Collaboration scripts - Revision history

Mbett: Reverted edits by Sitamoyer (Talk); changed back to last version by Bobhaus

2011-08-31T15:24:05Z

Reverted edits by Sitamoyer (Talk); changed back to last version by Bobhaus

← Older revision		Revision as of 15:24, 31 August 2011
Line 15:		Line 15:
	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]
	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	~~[http://custom-essay-writing-service.org/index.php custom essay writing]~~

Sitamoyer at 11:05, 30 August 2011

2011-08-30T11:05:00Z

← Older revision		Revision as of 11:05, 30 August 2011
Line 15:		Line 15:
	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]
	[[Category:Independent Variables]]		[[Category:Independent Variables]]
			[http://custom-essay-writing-service.org/index.php custom essay writing]

Bobhaus at 19:16, 23 May 2007

2007-05-23T19:16:19Z

← Older revision		Revision as of 19:16, 23 May 2007
Line 1:		Line 1:
	Collaboration scripts (e.g., King~~...~~1998; Fischer; Soller; Rummel & Spada; Elaine Coleman 98; Bereiter & Scardamalia; ) are an [[instructional method]] that structures the [[collaboration\|Collaboration]] process by guiding the interacting partners through a sequence of interaction phases with designated activities and roles. This method often involves first teaching students how to collaborate then providing prompts or sentence openers that scaffold the scripted collaboration.		Collaboration scripts (e.g., King, Staffieri, & Adelgais, 1998; Fischer, Bruhn, Graesel, & Mandl, 2002; Soller, 2004; Rummel & Spada, 2005; Elaine B. Coleman, 1998; Bereiter & Scardamalia, 1989) are an [[instructional method]] that structures the [[collaboration\|Collaboration]] process by guiding the interacting partners through a sequence of interaction phases with designated activities and roles. This method often involves first teaching students how to collaborate then providing prompts or sentence openers that scaffold the scripted collaboration.

	Scripts are expected to promote learning by prompting cognitive, [[metacognition\|metacognitive]] and social processes that might otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts interacting partners to engage in activities like posing questions, providing explanations, and giving feedback.		Scripts are expected to promote learning by prompting cognitive, [[metacognition\|metacognitive]] and social processes that might otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts interacting partners to engage in activities like posing questions, providing explanations, and giving feedback.
Line 5:		Line 5:
	Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches. A reflection phase is often included in scripts.		Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches. A reflection phase is often included in scripts.

	This method of instruction includes simple prompting, e.g., for self-explanation while a pair is studying an ~~exampele~~ [[Hausmann]].		This method of instruction includes simple prompting, e.g., for self-explanation while a pair is studying an example [[Hausmann_Study2\|Hausmann & VanLehn, 2007]].

	We do not include reciprocal teaching under this category as it includes modeling and other teacher-led activities.		We do not include reciprocal teaching under this category as it includes modeling and other teacher-led activities.
Line 12:		Line 12:

	[[Category:Glossary]]		[[Category:Glossary]]
			[[Category:Interactive Communication]]
	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]
	[[Category:Independent Variables]]		[[Category:Independent Variables]]

Bobhaus at 16:26, 23 May 2007

2007-05-23T16:26:54Z

← Older revision		Revision as of 16:26, 23 May 2007
Line 1:		Line 1:
	Collaboration scripts (e.g., King...1998; Fischer; Soller; Rummel & Spada; Elaine Coleman 98; Bereiter & ~~Scadalmalia~~; ) are an [[instructional method]] that structures the [[collaboration\|Collaboration]] process by guiding the interacting partners through a sequence of interaction phases with designated activities and roles. This method often involves first teaching students how to collaborate then providing prompts or sentence openers that scaffold the scripted collaboration.		Collaboration scripts (e.g., King...1998; Fischer; Soller; Rummel & Spada; Elaine Coleman 98; Bereiter & Scardamalia; ) are an [[instructional method]] that structures the [[collaboration\|Collaboration]] process by guiding the interacting partners through a sequence of interaction phases with designated activities and roles. This method often involves first teaching students how to collaborate then providing prompts or sentence openers that scaffold the scripted collaboration.

	Scripts are expected to promote learning by prompting cognitive, [[metacognition\|metacognitive]] and social processes that might otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts interacting partners to engage in activities like posing questions, providing explanations, and giving feedback.		Scripts are expected to promote learning by prompting cognitive, [[metacognition\|metacognitive]] and social processes that might otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts interacting partners to engage in activities like posing questions, providing explanations, and giving feedback.

