In the field of computer-supported collaborative learning (CSCL), scripts are designed to support collaboration among distant learners or co-present learners whose interactions are (at least partially) mediated by a computer. The rationale of scripts is to structure collaborative learning processes in order to trigger group interactions that may be rare in free collaboration. Fixing the degree of coercion is a delicate design choice: too rigid scripts would spoil the richness of collaborative interactions; too flexible scripts would fail to induce the targeted interactions. Because of the unpredictability of how scripts will be enacted, both the teacher and the students must be allowed to modify some script features. In this article we propose a conceptual analysis of this notion of flexibility, arguing for a dissociation of constraints that are intrinsic to the pedagogical design of the script and constraints induced by the technology or contextual factors. This difference sets up the limits of flexibility both for the teacher and for the students and provides specification for the computational design. This analysis leads to the conclusion that the operationalization of CSCL scripts should be addressed by implementing script engines handling multiple representations of the script: the script to be executed, the emergent organization of teams, the set of intrinsic and extrinsic constraints and the visual representation of the script for students and teachers.

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This paper presents a conceptual analysis of the technological dimensions related to the operationalization of CSCL macro-scripts. CSCL scripts are activity models that aim at enhancing the probability knowledge generative interactions such as conflict resolution, explanation or mutual regulation occur during the collaboration process. We first recall basics about CSCL scripts and macro-scripts. Then, we propose an analysis of some core issues that must be made explicit and taken into account when operationalizing macro-scripts, such as the reification of some aspects of the script within the technological setting, the strategy within which students are presented with the technological setting and the uncertainties related to scripts and technological setting perception and enactment. We then present SPAIRD, a model that we propose as a means to conceptualize the relations between scripts and technological settings used to operationalize them. This model dissociates four points of view on the script (structural model, implementation-oriented model, student-oriented models and platform specification) and the underlying design rationale (learning hypothesis, pedagogic principle and design decisions). In order to exemplify SPAIRD’s usefulness we propose examples of how it allows drawing general propositions with respect to the couple script + technological setting. Finally, we present an analysis of current state-of-the-art technological approaches with respect to this conceptualization, and research directions for the design and implementation of technological settings that present the properties identified in our analysis. In particular, we study the interest of model-driven approaches, flexible technological settings and model-based script engines. (http://ijcscl.org/_preprints/volume3_issue2/tchounikine_3_2.pdf