ABSTRACT
After a brief survey of epistemologies of collaborative learning and forms of computer support for that learning, the study of technology affordances for intersubjective learning is proposed as a thematic agenda for CSCL. A fusion of experimental, ethnomethodological and design methodologies is proposed in support of this agenda. A working definition of intersubjective learning as joint composition of interpretations of a dynamically evolving context is provided, along with an outline for analysis under this definition.
