The mechanics of CSCL macro scripts
The mechanics of CSCL macro scripts
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DOI：
10.1007/s11412-007-9033-1
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发表时间：
2008-03-01
影响因子：
4.3
通讯作者：
Hong, Fabrice
中科院分区：
文献类型：
--
作者：
Dillenbourg, Pierre;Hong, Fabrice
宏观脚本结构协作学习和促进知识生产的互动，如论证，解释和相互调节的出现。我们提出了一个教学模式的脚本设计，并说明了这个模型使用三个脚本。简而言之，脚本扰乱了团队的自然融合，从而增加了团队成员之间完成协作任务所需的互动强度。扰动的性质决定了克服扰动所需的交互类型：例如，如果脚本为学生提供了相互矛盾的证据，则在学生达成一致之前需要进行更多的论证。用于编写脚本的工具操纵脚本组件的抽象表示以及将组件彼此关联的机制。这些机制包含在脚本阶段之间的数据结构（社会结构、资源结构和产品结构）转换中。我们描述了如何将这种教学设计模型转化为计算结构中的三个说明脚本。
Macro scripts structure collaborative learning and foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation. We propose a pedagogical model for the designing of scripts and illustrate this model using three scripts. In brief, a script disturbs the natural convergence of a team and in doing so increases the intensity of interaction required between team members for the completion of their collaborative task. The nature of the perturbation determines the types of interactions that are necessary for overcoming it: for instance, if a script provides students with conflicting evidence, more argumentation is required before students can reach an agreement. Tools for authoring scripts manipulate abstract representations of the script components and the mechanisms that relate components to one another. These mechanisms are encompassed in the transformation of data structures (social structure, resources structure and products structure) between script phases. We describe how this pedagogical design model is translated into computational structures in three illustrated scripts.