Over-scripting CSCL

The risks of blending collaborative learning with instructional design

Zu finden in: Three worlds of CSCL (Seite 61 bis 91), 2002

Abstracts

In a pioneering attempt to analyze the different kinds of computer-supported scenarios that were regarded as collaboration scripts, Dillenbourg (2002) identified a number of aspects that served as a preliminary framework for script comparison and design. Dillenbourg (2002) described scripts as a sequence of phases, each characterized by five attributes: type of task to be accomplished, group formation and composition, distribution of task within and among groups, type and mode of interaction/communication (e.g., co-located vs. remote, synchronous vs. asynchronous, text-based vs. voice-based, etc.), and timing/duration of the phase. From phase to phase, each of these attributes can change. The allocation and reallocation of roles and activities, as well as physical or virtual resources are considered to be part of the task distribution.

From Lars Kobbe in the text Framework on multiple goal dimensions for computer-supported scripts (2005)

Free collaboration does not systematically produce learning. One way to enhance the effectiveness of collaborative learning is to structure interactions by engaging students in well-defined scripts. A collaboration script is a set of instructions prescribing how students should form groups, how they should interact and collaborate and how they should solve the problem. In computer-supported collaborative learning (CSCL), the script is reified in the interface of the learning environment. This contribution dismantles the concept of script. Syntactically, a script is sequence of phases and each phase can be described by five attributes. The grammatical combination of these elements may however produce any kind of pedagogical method, even those that have nothing to do with the idea of collaborative learning. On the one hand, the definition of scripts constitutes a promising convergence between educational engineering and socio-cultural approaches but, on the other hand, it drifts away from the genuine notion of collaborative learning. Will the fun and the richness of group interactions survive to this quest for effectiveness? The answer depends on the semantics of collaborative scripts: what is the design rationale, what is the core mechanism in the script through which the script designer expects to foster productive interactions and learning?

From Pierre Dillenbourg im Buch Three worlds of CSCL (2002) in the text Over-scripting CSCL on page 61

From Beat Döbeli Honegger, saved in Beats Biblionetz on 25.06.2006

Pierre Dillenbourg introduces the script concept as a way to enhance computer-supported collaborative learning by structuring productive interactions. In particular, the author investigates the compatibility of the socio-cultural approach of collaborative learning and the approach of educational engineering. He presents a syntax for collaborative scripts and emphasises the semantics of these scripts for the transparency of the educational meaning and added value of collaborative learning. A collaboration script is a set of instructions specifying how the group members should interact, how they should collaborate, and how they should solve the problem. It is a detailed and explicit contract between the teacher and a group of students regarding their mode of collaboration.
First, the author illustrates examples of CSCL scripts like the grid script, the ArgueGraph script, the UniverSante script, and others he used in his own courses or in research projects. Second, he describes scripts as a linear sequence of phases which specify how students should collaborate and solve the problem. He introduces five attributes of a script: the task definition, the group definition, the intra- or/and intergroup distribution of input, activity, the mode of interaction, and the timing of collaborative scripts. Third, he completes the grammar of scripts by introducing the semantics and the pedagogical meaning of the scripts. The design rational reflects a hypothesis which relates the social interactions supported by the script with respect to the learning objectives. Moreover, several levels of “coercion" and the most achievable appropriation (simplicity of the script guarantees students and tutors to adopt and internalise the script) have to be emphasised as well the issue of generalisibility concerning target knowledge and adaptation to the target audience discussed. Finally, the author summarises the specification of the script features as a pre-condition to establish effective scripts but also discusses the risk of over scripting collaboration.
This book chapter can be regarded as an introduction to CSCL scripts which are a promising method for designing and developing computer-supported collaborative scenarios as well as for enhancing the dialogue between educational theory and educational engineering. For this dialogue, more research is necessary to investigate the semantic representation of scripts to avoid fake collaboration, the multidimensional approach including student-student interactions as well as student-teacher interactions, and the balance between abstraction level and domain specifity to support generalisability.
[from http://www.elearning-reviews.org]

From Jasmina Hasanbegovic, saved in Beats Biblionetz on 08.05.2005

Comments

Dillenbourg (2002) expressed concern that there may be a danger to "overscript" collaborative interaction. Scripting collaboration might prevent the independent, exploratory thinking required for generative learning or problem-solving. This, Dillenbourg argues, is especially true for highly coercive scripts which dictate interaction in a very detailed and inflexible way. A high degree of coercion might also decrease student motivation.

