Facilitating argumentative knowledge construction with computer-supported collaboration scripts

Online discussions provide opportunities for learners to engage in argumentative debate, but learners rarely formulate well-grounded arguments or benefit individually from participating in online discussions. Learners often do not explicitly warrant their arguments and fail to construct counterarguments (incomplete formal argumentation structure), which is hypothesized to impede individual knowledge acquisition. Computer-supported scripts have been found to support learners during online discussions. Such scripts can support specific discourse activities, such as the construction of single arguments, by supporting learners in explicitly warranting their claims or in constructing specific argumentation sequences, e.g., argument–counterargument sequences, during online discussions. Participation in argumentative discourse is seen to promote both knowledge on argumentation and domain-specific knowledge. However, there have been few empirical investigations regarding the extent to which computer-supported collaboration scripts can foster the formal quality of argumentation and thereby facilitate the individual acquisition of knowledge. One hundred and twenty (120) students of Educational Science participated in the study with a 2×2-factorial design (with vs. without script for the construction of single arguments and with vs. without script for the construction of argumentation sequences) and were randomly divided into groups of three. Results indicated that the collaboration scripts could improve the formal quality of single arguments and the formal quality of argumentation sequences in online discussions. Scripts also facilitated the acquisition of knowledge on argumentation, without affecting the acquisition of domainspecific knowledge

Konzeption einer netzbasierten Lernumgebung zur Förderung des Wissenserwerbs im Kontext der Ausbildung in empirischen Forschungsmethoden und Statistik

In order to support knowledge acquisition in the context of a problem-oriented training in empirical research methods for students of pedagogy, a virtual learning environment was conceptualized. This learning environment is provided parallel to the regular lectures. It is evaluated and further developed on the basis of empirical evidence. The learning environment follows a modular design. Depending on the training section in which the learning environment is implemented, different learning methods are employed. In the first section of the training, problem-solving tasks are provided which are to be coped with on an individual basis. In addition, transfer tasks are made available which are to be worked on in dyads. In the second section, the learning blocks are based on complex hypertexts which are combined with additional instructional components like explanations and questions of comprehension, for instance. The design of the hypertexts was guided by principles of example-based learning. In both training sections extensive concepts of tutorial support are realized, too. Besides the content-specific learning blocks, non-content-specific blocks are provided which give an introduction into the use of the learning environment and prepare the students for the regular exams. The conception of the learning environment is guided by a differentiated cognitive and motivational perspective. Especially with respect to the application of theories, the design-strategy is inspired by an integrative research paradigm which is addressed in the outlooUm den Wissenserwerb im Rahmen einer problemorientierten Ausbildung in empirischen Forschungsmethoden für Studierende der Pädagogik zu unterstützen, wurde eine virtuelle Lernumgebung konzipiert; diese Lernumgebung wird vorlesungsbegleitend angeboten und auf der Basis empirischer Befunde evaluiert und weiterentwickelt. Die Lernumgebung ist modular aufgebaut. In Abhängigkeit vom Ausbildungsabschnitt, in dem die Lernumgebung implementiert wird, kommen unterschiedliche Lernmethoden zum Einsatz. Im ersten Ausbildungsabschnitt werden vorlesungsnahe Problemlöseaufgaben bereitgestellt, die von den Studierenden individuell zu bewältigen sind; zudem werden transferorientierte Problemlöseaufgaben zugänglich gemacht, die die Studierenden paarweise zu bearbeiten haben. Im zweiten Ausbildungsabschnitt basieren die Lernblöcke auf komplexen Hypertexten, die mit zusätzlichen instruktionalen Komponenten wie z.B. Erklärungen und Verständnisfragen kombiniert werden. Das Design dieser Hypertexte wurde von Prinzipien beispielbasierten Lernens geleitet. In beiden Ausbildungsabschnitten werden zudem umfassende tutorielle Unterstützungskonzepte umgesetzt. Neben den inhaltlichen werden in beiden Ausbildungsabschnitten auch nicht-inhaltliche Lernblöcke bereitgestellt, die in die Benutzung der Lernumgebung einführen und die Studierenden auf die regulären Klausuren vorbereiten. Die Konzeption der Lernumgebung geht von einer differenzierten kognitiven und motivationalen Perspektive aus. Die hierbei angewandte Designstrategie ist vor allem in Hinblick auf die Anwendung von Theorien von einem integrativen Forschungsparadigma inspiriert, das im Ausblick aufgegriffen wi

