Scripting collaboration with ManyScripts http:manyscripts'epfl'ch

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Scripting collaboration with ManyScripts
http//manyscripts.epfl.ch/

• Patrick.Jermann_at_epfl.ch

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A script defines a distributed cognitive
system.Learning results from compensating the
drawbacks of task distribution
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META
Regulation
TASK
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Arguemntation
Againts
PRO
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Part B
Explanation
Part A
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CSCL Scripts
Outside
Class
Team
Solo

• Examples
• Jigsaw script (Aronson, 1978)
• explaining to each other
• Conflict (Doise , Mugny Perret-Clermont , 1975
  )
• arguing with each other
• Reciprocal script (Palincsar Brown, 1984)
• questioning each other

e.g. Dillenbourg Jermann, 2007
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Taking risks

• http//manyscripts.epfl.ch/
• Login using AAI login
• Bug if your name has accents
• Signup to a group
• Group students_domain_24
• Code 6497860

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Doing the argue graph

• Shorter time than usual
• Just to illustrate the concept
• Phases
• Phase 1 individual questions
• Phase 2 group formation
• Phase 3 pair questions
• Phase 4 debriebing

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Strong support
Interdependence
Independence
Weak support
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Question 1

• When assigning grades to a group of learners is
  it better to
• Assign the same grade to all members of the group
• Assign grades depending on individual performance
• Do not assign grades

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Q1 distribution of grades (reward)

• STAD (Student Teams-Achievement Divisions) and
  TGT (Team-Games-Tournament)
• Positive reward interdependence (team score)
• Heterogeneous groups of 4
• Participation problems
• Free-riding sucker effect some members do not
  do their share
• Providing incentives for contributing
• Combination of individual scores and team scores
• Making contributions indispensable
• Distributing expertise and/or information, making
  the task difficult
• Decreasing the cost of contributions
• Reviews on participation Geen, 1991Aiello
  Douhitt, 2001
• See reviews by Slavin, 1995 Johnson, Johnson
  Stanne, 2000

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Competition
Collaboration
Negative Interdependence
Cooperation
Positive Interdependence
Independence
Students have opposed goals  I can achieve my
goal only if the others cannot achieve their
goal 
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Question

• A team has to learn the laws of gravitation by
  solving a problem. Is it better to
• Give the same resources to all participants (e.g.
  calculator, formulaire mathématique, weights,
  springs, scale)
• Give each individual a different set of resources

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Question

• When students work in a team of 4 (e.g. to write
  a common text) it is best when
• They split the task and work independently on
  parts of the text
• They work in groups of 2 on small parts of the
  text.
• They adopt roles (editor, writer, spell checker,
  etc.)

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Distribution of resources

•  Vertical  division of labor
• Group Investigation (Sharan Sharan, 1992)
  Jigsaw (Aronson, 1978)
• Students work on subsets of the domain
• Motivation through  Unicity of contributions 
•  Horizontal  division of labor
• Reciprocal teaching (Brown and Palincsar, 1989)
• Roles (expert novice tutor tutee etc.)

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Flexibility
Collaboration
Interdependence
Independence
Cooperation
Division of Labor
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Question

• A team of students uses a simulation. What kind
  of online help is most profitable ?
• The computer helps the group to decide what to do
  next (e.g. vary parameter x, change the scale of
  the output, etc.)
• The computer provides a glossary of related
  formulae from the help menu.
• The computer keeps track of past trials and
  allows students to jump back to a previous
  situation.

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What should be distributed ?

• Computer as an external memory allows to off-load
  the learners
• Computer as a metacognitive regulator
•   ceding the executive function to the
  surround is often one of the most powerful moves
  we can make (Perkins, 1993, p. 97).
•  It is not the computer that should be doing the
  diagnosing, the goal-setting, and the planning.
  It is the student.  (Scardamalia et al. 1989)
• mixed forms of regulation (Broekarts (1999)
• higher-order thinking should not be taken over
  (Perkins, 1993)

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Types of support

• Structuring
• Semi-structured interfaces
• Scripts
• Regulating
• Awareness tools
• Metacognitive tools
• Guides

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Strong support
ITS
CSCL Collaboration
Interdependence
Independence
CSCWCooperation
Groupware
Weak support
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Over-scripting
Strong support
Interdependence
Independence
Weak support
Unpredictable results
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• Computer Support for Collaborative Learning (CSCL)

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• Initial conditions
• Group composition
• Physical and temporal context
• Task characteristics
• Tool features

• Outcomes
• Learning
• Performance

Dillenbourg al., 1999
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Debriefing
Graph
TheArgue Graph Script
Duo questionnaire
Solo questionnaire
Synthesis

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Debriefing
Graph
TheArgue Graph Script
Duo questionnaire
Solo questionnaire
Synthesis
Conflict

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Debriefing
Graph
TheArgue Graph Script
Duo questionnaire
Solo questionnaire
Synthesis
Conflict

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Debriefing
Graph
TheArgue Graph Script
Duo questionnaire
Solo questionnaire
Synthesis
Theories Behavioursim Constructivism Metacognition
Design choices Immediate FB Delayed FB Microworld
FB

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Debriefing
Graph
TheArgue Graph Script
Duo questionnaire
Solo questionnaire
Synthesis

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Argue Graph Social Planes
Social
Group
Individual
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The Concept Grid Script
Group Formation
Debriefing
Role Selection
Grid Construction
Writing Definitions
Readings
http//manyscripts.epfl.ch
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The Concept Grid Script
Group Formation
Debriefing
Role Selection
Grid Construction
Writing Definitions
Readings
http//manyscripts.epfl.ch
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The Concept Grid Script
Group Formation
Debriefing
Role Selection
Grid Construction
Writing Definitions
Readings
http//manyscripts.epfl.ch
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The Concept Grid Script
Group Formation
Debriefing
Role Selection
Grid Construction
Writing Definitions
Readings
http//manyscripts.epfl.ch
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The Concept Grid Script
Group Formation
Debriefing
Role Selection
Grid Construction
Writing Definitions
Readings
Mettre un sldie ou ils ident la grille relation
http//manyscripts.epfl.ch
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The Concept Grid Script
Group Formation
Debriefing
Role Selection
Grid Construction
Writing Definitions
Readings
http//manyscripts.epfl.ch
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• Script
• sequence of activities
• dataflow
• one core learning mechanism
•  Integrated 
• distance face2face
• with/out computers
• different social planes

• Debriefing
• Distilling students productions into
  theoretical concepts
• Orchestrating
• Timing matters
• Flexibility

• Orchestration
• Pedagogical, spatial and temporal articulation of
  individual, collaborative and class activities