Toward a script theory of guidance in computer-supported collaborative learning

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM

Cognitive load and knowledge sharing in Learning Networks

Learning Networks are online social networks designed to support non-formal learning; they are therefore particularly suitable for self-directed learners. In Learning Networks, learners need to acquire knowledge through knowledge sharing with other participants. However, without a support structure, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge acquisition. To optimize cognitive load, we propose to use a particular type of collaborative learning, peer tutoring, as a support structure. Its mechanisms reduce, we argue, the extraneous load imposed by organizing knowledge sharing as well as induce germane load by directing the freed cognitive capacity to processes that contribute to knowledge acquisition

Facebook as learning platform: Argumentation superhighway or dead-end street?

Facebook and other Social Network Sites are often seen by educators as multifunctional platforms that can be used for teaching, learning and/or the facilitation of both. One such strand is making use of them as tools/platforms for using and learning through argumentation and discussion. Research on whether this ‘promise’ is actually achieved – also the research reported on in this Special Issue – does not unequivocally answer the question of whether this is a good idea. This article as one of the two closing articles of this Special Issue discusses Social Networking Sites in general and Facebook specifically with respect to how they are ‘normally’ used by their members as well as with respect to their social and technical features. Then, in light of this, it discusses the learning results of the four studies. It concludes with a short discussion of whether they are capable of meeting the promise that many think they can

Negotiating Common Ground: Tools for Multidisciplinary Teams.

Beers, P.J. (2005). Negotiating Common Ground. Tools for Multidisciplinary Teams. Unpublished doctoral dissertation. Open University of the Netherlands, The Netherlands

Towards a Framework for CSCL Research

Although collaborative learning, often supported by computer networks (widely called computer supported collaborative learning, or CSCL) is currently being implemented at all levels of education, it has not always proven to be the wonder-tool that educators envisioned and has often not lived up to the high expectations that educators had for it. In this introduction to the special issue on computer supported collaborative learning (CSCL), a framework for research on CSCL is presented. This framework is presented in the form of a 3 X 3 X 3 cube, with the dimensions Level of Learning (cognitive, social, and motivational), Unit of Learning (individual, group/team, and community) and Pedagogical measures (interactive, representational, and guiding). Based on this framework, the different contributions are discussed, and the empty cells - which should form the basis for further theoretical research – become evident

Knowledge Enhanced Financial Advisory Services

Ever-more complex financial products and investment opportunities demand that clients have a solid understanding of financial concepts if they are to make informed decisions. However, this is seldom the case, and the consequences of uninformed decision-making have been widely described in both the scientific literature as well as in public media. Interventions in the form of providing more documentation on products have been ineffective (Chater et al., 2010). The same seems to hold for efforts in schools to foster financial literacy, as it is (1) unclear what knowledge comprises effective decision help in an upcoming advisory encounter, and (2) there might be a very long time distance between the learning and theapplication in a real advisory encounter situation (Fernandes etal., 2014).In this dissertation, I therefore describe a way of client education that can be directly applied in the service encounter itself. The educational concept is based on experiential learning theory (Kolb, 1984)as a general framework, and is specifically rooted in open-ended learning environments (Hannafin, 1994)as well as the concept of micro-worlds (Rieber, 1992). Interactive, computer-based simulations are utilized to explain the relevant concepts at the time they are needed for making decisions. Embedded in a design science research framework, this dissertation contributes design rationales for both the technical systems required for this consumer education style as well as for the processes of how these tools can be embedded in the service encounter. In several consecutive build/evaluate cycles, design principles are instantiated and evaluated in realistic laboratory evaluations. Besides the focus on the educational aspects, light has also been shed on the social implications of introducing technology into these settings. This dissertation contributes insights on how technical systems, advisory processes, and the environment of an encounter must be designed in order to fulfill its purpose of transferring relevant knowledge without disturbing the critical social relationship between client and advisor. With our evaluations, we were able to demonstrate that client education with a significant client knowledge increase is possible directly in the encounter itself in a just-in-time and on-demand manner without disturbing the social relationship in any unacceptable way. Besides its contributions to the scientific knowledge base, this dissertation also seeks to aid practitioners in building the systems that will enhance the financial services of tomorrow

Towards Feasible Instructor Intervention in MOOC discussion forums

Massive Open Online Courses allow numerous people from around the world to have access to knowledge that they otherwise have not. However, high student-to-instructor ratio in MOOCs restricts instructors’ ability to facilitate student learning by intervening in discussions forums, as they do in face-to-face classrooms. Instructors need automated guidance on when and how to intervene in discussion forums. Using a typology of pedagogical interventions derived from prior research, we annotate a large corpus of discussion forum contents to enable supervised machine learning to automatically identify interventions that promote student learning. Such machine learning models may allow building of dashboards to automatically prompt instructors on when and how to intervene in discussion forums. In the longer term, it may be possible to automate these interventions relieving instructors of this effort. Such automated approaches are essential for allowing good pedagogical practices to scale in the context of MOOC discussion forums