This map shows the geographic impact of Jim Slotta's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Jim Slotta with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jim Slotta more than expected).
This network shows the impact of papers produced by Jim Slotta. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Jim Slotta. The network helps show where Jim Slotta may publish in the future.
Co-authorship network of co-authors of Jim Slotta
This figure shows the co-authorship network connecting the top 25 collaborators of Jim Slotta.
A scholar is included among the top collaborators of Jim Slotta based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Jim Slotta. Jim Slotta is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Damşa, Crina, Christoph Richter, Heidrun Allert, et al.. (2020). Learning in Unbounded Landscapes Conceptualizations and Design From an Ecological Perspective.. ICLS.3 indexed citations
Slotta, Jim, et al.. (2018). Representations of Progress in a Learning Community Curriculum for Grade 12 Biology.. ICLS.1 indexed citations
8.
Hod, Yotam, Julia Eberle, Elizabeth S. Charles, et al.. (2017). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces. QUT ePrints (Queensland University of Technology).
9.
Slotta, Jim. (2015). Orchestrating of complex inquiry: Three roles for learning analytics in a smart classroom infrastructure.. DeLFI. 13.3 indexed citations
Fischer, Frank, Jim Slotta, Pierre Dillenbourg, et al.. (2013). Scripting and Orchestration: Recent Theoretical Advances.. OPUS (Augsburg University). 564–571.6 indexed citations
12.
Moher, Tom, et al.. (2013). Aggregating Students' Observations in Support of Community Knowledge and Discourse.. Computer Supported Collaborative Learning. 121–128.3 indexed citations
13.
Lui, Michelle, et al.. (2012). Embedded phenomena for knowledge communities: Supporting complex practices and interactions within a community of inquiry in the elementary science classroom. International Conference of Learning Sciences. 64–71.4 indexed citations
14.
Tissenbaum, Mike & Jim Slotta. (2012). Scaffolding a Knowledge Community for High School Physics.. ICLS.2 indexed citations
15.
Wecker, Christof, Ard W. Lazonder, Jennifer L. Chiu, et al.. (2012). Building upon what is already there: The role of prior knowledge, background information, and scaffolding in inquiry learning. Data Archiving and Networked Services (DANS). 17–24.
16.
Raes, Annelies, Tammy Schellens, Bram De Wever, et al.. (2012). Scripting science inquiry learning in CSCL classrooms. Ghent University Academic Bibliography (Ghent University). 2. 118–125.2 indexed citations
17.
Slotta, Jim & Vanessa Peters. (2008). A blended model for knowledge communities: embedding scaffolded inquiry. International Conference of Learning Sciences. 343–350.21 indexed citations
Slotta, Jim, et al.. (2002). Integrating Handheld Technology and Web-Based Science Activities: New Educational Opportunities..3 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.