Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Weinberger, Armin; Stegmann, Karsten; Fischer, Frank; Mandl, Heinz

doi:10.1007/978-0-387-36949-5_12

Cited by 86 publications

(64 citation statements)

References 26 publications

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“…Collaboration scripts, for example, provide guidelines for how group members should collaborate to accomplish learning tasks (Weinberger, Stegmann, Fischer, & Mandl, 2007). They can be used to specify and sequence learners' interaction strategies such as eliciting (asking critical questions) and transactivity (responding critically to their partners' contributions) .…”

Section: Research On Support Components Of Students' Learningmentioning

confidence: 99%

“…Epistemic scripts structure and sequence discourse activities with respect to content and task strategies Weinberger & Fischer, 2006;Weinberger et al, 2007), which may help learners to construct arguments and contribute to solving problems (Noroozi et al, 2011). It has been shown that epistemic and collaborative scripts can reduce off-task activities and help students to discuss relevant ideas Weinberger et al, 2007).…”

Section: Research On Support Components Of Students' Learningmentioning

confidence: 99%

“…It has been shown that epistemic and collaborative scripts can reduce off-task activities and help students to discuss relevant ideas Weinberger et al, 2007).…”

Section: Research On Support Components Of Students' Learningmentioning

confidence: 99%

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The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

Engeness

Edwards

2016

Scandinavian Journal of Educational Research

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The relationship between the different mediational means for supporting students' learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin's conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher's interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners' attention towards the potential of the mediational resources, elicits, organises, and structures students' knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students' learning. ARTICLE HISTORY

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Section: Research On Support Components Of Students' Learningmentioning

confidence: 99%

Section: Research On Support Components Of Students' Learningmentioning

confidence: 99%

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The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

Engeness

Edwards

2016

Scandinavian Journal of Educational Research

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“…Therefore, instructional means are required to enhance collaborative learning. Following this idea, computer-supported collaboration scripts have been implemented, which successfully facilitated collaborative knowledge construction by increasing the quality of argumentation during discussions (Weinberger et al, 2007c). Scripts can effectively structure different aspects of learners' interactions such as the content quality or the formal structure of argumentation.…”

Section: Argumentative Knowledge Constructionmentioning

confidence: 99%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

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iii ABSTRACTOver the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis.In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners.To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts. ACKNOWLEDGMENTST...

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“…Structuring collaborative sessions in a formal way is necessary to achieve intended objectives where in the other hand, informal collaboration does not necessarily allow participants to reach these objectives. Many reports indicate that participants suffer from various deadlocks at the start, during the process, or even toward the end of informal sessions, that for instance, include only a stated objective and a chatting tool [5].…”

Section: Introduction Imentioning

confidence: 99%

ColScript a New Scripting Language for Collaborative Learning

Turani¹

2015

Int. J. Adv. Corp. Learn.

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Abstract-The collaboration script is defined as a formal way of describing the flow of activities within a collaborative learning session. Using collaboration script would encourage the production of effective and productive interactions between learners. Nevertheless, developing such script is not a trivial task. Standardization has played a major role in the expansion of instructional designs, but at the same time it limited down the flexibility of describing collaboration sessions that have complex structures. Representing a collaboration script in XML-tags format works well when scripting simple scenarios, but to describe extended scenarios it would make this scripting style very challenging and complicated. This approach causes users to avoid designing heavy weight scenarios and limits down their creativity. Relying on tools to implicitly generate such script would also limit down designers' creativity since designers can only choose from a limited set of tools and design components.In this research, we have defined the bases of a new collaboration scripting language, CoScript, that is able to describe collaboration learning sessions in a simple, flexible, and formal way. This scripting language has been derived based on a theoretical framework that was proposed in an earlier research. The proposed scripting language notation is close to the notation of traditional software scripting languages. This makes it easier to be learnt by instructors with basic programming skills. It has the ability to describe design's structure elements, such as sequencing, conditions, repetition, activities, activity's input /output, group formation, etc.

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Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Cited by 86 publications

References 26 publications

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

The Role of Personal and Shared Displays in Scripted Collaborative Learning

ColScript a New Scripting Language for Collaborative Learning

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