Bobhaus at 16:25, 23 May 2007

2007-05-23T16:25:43Z

← Older revision		Revision as of 16:25, 23 May 2007
Line 1:		Line 1:
	Collaboration scripts ~~structure~~ the collaboration process by guiding the interacting partners through a sequence of interaction phases with designated activities and roles. ~~Scripts are expected~~ to ~~promote learning by prompting cognitive, [[metacognition\|metacognitive]] and social processes~~ that ~~might otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted~~ collaboration~~. For example, the script prompts interacting partners to engage in activities like posing questions, providing explanations, and giving feedback~~.		Collaboration scripts (e.g., King...1998; Fischer; Soller; Rummel & Spada; Elaine Coleman 98; Bereiter & Scadalmalia; ) are an [[instructional method]] that structures the [[collaboration\|Collaboration]] process by guiding the interacting partners through a sequence of interaction phases with designated activities and roles. This method often involves first teaching students how to collaborate then providing prompts or sentence openers that scaffold the scripted collaboration.

	Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches.		Scripts are expected to promote learning by prompting cognitive, [[metacognition\|metacognitive]] and social processes that might otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts interacting partners to engage in activities like posing questions, providing explanations, and giving feedback.

			Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches. A reflection phase is often included in scripts.

			This method of instruction includes simple prompting, e.g., for self-explanation while a pair is studying an exampele [[Hausmann]].

			We do not include reciprocal teaching under this category as it includes modeling and other teacher-led activities.

	*Dillenbourg, P. & Jermann, P. (2006). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl &, J. Haake, ''Scripting computer-supported communication of knowledge. Cognitive, computational, and educational perspectives'' (pp. 259-288). New York: Springer.		*Dillenbourg, P. & Jermann, P. (2006). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl &, J. Haake, ''Scripting computer-supported communication of knowledge. Cognitive, computational, and educational perspectives'' (pp. 259-288). New York: Springer.

Bobhaus at 16:09, 23 May 2007

2007-05-23T16:09:37Z

← Older revision		Revision as of 16:09, 23 May 2007
Line 8:		Line 8:

	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]
	[[Category:Independent ~~variables~~]]		[[Category:Independent Variables]]

Bobhaus at 16:09, 23 May 2007

2007-05-23T16:09:10Z

← Older revision		Revision as of 16:09, 23 May 2007
Line 8:		Line 8:

	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]
			[[Category:Independent variables]]

DejanaDiziol at 14:32, 14 February 2007

2007-02-14T14:32:20Z

← Older revision		Revision as of 14:32, 14 February 2007
Line 3:		Line 3:
	Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches.		Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches.

	''Dillenbourg, P. & Jermann, P. (2006). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl &, J. Haake, Scripting computer-supported communication of knowledge. Cognitive, computational, and educational perspectives (pp. 259-288). New York: Springer.		*Dillenbourg, P. & Jermann, P. (2006). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl &, J. Haake, ''Scripting computer-supported communication of knowledge. Cognitive, computational, and educational perspectives'' (pp. 259-288). New York: Springer.

	[[Category:Glossary]]		[[Category:Glossary]]

	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]

DejanaDiziol at 14:31, 14 February 2007

2007-02-14T14:31:39Z

← Older revision		Revision as of 14:31, 14 February 2007
Line 3:		Line 3:
	Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches.		Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches.

	Dillenbourg, P. & Jermann, P. (2006). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl &, J. Haake, Scripting computer-supported communication of knowledge. Cognitive, computational, and educational perspectives (pp. 259-288). New York: Springer.		''Dillenbourg, P. & Jermann, P. (2006). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl &, J. Haake, Scripting computer-supported communication of knowledge. Cognitive, computational, and educational perspectives (pp. 259-288). New York: Springer.

	[[Category:Glossary]]		[[Category:Glossary]]

	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]

DejanaDiziol at 14:31, 14 February 2007

2007-02-14T14:31:20Z

← Older revision		Revision as of 14:31, 14 February 2007
Line 1:		Line 1:
	Collaboration scripts structure the collaboration process by guiding the interacting partners through a sequence of interaction phases with designated activities and roles. Scripts are expected to promote learning by prompting cognitive, [[metacognition\|metacognitive]] and social processes that might otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts interacting partners to engage in activities like posing questions, providing explanations, and giving feedback.		Collaboration scripts structure the collaboration process by guiding the interacting partners through a sequence of interaction phases with designated activities and roles. Scripts are expected to promote learning by prompting cognitive, [[metacognition\|metacognitive]] and social processes that might otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts interacting partners to engage in activities like posing questions, providing explanations, and giving feedback.

			Dillenbourg and Jermann (2006) describe different core scripts, i.e. schemata lying at the heart of any particular collaboration script. They distinguish between jigsaw, conflict and reciprocal script approaches.

			Dillenbourg, P. & Jermann, P. (2006). Designing integrative scripts. In F. Fischer, I. Kollar, H. Mandl &, J. Haake, Scripting computer-supported communication of knowledge. Cognitive, computational, and educational perspectives (pp. 259-288). New York: Springer.

	[[Category:Glossary]]		[[Category:Glossary]]

	[[Category:Scripted Collaborative Problem Solving]]		[[Category:Scripted Collaborative Problem Solving]]