From Nikol Rummel, Hans Spada im Buch Scripting Computer-Supported Collaborative Learning (2007) in the text Can People Learn Computer-Mediated Collaboration By Following a Script? on page 50

This text mentions...

Personen
KB IB clear

M. J. Baker , H. Barrows , Donald F. Dansereau , Pierre Dillenbourg , Maia Engeli , Frank Fischer , Tia Hansen , Patrick Jermann , Richard Joiner , Heinz Mandl , A. M. O'Donnell , Daniel Schneider , Daniel L. Schwartz , Gerry Stahl , R. Tamblyn , David Traum , Armin Weinberger

Aussagen
KB IB clear

collaboration scripts können die Motivation der Lernenden verringern

Begriffe
KB IB clear

ArgueGraph , Asynchrone Kommunikation , collaboration script collaboration script , ConceptGridScript , CSCL Computer-Supported Collaborative Learning ,

Face to Face Kommunikation (F2F) , free-rider effect free-rider effect , Interaktion interaction , jigsaw class jigsaw class ,

Jigsaw method

Jigsaw method ,

Lernen

learning , microworld microworld , PHASE(x) , problem-based learning problem-based learning , Simulation , synchron/asynchron , Synchrone Kommunikation , Taxonomie taxonomy , UniversantéScript

Books

Year	Title	Requests	IB	OB	KB	LB
1980	Problem-based learning (H. Barrows, R. Tamblyn)		15	2	0	0
1999	Collaborative Learning (Pierre Dillenbourg)	2, 1, 5, 2, 6, 7, 5, 3, 5, 9, 4, 13	62	35	13	2516
2001	bits and spaces (Maia Engeli)	1, 2, 9, 2, 9, 4, 6, 5, 7, 14, 6, 3	10	93	3	3923
2002	Computer Support for Collaborative Learning (Gerry Stahl)	4, 4, 5, 2, 7, 7, 4, 2, 8, 8, 9, 4	45	56	4	1864

Texts

Year	Title	Requests	IB	OB	KB	LB
1992	Scripted Cooperation in Student Dyads (A. M. O'Donnell, Donald F. Dansereau)	3, 1, 4, 2, 2, 6, 2, 4, 6, 7, 5, 3	22	2	3	874
1995	The Emergence of Abstract Representations in Dyad Problem Solving (Daniel L. Schwartz)	2, 1, 5, 2, 2, 6, 3, 3, 4, 5, 5, 6	9	7	6	522
1997	Semi-structured interface in collaborative problem-solving (Patrick Jermann, Daniel Schneider)	6, 3, 2, 7, 1, 4, 4, 2, 3, 3, 1, 2	2	1	2	472
1999	What do you mean by 'collaborative learning'? (Pierre Dillenbourg)	1, 1, 7, 3, 1, 8, 5, 4, 3, 11, 3, 9	34	23	9	1563
1999	An analysis of learner arguments in a collective learning environment (Patrick Jermann, Pierre Dillenbourg)	2, 4, 6, 2, 3, 4, 4, 1, 5, 4, 3, 2	3	5	2	649
1999	The Role of Grounding in Collaborative Learning Tasks (M. J. Baker, Tia Hansen, Richard Joiner, David Traum)		4	0	0	0
2002	Task and Interaction Regulation in Controlling a Traffic Simulation (Patrick Jermann)		3	0	0	0
2002	Fostering computer supported collaborative learning with cooperation scripts and scaffolds (Armin Weinberger, Frank Fischer, Heinz Mandl)		5	3	0	0

This textdoes probably not mention...

