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"Split Where Interaction Should Happen", a model for designing
CSCL scripts
Pierre Dillenbourg, Patrick Jermann, Fabien Girardin
CRAFTCentre de recherche et d’Appui
pour la Formation et ses technologies
ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E
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Tutoring
Conflict resolution
Negociation
Argumentation
Mutual regulation
Explanation
Collaboration Learning
share
d
share
d
unders
tandin
g
unders
tandin
g
Structure RegulatePreventive Reactive
??
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Teamframes : pedagogical project management
Guest login at: http://teamframes.epfl.ch/
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Tutoring
Group self-regulation
Conflict resolution
Negociation
Argumentation
Mutual regulation
Explanation
Collaboration Learning
Share
d
Share
d
unders
tandin
g
unders
tandin
g
Structure RegulatePreventive Reactive
??
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Jermann & Dillenbourg (CRAFT EPFL)
Group self-regulation: Socio-Cognitive Mirrors
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Semi-structured interfaces
Tutoring
Group self-regulation
Conflict resolution
Negociation
Argumentation
Mutual regulation
Explanation
Collaboration Learning
Share
d
Share
d
unders
tandin
g
unders
tandin
g
Structure RegulatePreventive Reactive
??
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Structuring Dialogues
Suthers et al (Hawaii)
I agree
I disagree
Please explain
Let me do it
Are you alive ?
I have an idea
>
Baker (Lyon), Jermann (EPFL), …
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Structuring Dialogues
Suthers et al (Hawaii)
I agree
I disagree
Please explain
Let me do it
Are you alive ?
I have an idea
Baker (Lyon), Jermann (EPFL), …
Please explain why you changed the speed value ?
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Semi-structured interfaces
ScriptsTutoring
Group self-regulation
Conflict resolution
Negociation
Argumentation
Mutual regulation
Explanation
Collaboration Learning
Share
d
Share
d
unders
tandin
g
unders
tandin
g
Structure RegulatePreventive Reactive
??
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The «ArgueGraph » scriptThe «ArgueGraph » script
Phase1Phase1
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Phase 2Phase 2The «ArgueGraph » scriptThe «ArgueGraph » script
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Phase 3Phase 3The «ArgueGraph » scriptThe «ArgueGraph » script
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Design choices
Immediate FB
Delayed FB
Microworld FB
Theories
Behavioursim
Constructivism
Metacognition
Phase 4Phase 4The «ArgueGraph » scriptThe «ArgueGraph » script
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argumentation
debriefing
debriefing
Coffee-break
1 week
Exp 1-3Exp 1-3 Exp 4Exp 4
argumentation
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The «Grid» scriptThe «Grid» script
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The «Grid» scriptThe «Grid» script
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The «Grid» scriptThe «Grid» script
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Maia Engeli’s: http://bitsandspaces.ethz.ch/
Exemple:
PHASE X
Activités asynchrone: Ecole d’architecture ETH
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« Courseware Design Studio»« Courseware Design Studio»A
dapt
ed f
rom
the
Pha
seX
scr
ipt,
M. E
ngel
i, S
choo
l of
Arc
htite
ctur
e, Z
uric
h
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AU
PE
LF
Inf
orou
tes
« « www.UniverSanté.org»»
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Switzerland Lebanon Tunisia Cameroon
Cancer Case 1 Case 1 Case 1 Case 1
Case 2 Case 2 Case 2 Case 2
Diabetis Case 3 Case 3 Case 3 Case 3
Case 4 Case 4 Case 4 Case 4
…
« « www.UniverSanté.org»»
Public Health Issues
Berger, A., Moretti, R., Chastonay, Clavien L. P., Dillenbourg, P., Bchir, A., Baddoura, R., Bengondo, C., Scherly, D., Ndumbe, P., Farah, P. & Kayser, B.
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A CSCL script is a sequence of phases:• Each phasis is defined by :
• a deadline
• a deliverable system input
• A set of roles:
• unspecified, complementary (JIGSAW), hierarchical
• fixed ou rotating
• Multiple social planes:
• solo, group, collective
• different communication modes at different planes
• Data flow between planes
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CSCL scripts are very different:• Granularity: low (utterance level) – high (project phase)
• Degree of coercion: low (induced) – high (forced)
• Locus of control (F. Fischer): Internal (to be learned) or simply played (External)
• Degree of generality. Content-specific, *-specific, *-independent
• What is common between scripts?
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What’s inside a CSCL script ?
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What’s the difference between a CSCL script and a lesson plan ?
