue by which information is dispensed, but should structure the problem-solving tasks. Finally, collaboration theory-influenced technologies will strive to increase the quantity and quality of learning moments via computer-simulated situations.<ref name="collab" />
Stahl extended his proposals about collaboration theory during the next decade with his research on [[group cognition]] [http://GerryStahl.net/elibrary]. In his book on "Group Cognition",<ref name="GC">Stahl, G. (2006). Group Cognition: Computer support for building collaborative knowledge. Cambridge:MA. MIT Press.</ref> he provided a number of case studies of prototypes of collaboration technology, as well as a sample in-depth interaction analysis and several essays on theoretical issues related to re-conceptualizing cognition at the small-group unit of analysis. He then launched the [[Virtual Math Teams]] project at the Math Forum, which conducted more than 10 years of studies of students exploring mathematical topics collaboratively online. "Studying VMT"<ref name="SVMT">Stahl, G. (2009). Studying Virtual Math Teams. New York:NY. Springer.</ref> documented many issues of design, analysis and theory related to this project. The VMT later focused on supporting dynamic geometry by integrating a multi-user version of GeoGebra. All aspects of this phase of the VMT project were described in "Translating Euclid."<ref name="TE">Stahl, G. (2013). Translating Euclid: Creating a Human-Centered Mathematics. Morgan & Claypool Publishers.</ref> Then, "Constructing Dynamic Triangles Together"<ref name="CT">Stahl, G. (2016). Constructing dynamic triangles together: The development of mathematical group cognition. Cambridge, UK: Cambridge University Press.</ref> provided a detailed analysis of how a group of four girls learned about dynamic geometry by enacting a series of group practices during an eight-session longitudinal case study. Finally, "Theoretical Investigations: Philosophical Foundations of Group Cognition"<ref name="TI">Stahl, G. (2021).
==Strategies==
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