Nicht erwähnte Begriffe

Asynchrone computervermittelte Kommunikation, conflict class, reciprocal class, Synchrone computervermittelte Kommunikation

Postings in Beats Weblog

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46 References

COLLAGE - A collaborative Learning Design editor based on patterns (Davinia Hernández-Leo, Eloy D. Villasclaras-Fernández, Juan I. Asensio-Pérez, Yannis Dimitriadis, Iván M. Jorrín-Abellán, Inés Ruiz-Requies, Bartolomé Rubia-Avi)
Supporting orchestration of CSCL scenarios in web-based Distributed Learning Environments (Luis P. Prieto, Juan I. Asensio-Pérez, Juan A. Muñoz-Cristóbal, Iván M. Jorrín-Abellán, Yannis Dimitriadis, Eduardo Gómez-Sánchez)
Scripts for computer-supported collaborative learning - Effects of social and epistemic collaboration scripts on collaborative knowledge construction (Armin Weinberger) (2003)
Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation - Wirkungen von Kooperationsskripts auf den Erwerb anwendungsorientierten Wissens (Forschungsbericht 156) (Armin Weinberger, Frank Fischer, Heinz Mandl) (2003)
Lehren und Lernen mit neuen Informations- und Kommunikationstechnologien II - Beiträge zur Lehrerbildung 2/2003 (2003)
- E-Learning als Katalysator und Werkzeug didaktischer Innovation (Kurt Reusser)
- Online-Didaktik - Elemente und Prozesse (Susanne Haab, Caspar Noetzli, Dominik Petko, Kurt Reusser, Monika Waldis)
Scripting Strategies in Computer Supported Collaborative Learning Environments (Michele Notari) (2003)
eLearning in der Berufsbildung (Dieter Euler, Sabine Seufert, Karl Wilbers) (2004)
What we know about CSCL and implementing it in higher education (Jan-Willem Strijbos, Paul A. Kirschner, Rob L. Martens) (2004)
- Designing sociable CSCL Environments - Applying Interaction Design Principles (Paul A. Kirschner, Karel Kreijns)
- Computer Software Support for Collaborative Learning (Patrick Jermann, A. Soller, A. Lesgold)
- Instructional support in CSCL (Sanna Järvelä, Päivi Häkkinen, Maarit Arvaja, Piritta Leinonen)
Computer Support for Interaction Regulation in Collaborative Problem-Solving (Patrick Jermann) (2004)
- 1. Collaborative Learning
Sociable CSCL Environments - Social Affordances, Sociability, and Social Presence (Karel Kreijns) (2004)
CSCL-Kompendium - Lehr- und Handbuch zum computerunterstützen kooperativen Lernen (Jörg M. Haake, Gerhard Schwabe, Martin Wessner) (2004)
The Effect of Roles on Computer-Supported Collaborative Learning (Jan-Willem Strijbos) (2004)
- 1. General introduction
- 5. The impact of functional roles on perceived group efficiency and dropout during CSCL in distance education
- 6. The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: A matter of triangulation
Examples of using existing standards to describe CSCL scripts - D23.2.1 (Final) (Kay Hoeksema) (2004)
Examples of CSCL scripts using of mobile tools - D23.3.1 (Final) (Karsten Stegmann) (2004)
CSCL Scripts - Modelling Features and Potential Use (Yongwu Miao, Kay Hoeksema, Heinz Ulrich Hoppe, Andreas Harrer) (2005)
Individuelles Wissensmanagement - ein Rahmenkonzept für den Umgang mit personalem und öffentlichem Wissen (Gabi Reinmann) (2005)
Computer support for collaborative learning environments (Heinz Mandl, Bernhard Ertl, Birgitta Kopp) (2005)
Framework on multiple goal dimensions for computer-supported scripts - D29.2.1 (Final) (Lars Kobbe) (2005)
Blended Learning in der Lehrerbildung - Grundlagen für die Konzeption innovativer Lernumgebungen (Gabi Reinmann) (2005)