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Script ‘ArgueGraph’
Ind
ivid
ual
Gro
up
Soci
al
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Ind
ivid
ual
Gro
up
Soci
al
Com
mu
nit
yW
orl
d
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Script ‘ArgueGraph’
Ind
ivid
ual
Gro
up
Soci
al
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Script ‘ArgueGraph’
Ind
ivid
ual
Gro
up
Soci
al
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-1R
efe
ren
ce+
1
TASK
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-1G
roup
+1
Design an engine
5 students + tools
class
student
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-2C
lass
-1
Write a newspaper
Class of 25 students + tools
+1 world
group
student
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-1R
efe
ren
ce+
1
TASK
Distributed Cognitive System
Distributed Cognitive System
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Refe
ren
ce
TASK
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Regulation
interactions
TASKTASK
METAMETA
Reciprocal-* Scripts
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Role 2Role 2
Role 1Role 1
Conflict-* Scripts
ArgumentationArgumentation
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SubSet 2SubSet 2
SubSet 1SubSet 1
JIGSAW-* Scripts
ExplanationExplanation
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The SWISH model:
Learning results from the interactions necessary for over-compensating the drawbacks of task distribution.
Hence, the script must split the system where interaction should occur.
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Script Family Task Split Interactions
Reciprocal-* Meta / Task Mutual regulation
Conflict-* Pro / Against Argumentation
JIGSAW-* SubSets Explanation
Challenge-* Problem / Solution ?
… … …
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How to SPLIT the system?
Natural differences: form the groups based on conflicts (of opinion in ArgueGraph)on complementarity (of knowledge in Ploetzner & Hoppe)…
Induced differences: create differences among team members basedon pre-collaboration activities (readings, learned strategies …)on assigned roles (« you are Piaget »)on differentiated access to information / tools (JIGSAW)…
Different sub-tasks: induced by instructionsinduced by the interface
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The SWISH Model: 7 Axioms
1. The script runs over multiple social planes
2. At the reference level, the task defines the distributed
system.
3. Interactions occur to over-compensate task distribution
4. System plasticity is reinforced by rotating the script
5. Time makes the script structure salient
6. The core system is envelopped with didactic activities
7. The integration means dataflow between activities
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refe
rence
Role 2Role 2
Role 1
Role 1
Role 2Role 2Mike
Lena
Mike
Lena
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The SWISH Model: 7 Axioms
1. The script runs over multiple social planes
2. At the reference level, the task defines the distributed
system.
3. Interactions occur to over-compensate task distribution
4. System plasticity is reinforced by rotating the script
5. Time makes the structure salient
6. The core system is envelopped with didactic activities
7. The integration means dataflow between activities
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Time Frame Time Frame
Ind
ivid
ual
Gro
up
Soci
al
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The SWISH Model: 7 Axioms
1. The script runs over multiple social planes
2. At the reference level, the task defines the distributed
system.
3. Interactions occur to over-compensate task distribution
4. System plasticity is reinforced by rotating the script
5. Time makes the structure salient
6. The core system is envelopped with didactic activities
7. The integration means dataflow between activities
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Teamframes : pedagogical project management
Guest login at: http://teamframes.epfl.ch/
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Core script (distributed system)
Didactic enveloppe
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Post-Structuring
Pre-Structuring
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Script ‘ArgueGraph’
Ind
ivid
ual
Gro
up
Soci
al
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Ind
ivid
ual
Gro
up
Soci
al
Introductory lecture
Advance organizers
…
Introductory lecture
Advance organizers
…
Readings
Prerequisite refresh
…
Readings
Prerequisite refresh
…
Writing synthesis
Readings
…
Writing synthesis
Readings
…
Comparing soltuions
Debriefing
Lectures
….
Comparing soltuions
Debriefing
Lectures
….
BEFORE AFTER
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???
EML, IMS-LD,…
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The SWISH Model: 7 Axioms
1. The script runs over multiple social planes
2. At the reference level, the task defines the distributed
system.
3. Interactions occur to over-compensate task distribution
4. System plasticity is reinforced by rotating the script
5. Time makes the structure salient
6. The core system is envelopped with didactic activities
7. The integration means dataflow between activities
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Ind
ivid
ual
Gro
up
Soci
al
Read papers
Distribute concepts
Define Concepts
Build the grid
Compare the grids
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Aggregate Differentiate ListBehavioural
data
Votes
Opinions
Solutions
…
…
Visaluasize probel space
Compare
Argue
Brainstorm
…
Broadcast Assign FormGroups
Problem data
Roles
Interaction trace
…
Solve
Enter
Reflection
…
Generic Script Operators
Up/Down
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Split Where Interaction Should Happen
1. The script runs over multiple social planes
2. At the reference plane, the task defines the distributed system.
3. Interactions occur to over-compensate task distribution
4. System plasticity is reinforced by rotating the script
5. Timeframe makes the social structure salient
6. The core system is envelopped with didactic activities
7. Integration means dataflow between activities