By Frank Fischer, Ingo Kollar, Heinz Mandl, Jörg M. Haake
Research on Computer-Supported Collaborative studying (CSCL) is a multidisciplinary box positioned on the intersection of cognitive psychology, laptop technological know-how, and schooling. but, the various epistemological and theoretical backgrounds of those disciplines frequently make fruitful alternate among them tricky. CSCL urgently must improve and use boundary thoughts which may deliver those fields nearer jointly to enhance cumulative examine and improvement of computer-supported studying environments. Scripting Computer-Supported Collaborative Learning specializes in one time period with the aptitude to develop into a true boundary proposal in CSCL—"scripting".
Scripting Computer-Supported Collaborative Learning, which has amassed complicated script techniques, demonstrates the possibilities for utilizing synergy to use the script inspiration among views and interdisciplinary CSCL methods to scripting.
This quantity represents the state-of-the-art of study on scripting computer-supported collaborative studying and offers a place to begin for the advance of a typical figuring out of scripting in CSCL. learn on collaboration scripts has a rare power for advancing the multidisciplinary activity of CSCL learn and this e-book offers a wealthy foundation for additional exploring and understanding this strength. As such, it is going to be a necessary source for learn, improvement, and teaching.
Read or Download Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives PDF
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Additional resources for Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives
Indeed, even when given instructions to work collaboratively on a task, learners generally tend to interact with each other at a very basic level (Vedder, 1985; Webb, Ender, & Lewis, 1986) and do not even consistently activate and use their relevant prior knowledge (see Pressley, McDaniel, Tumure, Wood, & Ahmad, 1987). For this reason, numerous attempts have been made to promote learning by structuring and regulating the interaction within collaborating groups so that learners are required to interact in ways that induce cognitive processes appropriate to their learning task.
King, A. (1998). Transactive peer tutoring: distributing cognition and metacognition. Educational Psychology Review. 10, 51-1 A. , & Hesse, F. W. (in press). Collaboration scripts - a conceptual analysis. Educational Psychology Review. , & Slotta, J. D. (2005). Internal and external collaboration scripts in web-based science learning at schools. In T. Koschman, D. W. ), Computer Supported Collaborative Learning 2005: The Next 10 Years! (pp. 331-340). Mahwah, NJ: Lawrence Erlbaum Associates. , & Wenger, E.
With a shared knowledge base firmly in place, learners proceed to construct new knowledge onto that base by asking and answering thinking questions (with hint and probing questions as needed). Examples of thinking questions and the specific cognitive processes they are intended to induce include: "What are the implications of... " (speculation), "What is the difference between ... and ... in terms of ... " (inferencing and logical reasoning). Such questions are designed to require going beyond the text material to induce higher-level thinking and learning.