Learning to collaborate in a computer-mediated setting - observing a model beats learning from being scripted (Nikol Rummel, Hans Spada, Sabine Hauser) (2006)
Bridging the Gap - Towards a Graphical Modeling Language for Learning Designs and Collaboration Scripts of Various Granularities (Andreas Harrer, Nils Malzahn) (2006)
Flexibility in macro-scripts for computer-supported collaborative learning (Pierre Dillenbourg, Pierre Tchounikine) (2007)
Scripting Computer-Supported Collaborative Learning (Frank Fischer, Ingo Kollar, Heinz Mandl, Jörg M. Haake) (2007)
- 3. Can People Learn Computer-Mediated Collaboration By Following a Script? (Nikol Rummel, Hans Spada)
- 8. Modeling CSCL-Scripts - A Reflection on Learning Design Approaches (Yongwu Miao, Andreas Harrer, Kay Hoeksema, Heinz Ulrich Hoppe)
- 10. Flexible scripting in net-based learning groups (Jörg M. Haake, Hans-Rüdiger Pfister)
- 12. Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments (Armin Weinberger, Karsten Stegmann, Frank Fischer, Heinz Mandl)
- 15. Discussion - Educational Perspectives on Scripting CSCL (Päivi Häkkinen, Kati Mäkitalo-Siegl)
- 16. Designing Integrative Scripts (Pierre Dillenbourg, Patrick Jermann) (2007)
Studieren neu erfinden - Hochschule neu denken - GMW-Tagung 2007 (Marianne Merkt, Kerstin Mayrberger, Rolf Schulmeister) (2007)
- Experimentierfreudige computergestützte Kollaboration - Didaktische Innovation durch Involvierung der Lehrenden (Taiga Brahm, Jasmina Hasanbegovic, Pierre Dillenbourg)
The mechanics of CSCL macro scripts (Pierre Dillenbourg, Fabrice Hong) (2008)
The ManyScripts Pedagogical Handbook - How to build scripts for collaborative learning? (Pierre Dillenbourg, Fabrice Hong, Taiga Brahm) (2009)
CSCL 2009 (2009)
- Over-computing CSCL Macro scripts? - gaining flexibility by using WikiPlus instead of specialized tools for authoring macro scripts (Beat Döbeli Honegger, Michele Notari)
Research on e-Learning and ICT in Education (Athanassios Jimoyiannis) (2012)
- 6. Supporting Teachers in Orchestrating CSCL Classrooms (Yannis Dimitriadis)
Wiki Supporting Formal and Informal Learning (Stefania Bocconi, G. Trentin) (2012)
- 2. Wiki: an Archetypical Tool for Collaborative Learning in the Digital Age (Michele Notari, Beat Döbeli Honegger)
Technology enhanced collaborative learning in projects - Dimensions of knowledge building: student’s activity, collaboration and communication (Michele Notari) (2012)
- 4. Wiki: an Archetypical Tool for Collaborative Learning in the Digital Age (Michele Notari, Beat Döbeli Honegger)
DeLFI 2013 (Andreas Breiter, Christoph Rensing) (2013)
- Peer Assessment und Peer Annotation mit Hilfe eines videobasierten CSCL-Skipts (Niels Seidel) (2013)
Einführung in die Mediendidaktik - Lehren und Lernen mit digitalen Medien (Dominik Petko) (2014)
Second Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai) (2018)
- 15. Computer-Supported Collaborative Learning: Mediated and Co-Present Forms of Learning Together (Lara Johanna Schmitt, Armin Weinberger)
Lernen mit Bildungstechnologien - Praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien (Helmut M. Niegemann, Armin Weinberger) (2019)
- 3. Computerunterstütztes kollaboratives Lernen (Frank Fischer)
- 29. Kooperationsskripts beim technologieunterstützten Lernen (Katharina Kiemer, Christina Wekerle, Ingo Kollar)
Kooperatives multimediales Gestalten mit Tablets - Eine Interview-und Videostudie zur Nutzung kooperativer Unterrichtsangebote mit digitalen Medien durch Grundschulkinder (Larissa Ade) (2025)

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