 Many learning situations offer multiple forms of representations
for learners to interpret, but there is increasing interest
in asking learners to construct their own external representations.
In addition to editing text, learners may construct graphs,
build models, draw pictures or write equations. Despite the
large amount of research on interpreting representations,
much research needs to be done as to the role of construction
activities in learning with computerbased representations
or with more traditional paperandpencil representations.
A number of questions should be addressed if we are to understand
learning through construction. These include: What are forms
of representation are suggested, used and/or invented by learners?
How does collaborative construction differ from that of individual
construction? What roles does construction play in the processes
and products in learning? When is it advantageous to construct
a representation versus interpret a given representation?
What support do learners need to construct representations?
The papers address a wide range of learning topics which vary
in the number of permissible solutions to problems (single
correct versus multiple permissible answers) and tools used
to support representation construction, i.e. from pen and
paper to online discussion and simulation environments. Consequently,
the main aim of the symposium is to address these questions
by bringing together researchers with varied approaches to
the study of learners' construction of external representations.

Contributions
Marije van Amelsvoort,
Jerry Andriessen & Gellof Kanselaar: Coelaborating knowledge
with external representations
[slides] [abstract]
Wouter van Joolingen,
Simone Löhner & Elwin Savelsberg Dynamic modeling,
the added value of simulating a representation
[slides]
[abstract]
Shaaron Ainsworth
& Ioanna Iacovides:Learning by constructing selfexplanation
diagrams
[slides]
[abstract]
Erica de Vries:
Analysing external representations as design problem solving
products
[slides] 



