New challenges in CSCL: towards adaptive script support

Authors:
Nikol Rummel;Armin Weinberger;Christof Wecker;Frank Fischer;Anne Meier;Eleni Voyiatzaki;George Kahrimanis;Hans Spada;Nikolaos Avouris;Erin Walker;Kenneth R. Koedinger;Carolyn Penstein Rosé;Rohit Kumar;Gahgene Gweon;Yi-Chia Wang;Mahesh Joshi
Affiliations:
University Freiburg, Institute of Psychology, Freiburg, Germany;Ludwig-Maximilians-Universität München, Department of Psychology, München, Germany;Department of Psychology, Ludwig-Maximilians-Universität München, Germany;Department of Psychology, Ludwig-Maximilians-Universität München, Germany;Institute of Psychology, University of Freiburg, Germany;HCI Group, Electrical and Computer Engineering Department, University of Patras, Greece;HCI Group, Electrical and Computer Engineering Department, University of Patras, Greece;Institute of Psychology, University of Freiburg, Germany;HCI Group, Electrical and Computer Engineering Department. University of Patras, Greece;Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA;Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA;Language Technologies Institute, Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA;Language Technologies Institute, Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA;Language Technologies Institute, Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA;Language Technologies Institute, Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA;Language Technologies Institute, Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA
Venue:
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Year:
2008

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Abstract

Scaffolding learners, i.e. helping learners to attain tasks they could not accomplish without support, entails the notion of fading, i.e. reducing the scaffolding for learners to become more and more self-regulated. Fading implies to tailor support for collaboration, such as collaboration scripts, to the particular needs of the specific collaborators. In computer supported collaborative learning (CSCL) settings, support can be designed in a very restrictive and inflexible fashion; at the same time computerized settings open new possibilities for the realization of adaptive support as they enable automation of analysis and feedback mechanisms. In this symposium we present new technical approaches and latest empirical research on possibilities and limitations of adaptive support for learners in CSCL settings.