lehrstuhl fÜr empirische pÄdagogik und pÄdagogische psychologie 1 internal and external scripts:...

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LEHRSTUHL FÜR EMPIRISCHE PÄDAGOGIK UND PÄDAGOGISCHE PSYCHOLOGIE

Internal and External Scripts: Studies on the Interplay of Discourse, Cognition and Instruction in

Computer-Supported Collaborative Learning

Frank Fischer

Keynote at the International Conference of the Learning Sciences, Utrecht, NL, June 25, 2008

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Major contributions of Armin Weinberger Ingo KollarKarsten StegmannChristof WeckerJan ZottmannKati Mäkitalo-SieglCOSSICLE European Research Team

Heinz Mandl

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Discourse activities are assumed to be related to cognitive processes of learning in “Spirals of Reciprocity” (Salomon & Perkins, 1998)

Epistemic activities: How learners work on a knowledge construction task (Baker, 2002)

Argumentation: How arguments are warranted and how argument sequences evolve in the discussion

Social mode of co-construction/ transactivity or How learners built on the contributions of their learning partners (Teasley, 1997)

(Weinberger & Fischer, 2006: Multidimensional coding scheme)

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• Construction of single arguments(cf. Voss, et al., 1993; Toulmin, 1958)

• Construction of argumentation sequences(cf. Leitão, 2000)

Argumentation and learning (e.g. Lund,Erkens, Baker,Andriessen,Schwarz)

claim data/evidence

warrant

argument

counterargument

integration

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Zur Anzeige wird der QuickTime™ Dekompressor „TIFF (Unkomprimiert)“

benötigt.

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Does it work spontaneously?

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A case-based online discussion environment (Weinberger, Stegmann & Fischer,

2003)

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benötigt.

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Obviously, there is a lack of knowledge on the side of the learners how to beneficially engage in peer discussions.

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Collaboration Scripts•Collaboration Scripts: activity programs that activate or assign roles and associated activities that help individuals to understand and to act in specific collaborative situations (in part: Schank & Abelson, 1975).•Cultural and personal scripts on collaboration (“internal collaboration scripts”)•Re-conceptualising “lack of knowledge”: Erroneous, lacking or heterogeneous application of (internal) scripts in computer-supported peer discussions.

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External collaboration scriptsInstruction: External collaboration scripts include scaffolds for activating appropriate “internal scripts” or for guiding, sequencing and coordinating different roles and activities in collaborative learning situations (see Kollar et al., 2006; e.g., O’Donnell, 1999; Dillenbourg 2002; Rummel & Spada, 2005; Schellens et al., 2007).

External scripts supporting Zones of Proximal Development– Students are supported by a set of procedural (software)

scaffolds that aim at supporting active participation on a discourse level which is beyond what learners would accomplish spontaneously (i.e., with their internal scripts; King, 2007; Kollar et al., 2003)

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Empirical research program on scripting

Several experimental studies in three series on scripted discussions, embedded in the curriculum– Studies with about 350 groups of 3 university

students in the domain of educational psychology– Studies with about 200 science education students

learning in groups of two (high school level)– Follow-up field studies in medicine, computer

science, and educational science

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Script for the construction of single argumentsClaim Warrant + Data

Qualifier

Claim...Warrant + Data...Qualifier...

He believes he is not talented due to failures. This means an internal stable attribution of failures.

Michael suffers from an inefficient self-attribution in maths.

Michael simply might be lazy or swamped with maths or suffer from bad instruction.

Stegmann, Weinberger & Fischer (2007). Scripting argumentative knowledge construction. ijCSCL.

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Script for the construction of argumentation sequences

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Constructive Critic: Critique

Case Analyst: Reply

Case Analyst: Reply


Case Analyst: New Analysis



Case Analyst:First Analysis

Example sequencing roles and activities: The „social script“ (peer critique script)

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Online peer discussion (raw data)

Andrea:

Ich hab irgendwie den Überblick verloren! Sind wir uns einig dass das ein internal stabiles Verhalten ist und das eine negative Attribution der Eltern vorliegt. Zusätzlich könnte man sagen, dass der Lehrer eine Reattribution fördern sollte (um das Verhalten zu ändern). Und natürlich auch bei den Eltern.

Ben:

>Ich hab irgendwie den Überblick verloren! Sind wir uns >einig dass das ein internal stabiles Verhalten ist und das eine >negative Attribution der Eltern vorliegt. Zusätzlich könnte >man sagen, dass der Lehrer eine Reattribution fördern sollte >(um das Verhalten zu ändern). Und natürlich auch bei den >Eltern.

OK! Lasst uns zum Fall Klassentreffen wechseln.

OT/FNN/BSR3/FBF/FRAR4/FBF/FRAR7/FBF/FRA

R17/ERG/BS

QUOTED

KOO/AKZ/PLA

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Script component for the construction of argumentation

sequences

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benötigt.

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Effects of specific script components on the processes of online discussions

Parti- Epist. Argument Argument Transactivity.

cipation Activity constr. sequence

ParticipationScript component

EpistemicScript component

Argument constructionScript component

Argument sequencingScript component

SocialScript component

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Effects of specific script components on the outcomes of online collaborative learning Individual level outcome

domain-general domain-specific

ParticipationScript component

EpistemicScript component

ArgumentScript component

ArgumentationScript component

SocialScript component

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• How do external collaboration scripts work (i.e., change cognitive processing) ?

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Hidden below the surface:Cognitive activities

Some say, discourse and cognition are inseparable and basically the two sides of one medal

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Discourse processes

Stegmann, Wecker, Weinberger & Fischer (2007). In: Proceedings of the CSCL conference 2007. Mahwah, NJ: Erlbaum.

