SCRIPTING STRATEGIES IN COMPUTER SUPPORTED COLLABORATIVE LEARNING ENVIRONMENTS Mémoire présenté pour l’obtention du DES STAF, TECFA FAPSE, Université de Genève Michele Notari [email protected] October, 2003 Jury: Advisor: Daniel K. Schneider Mireille Bétrancourt Barbara Class SCRIPTING STRATEGIES IN COMPUTER SUPPORTED COLLABORATIVE LEARNING ENVIRONMENTS 2 Index: Acknowledgments............................................................................................................. 5 Abstract ............................................................................................................................ 6 1 Introduction................................................................................................................... 8 1.1 Learning theories / learning models .............................................................................. 10 1.2 Learning models based on instructional pedagogy..................................................... 10 1.3 Learning models based on a constructive pedagogy .................................................. 11 1.3.1 Constructivism ..................................................................................................... 11 1.3.1.1 Distributed Cognition ........................................................................................12 1.3.1.2 Situated Cognition ............................................................................................12 1.3.1.3 Cognitive Flexibility Theory...............................................................................13 1.3.1.4 Cognitive Apprenticeship..................................................................................13 1.3.1.5 Self-Regulated Learning / Metacognition .........................................................14 1.3.2 Constructivist learning Environments .................................................................. 15 1.3.3 Computer-Supported Collaborative Learning (CSCL)......................................... 17 1.4 Action- based pedagogy.................................................................................................. 18 1.4.1 Activity theory: ..................................................................................................... 18 1.4.2 Activity theory and learning ................................................................................. 24 2 Two important factors for learning success in CSCL ............................................. 26 2.1 Scripting 26 2.1.1 What is Scripting?................................................................................................ 26 2.1.2 Scripting strategies .............................................................................................. 27 2.1.3 Preparation phases for the script......................................................................... 28 2.1.3.1 Preparation of learning unit ..............................................................................28 2.1.3.2 Moderation of learners, phases, tasks and working process (regulatory inputs - > fig. 7) ..........................................................................................................................30 2.1.3.3 Evaluation .........................................................................................................31 2.2 The additional tool ........................................................................................................... 31 2.2.1 The Wiki Concept ................................................................................................ 32 2.2.2 Wiki Basics .......................................................................................................... 32 2.2.3 Wiki Clones.......................................................................................................... 33 2.2.4 Swiki and education............................................................................................. 35 2.2.4.1 Security and user behaviour generally and in CoWebs related to education...36 2.2.4.2 CoWeb Usage ..................................................................................................36 2.2.4.3 Supported CoWeb User Roles .........................................................................37 2.2.4.4 The importance of structure..............................................................................39 3 The shift of paradigm….............................................................................................. 40 3.1 General scope / delimitation ........................................................................................... 40 3.2 Principal questions .......................................................................................................... 41 3.3 General method ................................................................................................................ 42 3.4 Evaluation of scenarios................................................................................................... 42 3.4.1 Subjective evaluation (questionnaire).................................................................. 42 3.4.2 Direct observation / self evaluation...................................................................... 43 3.4.3 Pre, Post and Final test ....................................................................................... 43 3.4.4 Evaluation of produced output............................................................................. 44 3.5 Material 44 3.5.1 The unstructured collaboration tool ..................................................................... 45 3.5.1.1 Swiki (CoWeb)..................................................................................................45 3.6 Participants....................................................................................................................... 48 3.7 Description of the three learning units .......................................................................... 49 3.7.1 The dictionary of evolution................................................................................... 49 3.7.1.1 Participants .......................................................................................................49 3.7.1.2 Time schedule, group building..........................................................................50 SCRIPTING STRATEGIES IN COMPUTER SUPPORTED COLLABORATIVE LEARNING ENVIRONMENTS 3 3.7.1.3 Specific goal .....................................................................................................50 3.7.1.4 Scripting............................................................................................................50 3.7.2 Creation of a summary about human anatomy ................................................... 52 3.7.2.1 Participants .......................................................................................................52 3.7.2.2 Specific goal .....................................................................................................52 3.7.2.3 Scripting............................................................................................................53 3.7.3 Main research: human embryology ..................................................................... 54 3.7.3.1 Preface .............................................................................................................54 3.7.3.2 Participants .......................................................................................................55 3.7.3.3 Specific goal .....................................................................................................55 3.7.3.4 Scripting............................................................................................................56 4 Results and specific conclusions ............................................................................. 60 4.1 Introduction ...................................................................................................................... 60 4.2 Comparison of the scripting strategies ......................................................................... 60 4.2.1 Factors increasing impacts.................................................................................. 62 4.2.2 Guided learning versus independent learning..................................................... 63 4.2.3 Amount of work produced by the teacher............................................................ 64 4.3 Subjective perception of the scenarios ......................................................................... 64 4.3.1 Students’ satisfaction........................................................................................... 64 4.3.1.1 Satisfaction derived from working with the computer.......................................64 4.3.1.2 Level of comfort with the tool............................................................................66 4.3.1.2.1 Difficulties with creating new pages in the Swiki ........................................................... 66 4.3.1.2.2 Work obstruction caused by the tool............................................................................. 67 4.3.2 Working together, efficiency, and danger of getting lost within the created hypertext .............................................................................................................. 68 4.3.3 Perception of the teacher during the embryology course.................................... 72 4.3.4 Impact of the input of