Flexible scripting in net-based learning groups
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
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Scripting Computer-Supported Collaborative Learning: cognitive, computational and educational perspectives. ed. / Frank Fischer; Ingo Kollar; Heinz Mandl; Jorg M. Haake. New York: Springer Verlag, 2007. p. 155-175 (Computer-supported collaborative learning series; Vol. 6).
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
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TY - CHAP
T1 - Flexible scripting in net-based learning groups
AU - Haake, Jörg M.
AU - Pfister, Hans-Rüdiger
PY - 2007/1/1
Y1 - 2007/1/1
N2 - CSCL scripts facilitate cooperative learning by constraining the activities of co-learners and thereby supporting coordination between distributed co-learners as well as guiding co-learners through the collaborative learning process. So far, such scripts have been encoded in CSCL environments and their tools. This made flexible adaptations of scripts an expensive task, which hinders experience-based improvements of CSCL scripts. In this chapter, we present a formal model of CSCL scripts and show how it can be used to help teachers and designers develop, adapt and experiment with CSCL scripts. In our approach, a script is represented as an extended finite state automaton, which is used to control the user interface and the possible activities in a web-based CSCL environment. We distinguish between atomic scripts, which support a specific collaborative learning activity, and composite scripts, which support a complex collaborative learning task through a sequence of atomic or composite scripts. Scripts can be created by a two-step process: defining atomic CSCL scripts, and linking existing scripts into a composite script for the overall learning activity. This approach enables the definition and reuse of CSCL scripts as well as their adaptation to learning groups and learning situations.
AB - CSCL scripts facilitate cooperative learning by constraining the activities of co-learners and thereby supporting coordination between distributed co-learners as well as guiding co-learners through the collaborative learning process. So far, such scripts have been encoded in CSCL environments and their tools. This made flexible adaptations of scripts an expensive task, which hinders experience-based improvements of CSCL scripts. In this chapter, we present a formal model of CSCL scripts and show how it can be used to help teachers and designers develop, adapt and experiment with CSCL scripts. In our approach, a script is represented as an extended finite state automaton, which is used to control the user interface and the possible activities in a web-based CSCL environment. We distinguish between atomic scripts, which support a specific collaborative learning activity, and composite scripts, which support a complex collaborative learning task through a sequence of atomic or composite scripts. Scripts can be created by a two-step process: defining atomic CSCL scripts, and linking existing scripts into a composite script for the overall learning activity. This approach enables the definition and reuse of CSCL scripts as well as their adaptation to learning groups and learning situations.
KW - Business psychology
KW - Collaborative Learning
KW - Cooperative Learning
KW - Finite State Automaton
KW - Computer Support Collaborative Learn
KW - Collaboration Script
UR - https://www.mendeley.com/catalogue/cac9144e-1ee7-353d-9a04-f8d5dfa3e85e/
U2 - 10.1007/978-0-387-36949-5_10
DO - 10.1007/978-0-387-36949-5_10
M3 - Contributions to collected editions/anthologies
SN - 978-0-387-36947-1
T3 - Computer-supported collaborative learning series
SP - 155
EP - 175
BT - Scripting Computer-Supported Collaborative Learning
A2 - Fischer, Frank
A2 - Kollar, Ingo
A2 - Mandl, Heinz
A2 - Haake, Jorg M.
PB - Springer Verlag
CY - New York
ER -