Cognitive processes

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A think-aloud study in asynchronous discussion (Stegmann et al., 2007)

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Discourse and cognition in an online

discussion Learner with low knowledge gains

Weinberger, Stegmann & Fischer: Saturday 11.00 hrs, Room B

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Learner with high knowledge acquisition

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Case Analyst: Reply

Case Analyst: Reply


Case Analyst: New Analysis



Case Analyst:First Analysis

Example of specifying, assigning, and sequencing roles and activities: The „social script“ (peer

critiquing script)

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The orchestration of discourse and cognition in a scripted discussion

Learner with social script: Analyst role

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How do external and internal scripts interact?

A study in science education

(Ingo Kollar et al.: Friday, 15.15, “Blue”)

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WISE Bell, Linn; Kollar, Fischer and Slotta (2005)

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Computer-supported collaboration scripts for inquiry learning environments

• Kollar, Fischer and Slotta (2007)

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• Measuring the learners’ internal scripts on collaborative argumentation:• Test (prior to collaborative learning phase):

Protocol of a fictitious dialogue about a science topic

• Protocol included complete and incomplete arguments and argumentation sequences sensu Toulmin (1958) and Leitao (2000)

• Task: Identification of good and poor “argumentative moves” and giving reasons for that

• Median split procedure on the basis of individual point score

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Interaction of internal and external scripts -

Results• External script supported the acquisition of

knowledge on argumentation (i.e. fostering internal scripts; without hampering domain knowledge acquisition)

• Only the internal script was effective for the acquisition of domain knowledge

• Process analyses reveal: external scripts are only effective in writing phases, not during (quantitatively dominating) oral discussion phases. There, internal scripts are more effective.

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Getting rid of (external) scripts: Fading

• How can external collaboration script components be faded out once appropriate internal scripts are accessible? (e.g., Pea, 2004; Renkl et al., 2005)

• Christof Wecker & Frank Fischer, Friday, 15.15 hrs, Room A

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Claim Argument

Type of claim

Type of argument

Condition of relevance

Counterargument

Application support

Sequencing

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application support:after 2 counterarguments

argument schemata:1. type of argument2. type of claim

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Results on fading of scripts

• Simply hiding more and more of the script components does not help much

• Effect of fading can be increased by using collaboration: distributed monitoring supports learners to take over the regulation of their skill

→ Ongoing: longer-term study on fading of scripts in classroom setting

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Interdisciplinary challenges:Specification and formalisation of (external)

collaboration scripts• Collaboration Script as a „boundary concept“ -

addressed by the European Research Team „Cossicle“

• The challenge: psychologically valid, educationally effective and technically re-usable external scripts

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LEHRSTUHL FÜR EMPIRISCHE PÄDAGOGIK UND PÄDAGOGISCHE PSYCHOLOGIEEuropean Research Team „Cossicle“ (NoE

Kaleidoscope)

Computer Science

Education

Psychology

Andreas HarrerPierre Dillenbourg

Päivi Häkkinen

Frank Fischer

Pierre Tchounikine

Stavros Demetriadis

Team Leader:Armin Weinberger

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Components and Mechanisms

Participants

Groups

Roles

Activities

Resources

•Mechanisms•Components

•Fading•Traversion•Rotation

•Repetition•Distribution•Formation

1 2 3

Kobbe et al. (2007). Specifying collaboration scripts. International Journal of Computer-Supported Collaborative Learning.

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An editor for external collaboration scripts

Graphical modeling and editing of scripts (Harrer et al., 2006)

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Conclusion– Learning through online peer discussion typically needs support

– How to improve? Computer-supported collaboration scripts can indeed establish ZPDs; they have highly specific effects on processes and individual outcomes (but also side effects)

– External scripts can re-orchestrate the interplay of discourse, cognition, and instruction in peer discussions

– Complex interplay of internal and external collaboration scripts over time: External scripts promote knowledge on argumentation and the development of internal scripts; internal scripts are more effective for domain knowledge acquisition

– Effective fading (Davies, 2003; Pea, 2004) of external scripts is not a straight forward removal of script components - collaboration can be effectively used

– We suggest the scripting framework by Kobbe et al. (2007) as interdisciplinary joint reference to accumulate scientific knowledge as well as to represent effective script designs.

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Research has partly been funded

• By Deutsche Forschungsgemeinschaft (DFG)

• By Noe Kaleidoscope (EU 6 FP)

• By the Federal State Baden-Württemberg (Strukturfonds)

– Most of the papers can be found in the TELEARN open archive

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Fostering simulation-based learning in medical education with Collaboration Scripts

Jan Zottmann, Peter Dieckmann,Marcus Rall, Frank Fischer & Tatjana Taraszow: Paper #, Session #, Date

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Simulation-Based Courses with Video-Assisted Debriefing

• Hands-on simulation courses– 2-3 active participants– 8-10 live observing participants

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Kollar et al. (2004), Wecker et al. (2005)

• Findings of two classroom studies with CSCL:• No difference between classroom setting and “lab” setting• Explanations:

– CSCL environment are not flexible enough to be easily integrated into the overall classroom instruction

– Lack of appropriate classroom scripts– Students hardly use the expertise of the teacher appropriately

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Future Challenge:Orchestrating CSCL and classroom

instruction – Bringing the teacher back into the conductor’s

role

• Towards an orchestration of scripts on small group level and classroom scripts (Wecker, Kollar & Fischer, in prep.)

• More adaptable/flexible scripts (e.g. Tchounikine & Dillenbourg, 2006)

– Automated analyses of peer discussion (Rosé et al., 2008)

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Formalization of the Arguegraph Script(see Dillenbourg & Jermann, 2007)

lehrstuhl fÜr empirische pÄdagogik und pÄdagogische psychologie 1 internal and external scripts:...

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