Coercing shared knowledge in collaborative learning environments
Coercing shared knowledge in collaborative learning environments
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DOI：
10.1016/j.chb.2007.01.028
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发表时间：
2008-03-01
影响因子：
9.9
通讯作者：
Gijselaers, Wirn H.
中科院分区：
文献类型：
--
作者：
Kirschner, Paul A.;Beers, Pieter J.;Gijselaers, Wirn H.
多学科团队在工业、政府和教育中被用于解决复杂问题，因为它们允许不同的观点对问题产生影响，从而丰富了问题空间。反过来，这将有助于丰富的问题分析和解决方案。然而，多学科并不总是有利的。好的团队解决方案需要团队成员拥有良好的共同点。为了解决这一问题，研究人员和教育工作者经常选择诸如协作脚本或情景等技术来构建协作或如何使用信通技术工具。他们通过使用形式主义或限制来组织合作者之间的对话和话语，目的是指导知识和信息的交流或两者兼而有之。这些技术和工具在认知方面取得了良好的效果。通过专注于任务方面来进行小组学习。然而，他们并没有明确地解决具有专业知识多样性的团队如何达成共识的问题。本文介绍了一系列实验的结果，这些实验表明，一个能够编写意义和立场谈判脚本的工具可以对达成共识产生非常积极的影响。(c)2007爱思唯尔有限公司版权所有。
Multidisciplinary teams are used in industry, government, and education for solving complex problems because they allow different perspectives to be brought to bear on a problem and thus enrich the problem space. This, in turn, is expected to allow for rich problem analyses and solutions. However, multidisciplinarity is not always advantageous. Good team solutions require team members to possess a good degree of common ground. To address this, researchers and educators often chose techniques such as collaboration scripts or scenarios to structure collaboration or how ICT-tools are used. They do this by making use of formalisms or constraints to structure conversation and discourse among collaborators with the aim of guiding the exchange of knowledge and information or both. Such techniques and tools have attained good results on cognitive aspects. of group learning by focusing on task aspects. However, they have not explicitly addressed the problem of how teams with expertise diversity reach common ground. This article presents the results of a series of experiments that have shown that a tool that is capable of scripting the negotiation of both meaning and standpoint can have very positive effects on achieving common ground. (c) 2007 Elsevier Ltd. All rights reserved.