"Split Where Interaction Should Happen", a model for designing CSCL scripts Pierre Dillenbourg, Patrick Jerman

1. "Split Where Interaction Should Happen", a model for designing CSCL scripts Pierre Dillenbourg, Patrick Jermann, Fabien Girardin CRAFT Centre de recherche et d’Appui pour la Formation et ses technologies

2. Conflict resolution Argumentation Negociation Mutual regulation Explanation Preventive Reactive Structure Regulate Tutoring ? shared understanding Collaboration Learning

3. Teamframes : pedagogical project management Guest login at: http://teamframes.epfl.ch/

8. Conflict resolution Argumentation Negociation Mutual regulation Explanation Preventive Reactive Structure Regulate Tutoring Group self-regulation Shared understanding ? Collaboration Learning

9. Groupself-regulation: Socio-Cognitive Mirrors Jermann & Dillenbourg (CRAFT EPFL)

10. Conflict resolution Argumentation Negociation Mutual regulation Explanation Preventive Reactive Structure Regulate Tutoring Group self-regulation Semi-structured interfaces Shared understanding ? Collaboration Learning

11. I agree I disagree Please explain Let me do it Are you alive ? I have an idea > Baker (Lyon), Jermann (EPFL), … Structuring Dialogues Suthers et al (Hawaii)

12. Structuring Dialogues I agree I disagree Please explain Let me do it Are you alive ? I have an idea Please explain why you changed the speed value ? Suthers et al (Hawaii) Baker (Lyon), Jermann (EPFL), …

13. Conflict resolution Argumentation Negociation Mutual regulation Explanation Preventive Reactive Structure Regulate Tutoring Scripts Group self-regulation Semi-structured interfaces Shared understanding ? Collaboration Learning

14. The «ArgueGraph » script Phase1

15. The «ArgueGraph » script Phase 2

16. The «ArgueGraph » script Phase 3

17. The «ArgueGraph » script Phase 4 Theories Behavioursim Constructivism Metacognition Design choices Immediate FB Delayed FB Microworld FB

18. Exp 4 Exp 1-3 argumentation argumentation Coffee-break debriefing 1 week debriefing

19. The «Grid» script

20. The «Grid» script

21. The «Grid» script

22. Activités asynchrone: Ecole d’architecture ETH Maia Engeli’s: http://bitsandspaces.ethz.ch/ Exemple: PHASE X

24. « Courseware Design Studio» Adapted from the PhaseX script, M. Engeli, School of Archtitecture, Zurich

25. «  www.UniverSanté.org» AUPELF Inforoutes

26. «  www.UniverSanté.org» Public Health Issues Switzerland Lebanon Tunisia Cameroon Cancer Case 1 Case 1 Case 1 Case 1 Case 2 Case 2 Case 2 Case 2 Diabetis Case 3 Case 3 Case 3 Case 3 Case 4 Case 4 Case 4 Case 4 … Berger, A., Moretti, R., Chastonay, Clavien L. P., Dillenbourg, P., Bchir, A., Baddoura, R., Bengondo, C., Scherly, D., Ndumbe, P., Farah, P. & Kayser, B.

27. A CSCL script is a sequence of phases: • Each phasis is defined by : • a deadline • a deliverable  system input • A set of roles: • unspecified, complementary (JIGSAW), hierarchical • fixed ou rotating • Multiple social planes: • solo, group, collective • different communication modes at different planes • Data flow between planes

28. CSCL scripts are very different: • Granularity: low (utterance level) – high (project phase) • Degree of coercion: low (induced) – high (forced) • Locus of control (F. Fischer): Internal (to be learned) or simply played (External) • Degree of generality. Content-specific, *-specific, *-independent • What is common between scripts?

29. What’s inside a CSCL script ?

30. What’s the difference between a CSCL script and a lesson plan ?

31. Social Group Individual Script ‘ArgueGraph’

32. World Community Social Group Individual

33. Social Group Individual Script ‘ArgueGraph’

34. Social Group Individual Script ‘ArgueGraph’

35. +1 TASK Reference -1

36. class +1 5 students + tools Design an engine Group -1 student

37. world +1 Class of 25 students + tools Write a newspaper Class -1 group -2 student

38. +1 Distributed Cognitive System TASK Reference -1

39. TASK Reference

40. Reciprocal-* Scripts META Regulation interactions TASK

41. Conflict-* Scripts Argumentation Role 1 Role 2

42. JIGSAW-* Scripts SubSet 1 SubSet 2 Explanation

43. The SWISH model:Learning results from the interactions necessary for over-compensating the drawbacks of task distribution. Hence, the script must split the system where interaction should occur.

44. Script Family Task Split Interactions Reciprocal-* Meta / Task Mutual regulation Conflict-* Pro / Against Argumentation JIGSAW-* SubSets Explanation Challenge-* Problem / Solution ? … … …

45. How to SPLIT the system?Natural differences: form the groups based on conflicts (of opinion in ArgueGraph) on complementarity (of knowledge in Ploetzner & Hoppe) …Induced differences: create differences among team members based on pre-collaboration activities (readings, learned strategies …) on assigned roles (« you are Piaget ») on differentiated access to information / tools (JIGSAW) …Different sub-tasks: induced by instructions induced by the interface

46. The SWISH Model: 7 Axioms • The script runs over multiple social planes • At the reference level, the task defines the distributed system. • Interactions occur to over-compensate task distribution • System plasticity is reinforced by rotating the script • Time makes the script structure salient • The core system is envelopped with didactic activities • The integration means dataflow between activities

47. Mike Mike Role 1 Role 2 reference Role 2 Role 1 Lena Lena

48. The SWISH Model: 7 Axioms • The script runs over multiple social planes • At the reference level, the task defines the distributed system. • Interactions occur to over-compensate task distribution • System plasticity is reinforced by rotating the script • Time makes the structure salient • The core system is envelopped with didactic activities • The integration means dataflow between activities

49. Social Group Individual Time Frame

50. The SWISH Model: 7 Axioms • The script runs over multiple social planes • At the reference level, the task defines the distributed system. • Interactions occur to over-compensate task distribution • System plasticity is reinforced by rotating the script • Time makes the structure salient • The core system is envelopped with didactic activities • The integration means dataflow between activities