Orchestrating learning activities on the social and the cognitive level to foster CSCL

  • Authors:

  • Armin Weinberger;Douglas Clark;Pierre Dillenbourg;Dejana Diziol;Victor Sampson;Karsten Stegmann;Nikol Rummel;Fabrice Hong;Hans Spada;Bruce McLaren;Taiga Brahm;Frank Fischer

  • Affiliations:

  • Department of Psychology, University of Munich, Germany;College of Education, Arizona State University, Tempe, AZ;CRAFT, Ecole Polytechnique Fédérale de Lausanne, Switzerland;Institute of Psychology, University of Freiburg, Germany;College of Education, Arizona State University, Tempe, AZ;Department of Psychology, University of Munich, Germany;Institute of Psychology, University of Freiburg, Germany;CRAFT, Ecole Polytechnique Fédérale de Lausanne, Switzerland;Institute of Psychology, University of Freiburg, Germany;Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA;SCIL, University of St Gallen, Switzerland;Department of Psychology, University of Munich, Germany

  • Venue:
  • CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
  • Year:
  • 2007

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Abstract

CSCL includes a wide range of scenarios that integrate individual and collaborative learning. Scripts have repeatedly proven useful for guiding learners to engage in specific roles and activities in CSCL environments. The effective mechanisms of scripts in stimulating cognitive and collaborative processes, however, are not yet well understood. Moreover, scripts have been shown to be somewhat inflexible to variations in needs across individual learners, specific groups, and classroom constellations. In this symposium, we present research on how scripts impact sociocognitive processes. The symposium additionally focuses on how CSCL environments can be orchestrated through flexible scripts that adapt to meet the special requirements at the classroom, small group, and individual levels.