A decade of CSCL
A decade of CSCL
复制标题
中海集运十年
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
G. Stahl
中科院分区：
文献类型：
--
作者：
G. Stahl
这一期的ijCSCL完成了CSCL研究的十年出版。当计算机支持的协作学习领域出现大约十年前推出的杂志，有一个普遍的意义上的范式革命的学习研究（Koschmann 1996）。是时候超越认知科学对行为主义的批判，将认知单元扩展到个体心灵的边界之外了（斯塔尔，2015 c）。例如，新的理论方向出现在有影响力的学习研究所（布朗等人，一九八九年; Lave & Wenger 1991; Orr 1990; Suchman 1987; Teasley & Roschelle 1993; Winograd &弗洛雷斯1986），以及分布式认知（Hutchins 1996），活动理论（Engestrom 1987）和会话分析（Goodwin D Damsa 2014; Jones et al.，2006; Overdijk等人，2014;斯塔尔2012; 2013 a）。认知科学认为，如果不假设心理表征和计算等认知结构，人类行为就无法建模，这些结构介导了对环境的反应，特别是语言反应（Chomsky 1959）。然而，认知方法没有考虑在对话，小团体和社区层面的互动结构，其中语言主要是学习和实践。人工智能对计算机辅助语言（CSCL）产生了重要影响，它已经将认知概念化为发生在人类大脑之外，在软件计算和数字表示中。新的后认知理论开始假设群体层面的结构和实践，尽管它们并不总是明确区分小群体和大社会机构。CSCL中的对话、互动和实践导向的方法在协作学习的背景下阐述了这些概念（Cress & Kimmerle 2008; Ligorio et al.，2013; Oner 2013;斯塔尔等人，2014年）。虽然后认知范式主导了CSCL理论，似乎特别适合于一个专注于群体协作的领域，但它在技术设计和分析方法领域的影响力可能较小。CSCL研究通常依赖于基于个人学习和知识转移模型设计的技术，而不是实习生。J. Comput.支持.合作学习（2015）10：337-344 DOI 10.1007/s11412-015-9222-2
This issue of ijCSCL completes a decade of publication of CSCL research. When the field of Computer-Supported Collaborative Learning emerged about a decade prior to the launching of the journal, there was a pervasive sense of a paradigm revolution in learning research (Koschmann 1996). It was time to transcend cognitive science’s critique of behaviorism, extending the unit of cognition beyond the boundaries of the individual mind (Stahl 2015c). For instance, new directions in theory surfaced around the influential Institute for Learning Research (Brown et al., 1989; Lave & Wenger 1991; Orr 1990; Suchman 1987; Teasley & Roschelle 1993; Winograd & Flores 1986), as well as in distributed cognition (Hutchins 1996), activity theory (Engestrom 1987) and conversation analysis (Goodwin D Damsa 2014; Jones et al., 2006; Overdijk et al., 2014; Stahl 2012; 2013a). Cognitive science argued that human behavior could not be modeled without hypothesizing cognitive structures like mental representations and computations, which mediated responses to the environment, particularly linguistic responses (Chomsky 1959). However, the cognitive approach did not consider structures of interaction at the dialogical, small-group and community level, where language is primarily learned and practiced. Artificial intelligence—which exerted an important influence on CSCL—had already conceptualized cognition as taking place outside the human mind, in software computations and digital representations. The new post-cognitive theories began to postulate structures and practices at the group level, although they did not always clearly distinguish small groups from larger social institutions. Dialogical, interactional and practice-oriented approaches in CSCL have elaborated these conceptions within the context of collaborative learning (Cress & Kimmerle 2008; Ligorio et al., 2013; Oner 2013; Stahl et al., 2014). While the post-cognitive paradigm dominates CSCL theory and seems particularly appropriate to a field focused on group collaboration, it has perhaps been less influential in the areas of technology design and analysis methodology. CSCL research often relies upon technologies designed on a model of individual learning and knowledge transfer, rather than on an Intern. J. Comput.-Support. Collab. Learn (2015) 10:337–344 DOI 10.1007/s11412-015-9222-2