This text examines the use of collaboration technologies in the problem-solving or decision-making process. These systems are widely used in both education and in the workplace to enable virtual groups to discuss and exchange ideas on issues ranging from applied problems to theoretical debate. While some systems are text-based, the majority rely on visualization techniques to allow participants to represent their ideas in a more flexible, graphical form. The text evaluates existing systems, and looks at how the specific needs of users in both educational and corporate environments can be reflected in the design of new systems.

Considerable efforts have been made in developing and assessing educational technology to support and teach argumentation. These efforts have culminated in the form of techniques which include Intelligent Tutoring Systems and Computer Supported Collaborative Learning. Many of these techniques have been shown to be effective for specific argumentation domains. At the same time, the general design problem of how to support a learner's acquisition of argumentation skills through computer aided tools has not yet been perfected. This e-book presents a collection of current approaches in educational technologies for argumentation. Technological approaches underlying successful argumentation systems are presented, along with their relation to the success of these tools.

The purpose of the volume is to explore the theory, development and use of visual displays and graphic organizers to improve instruction, learning and research. We anticipate five sections that address (1) frameworks for understanding different types of displays, (2) research-tested guidelines for constructing displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory development, and (5) using displays to report test and research data to improve consumer understanding. Authors represent a variety of perspectives and areas of expertise, including instructional psychology, information technology, and research methodologies. The volume is divided into four sections. Section 1 provides a conceptual overview of previous research, as well as the contents of the current volume. Section 2 includes theoretical perspectives on the design and instructional uses of visual displays from major theorists in the field. These chapters discuss ways that visual displays enhance general cognition and information processing. Section 3 provides eight chapters that address the use of visual displays to enhance student learning. These chapters provide examples of how to organize content and use visual displays in a variety of ways in the real and virtual classroom. Section 4 includes three chapters that discuss ways that visual displays may enhance the research process, but especially improved data display.

It is with greatpleasure that we present the proceedings of the 4th International Symposium on Visual Computing (ISVC 2008) in Las Vegas, Nevada. ISVC o?ers a common umbrella for the four main areas of visual computing including vision, graphics, visualization, and virtual reality. Its goal is to provide a forum for researchers, scientists, engineers and practitioners throughout the world to present their latest research ?ndings, ideas, developments and applications in the broader area of visual computing. This year,ISVC grew signi?cantly; the programconsisted of 15 oralsessions, 1 poster session, 8 special tracks, and 6 keynote presentations. The response to the call for papers was very strong; we received over 340 submissions for the main symposium from which we accepted 102 papers for oral presentation and 70 papers for poster presentation. Special track papers were solicited separately through the Organizing and Program Committees of each track. A total of 56 papers were accepted for oral presentation and 8 papers for poster presentation in the special tracks. All papers were reviewed with an emphasis on potential to contribute to the state of the art in the ?eld. Selection criteria included accuracy and originality of ideas, clarity and signi?cance of results, and presentation quality. The review process was quite rigorous, involving two to three independent blind reviews followed by several days of discussion. During the discussion period we tried to correct anomalies and errors that might have existed in the initial reviews.

Proceedings of the conference held Dec. 7-9, 2006, at the Université Pantheon Assas, Paris II, France.