Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

user centered design approaches and methods for p5 ehealth

As seen throughout this book, eHealth informed by P5 approach gives full recognition to patients' contexts, needs, desires, and personal characteristics. These aspects should not only be considered as cornerstones for technology evaluation, but as fundamental guidelines for design in the first place. This relates to User-Centered Design, that is, any technology/service design where final users influence how the design itself takes place. In other words, eHealth development should be based on research data gathered among final users about their needs and contexts of use, in order to be specifically tailored on final users even before the realization of low-level prototypes. This methodological contribution presents a critical presentation, description, and evaluation of research tools to be employed not to evaluate technology's results and effectiveness, but the specific characteristics of users in order to orient design and development. Such an approach should be considered the "gold standard" of P5 eHealth solutions

Information science instruction and changes in girls' and boy's expectancy and value beliefs: In search of gender-equitable pedagogical practices

In this study, which was situated in the context of information science instruction, data were collected twice using student self-reports to examine the effects of pedagogical practices on changes in boys' and girls' expectancy and value beliefs about computing. Participants were 326 7th-grade students, enrolled in three middle schools that were located in a Greek metropolitan city. At both times boys expressed more positive intrinsic-value beliefs about computing. Teachers' pedagogical practices had effects on students' motivation. All students benefited from practices that highlighted the social benefits and applications of technology. Also, girls benefited from practices that connected information science to other school subjects and boys from practices encouraging social interaction. Findings challenge some assumptions about gender/technology relations and have implications for teaching about technology in a gender-equitable way. (C) 2013 Elsevier Ltd. All rights reserved

Investigating deaf students' use of visual multimedia resources in reading comprehension

MIXED RESEARCH DESIGN was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8-12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign Language videos, pictures, and concept maps. Also, students' reading comprehension was assessed through reading comprehension questions and retelling. Analysis of the students' viewing behavior data, their answers to reading comprehension questions, their "think alouds," and their story retells indicated that they used visual resources, but they did not exploit them in a strategic manner to aid their reading comprehension. The study underscores the important role of mediated instruction in "visual literacy" skills that enable students to learn how to process visual aids in a way that supports their reading comprehension