Information Technology Reference
In-Depth Information
Another area of current interest is in supporting teachers to prepare lessons
for a technology-mediated classroom. Tools to specify lessons and design learning
interactions include Educational Modelling language (EML) & IMS LD (Koper &
Tattersall, 2005), LDL (Ferraris, Martel, & Vignollet, 2007) and LAMS (Dalziel,
2003).
Thus, one-to-one classroom technology is founded upon several research disci-
plines and one central aim is to integrate the methods and tools for personalised
learning into a learning environment for the design and management of effective
learning in a one-to-one classroom. This chapter presents a system, called SceDer,
to design and orchestrate classroom learning. The design of the SceDer system has
drawn upon a number of domains in order to provide: a pedagogical model for
the design of lessons to support individual, group and whole class interactions;
an intuitive authoring tool; an intermediate language and exchangeable learning
object; a distributed learning environment to support a wide range of learning sce-
narios; progress, monitoring and control tools to harness learning in the one-to-one
classroom.
CSCL Scripts in Face-to-Face Classroom Learning
Research on collaborative learning has shown that learners often do not collab-
orate well spontaneously because they tend not to participate equally, they often
engage only in low-level argumentation, and they rarely combine their knowledge
and converge on a shared answer (Kollar, Fischer, & Hesse, 2006). Based on such
findings, CSCL scripts were developed with the aim of enabling a higher quality of
both collaborative learning processes and individual learning outcomes in settings
that include face-to-face, web-based as well as mobile contexts (Fischer, Kollar,
Mandl, & Haake, 2007). Examples of collaboration scripts include the MURDER
Script (Kobbe et al., 2007), Social Script (Weinberger, Ertl, Fischer, & Mandl,
2005), Collpad (Nussbaum et al., 2009), Universánt Script, and ArgueGraph Script
(Jermann & Dillenbourg, 1999). The ArgueGraph Script (Dillenbourg & Crivelli,
2009) and the Collpad (Nussbaum et al., 2009) scenarios have a similar form of col-
laboration process which is separated into three phases: (1) learners form individual
opinions or make individual responses; (2) learners form pairs or small groups with
differing opinions and discuss their views; and (3) everyone in the group agrees to
a joint answer which is presented to the teacher or to the whole class for further
discussion.
In brief, collaboration scripts comprise a set of instructions that prescribe or
guide how students should form groups, how they should interact and collaborate
and how they should solve a problem (Dillenbourg, 2002). Scripts consist of two
main parts: script components and script mechanisms. Script components contain
at least five elements: (a) participants; (b) activities; (c) roles; (d) resources; and
(e) groups (Kobbe et al., 2007). Script mechanisms are used for describing the dis-
tributed nature of scripts, that is, how activities, roles and resources are distributed
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