Contribution to a theory of CSCL scripts: taking into account the appropriation of scripts by learners

Abstract

International audienc

Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing

“…This study can also be viewed as contributing to recent developments in the area of CSCL scripts (Stegmann et al 2016;Tchounikine 2016), and we look forward to new studies based on these results, which have the potential to deepen our understanding of the social and cognitive functions involved in different phases of collaborative writing.…”

“…Scripts and scripting are classical themes in CSCL (e.g., Dillenbourg and Jermann 2007;Fischer et al 2013;Järvelä et al 2016;Tchounikine 2016). This work poses the basic question of how to support and scaffold students to develop domain knowledge and regulatory skills, which can be viewed as a necessary condition for advanced work with concepts and development of future dispositions for learning (Bransford and Schwartz 1999).…”

Collaboration scripts and scaffolding

“…This paper grows out of the school of thought that the CSCL environment can enhance and regulate teaching and learning activities through orchestration and scaffolding (Dillenbourg and Jermann 2007;Fischer et al 2013;Stegmann et al 2016;Tchounikine 2016). In this paper, the authors analyze teachers' work, investigating how teachers need to appropriate new computational tools into their classroom routine.…”

“…It is a nontrivial task to enhance students' communication to an academically productive level, and there have been many approaches within CSCL to address this problem. Descriptive studies have tried to identify moves and patterns that can lead to productive talk, and have developed scripts for collaborative efforts (Furberg 2016;Stegmann et al 2016;Tchounikine 2016). Recent advances in computational linguistics make it possible to tailor prompts for the students.…”

Divisive or facilitative: The two faces of technology in CSCL

“…The first such article, authored by Näykki, Isohätälä, Järvelä, Pöysä-Tarhonen & Häkkinen, presents an exploratory study of regulation in groups of teacher-education students whose collaborative learning was supported by a script designed to support regulation during a six week environmental-science course. In contrast to the two later articles, which focus on Micro scripts, this study investigates Macro scripts, which support collaboration at a coarse-grained level through orchestration of activities and processes (Dillenbourg and Hong 2008;Tchounikine 2016;Dillenbourg and Tchounikine 2007).…”