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Hydraulic fracturing is a well stimulation technique in which rock is fractured by a pressurized. Jump up to: McDermott-Levy, By Ruth; Kaktins, Nina; Sattler, Barbara (June 2013). 'Fracking, the. The Boom: How Fracking Ignited the American Energy Revolution and Changed the World. Why were so many religious images and objects broken and damaged in the course of the Reformation? Margaret Aston's magisterial new book charts the conflicting imperatives of destruction and rebuilding throughout the English Reformation from the desecration of images, rails and screens to bells.

The most extensive and influential example of an effort to impact schooling with a CSCL approach has been the Knowledge Forum project, directed for many years by Marlene Scardamalia and Carl Bereiter at OISE in Toronto. Based on theories of the role of reading and writing in learning, they proposed that students should have media and practices through which they could communicate and build textual knowledge together on the model of academic communities.

Just as journal articles and conference papers allow scholars to articulate their ideas, discuss them and revise them in a community context, so students should be able to propose theories, react to the theories of others, share pro and con evidence and collectively refine the theories. The project developed many iterations of software to support this process, involved researchers from around the world and mentored teachers for years. The project experimented with curricular topics from various academic fields and published analyses of classroom experiences. This continuing project has produced many researchers and teachers oriented to CSCL.

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It has also developed the central theory of knowledge building, in which ideas are refined through computer-supported classroom discourse. In this issue, Bodong Chen, Marlene Scardamalia and Carl Bereiter propose a new feature for their software, support for promising ideas. The ability to recognize and focus on promising ideas is an important skill for knowledge building. For instance, Ph.D. Students must propose a promising idea for their dissertation topic in order to succeed and researchers must argue for a promising idea in order to be awarded a grant. In this article, the authors describe a promising idea for software support of knowledge building: a promising-ideas tool.

They show that even young children (about 8 years old) can identify, communicate, respond to and build upon promising ideas in their knowledge-building discussions, mediated by this tool. By making the identification of promising ideas explicit within the classroom discourse practices, the tool instills in the students the important skill of making judgments of what is likely to become an important idea in their community discourse. This tool is just one new refinement to the software and classroom practices of the authors' DBR process of iteratively testing new features, just like last issue’s formative-feedback tool (Resendes et al. Argumentation style. Another dominant research effort within CSCL has been the exploration of support for argumentation. It seems reasonable that this would be a promising idea in CSCL since argumentation is a way of conceptualizing the negotiation of meaning and the building of knowledge through community discourse.