Collaboration scripts are activity programs which aim to foster collaborative learning by structuring interaction between learners. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a specific learning platform and learning context. A standardization of collaboration scripts first requires a specification of collaboration scripts that integrates multiple perspectives from computer science, education and psychology. So far, only few and limited attempts at such specifications have been made. This paper aims to consolidate and expand these approaches in light of recent findings and to propose a generic framework for the specification of collaboration scripts. The framework enables a description of collaboration scripts using a small number of components (participants, activities, roles, resources and groups) and mechanisms (task distribution, group formation and sequencing). However, when learners are left to their own devices, they rarely engage in productive interactions such as asking each other questions, explaining and justifying their opinions, articulating their reasoning, or elaborating and reflecting upon their knowledge. Collaboration scripts aim to foster collaborative learning in shaping the way in which learners interact with one another. In specifying a sequence of learning activities, together with appropriate roles for the learners, collaboration scripts are designed to trigger engagement in social and cognitive activities that would otherwise occur rarely or not at all.Collaboration scripts are based upon the scripted cooperation approach, as described by O'Donnell (1999), which differs from other collaborative learning approaches chiefly in the fact that it focuses on the specific activities that learners are expected to engage in, whereas others leave them unspecified or vague. In targeting those activities which have

(2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21) : a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23 (1), 25-41. doi:10.1080/13540602.2016 AbstractWith regard to the growing interest in developing teacher education to match the 21st century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the 21st century learning practices in teacher education. We will first review the current status of policy frameworks for the 21st century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on 21st century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills and the skills to use ICT (Information and Communication Technologies) in contexts of our previous studies.

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