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

TuBI - ein virtuelles Seminar zur Text- und Bildgestaltung im Internet

TuBI stands for a virtual seminar concerning the design of text and pictures in the Internet. The participants get to know theoretical knowledge and practical competencies in designing convincing web-pages and furthermore in planning didactically wise concepts for learning texts in the Internet. The instructional concept bases on the principles of problem oriented learning and the Cognitive Apprenticeship Approach. In the net-based learning environment "TuBI" applicable knowledge is taught by means of authentic problems and multimedia anchors. Various electronic communication tools are offered to the participants to foster their virtual cooperation. The curriculum was developed after a critical reflection of already existing virtual seminar-concepts and therefore offers an instructional support that explicitly responds to the specific features that learning in a virtual space comes with.TuBI (Text- und Bildgestaltung im Internet) ist ein virtuelles Seminar, das den Teilnehmern theoretisches Wissen und praktische Kompetenzen in der Gestaltung von Text und Bild im Internet vermitteln soll. Dabei geht es um ein ansprechendes Design sowie um die didaktisch sinnvolle Konzeption von Internet-Seiten. Die instruktionale Ausrichtung des Seminars basiert auf den Grundprinzipien des problemorientierten Lernens und dem Cognitive Apprenticeship Ansatz. In der netzbasierten Lernumgebung TuBI findet anwendungsnahes Lernen anhand von authentischen Problemstellungen und multimedialen Ankern statt. Dabei stehen den Studierenden verschiedene elektronische Kommunikationswerkzeuge zur Verfügung, die die virtuelle Kooperation der Studierenden unterstützen sollen. Das Curriculum entstand aus einer kritischen Reflektion bereits vorhandener virtueller Seminarkonzepte und bietet daher instruktionale Unterstützungen, die speziell auf die spezifischen Eigenschaften des Lernens im virtuellen Raum eingehen

Constructing nomological nets on the basis of process analyses to strengthen CSCL research

Due to the nature of collaborative learning, realising perfectly controlled experiments often requires an unreasonable amount of resources and sometimes it is not possible at all. Against this background, I propose to augment as good as feasible experimental design with a nomological net of relations between instructional support (intervention), learning processes and learning outcomes. Nomological networks are known from construct validity. In construct validity, the relations between variables (e.g. group differences, correlation matrices) are used to provide evidence for the validity of a measure. By adding multiple process and outcome variables together with the corresponding relations between intervention, process and outcome, the validity of causal relations found can be strengthened. I suggest adopting quality criteria from good research designs to evaluate the nomological nets. The resulting net needs to be (1) theory grounded, (2) situational, (3) feasible, (4) redundant, and (5) efficient. By making these nomological nets explicit and by designing them according to the presented criteria, CSCL research becomes more potent: the risk of inconclusive results is reduced while results that form a consistent nomological net can be interpreted with a stronger confidence, even if the experimental design has some flaws. If this becomes standard in CSCL research, it can be expected to contribute significantly better to knowledge accumulation in this area of research

Knowledge convergence in collaborative learning

In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. Knowledge convergence can be conceptualised as knowledge equivalence and as shared knowledge prior to, during, and subsequent to collaborative learning. Knowledge equivalence refers to learners becoming more similar to their learning partners with regard to the extent of their individual knowledge. Shared knowledge means that learners have knowledge on the very same concepts as their learning partners. In this article, we provide measures for assessing both, knowledge equivalence and shared knowledge

Ausschnitt ICAP-Fragebogen Lehrerinnen und Lehrer Natur-und-Technik

Teil-Fragebogen für Lehrerinnen und Lehrer zu persönlichen Einschätzungen zum Einsatz digitaler Medien im Unterricht und Schülerinnen-und-Schüler-Aktivitäten während des Natur-und-Technik-Unterrichts

ICAP-Fragebogen Schülerinnen und Schüler Mathematik

Fragebogen für Schülerinnen und Schüler zu persönlichen Einschätzungen zum Einsatz digitaler Medien im Unterricht und Aktivitäten während des Mathematikunterrichts

ICAP-Fragebogen Lehrerinnen und Lehrer Natur-und-Technik

Fragebogen für Lehrerinnen und Lehrer zu persönlichen Einschätzungen zum Einsatz digitaler Medien im Unterricht und Schülerinnen-und-Schüler-Aktivitäten während des Natur-und-Technik-Unterrichts