Construction of single arguments (cf. Voss, et al., 1993; Toulmin, 1958)

1. Internal and External Scripts: Studies on the Interplay of Discourse, Cognition and Instruction in Computer-Supported Collaborative LearningFrank FischerKeynote at the International Conference of the Learning Sciences, Utrecht, NL, June 25, 2008

3. Major contributions ofArmin WeinbergerIngo KollarKarsten StegmannChristof WeckerJan ZottmannKati Mäkitalo-SieglCOSSICLE European Research TeamHeinz Mandl

4. Discourse activities are assumed to be related to cognitive processes of learning in “Spirals of Reciprocity” (Salomon & Perkins, 1998)Epistemic activities: How learners work on a knowledge construction task (Baker, 2002)Argumentation: How arguments are warranted and how argument sequences evolve in the discussion Social mode of co-construction/ transactivity or How learners built on the contributions of their learning partners (Teasley, 1997)(Weinberger & Fischer, 2006: Multidimensional coding scheme)

5. Argumentation and learning (e.g. Lund,Erkens, Baker,Andriessen,Schwarz) • Construction of single arguments(cf. Voss, et al., 1993; Toulmin, 1958) • Construction of argumentation sequences(cf. Leitão, 2000) claim data/evidence warrant argument counterargument integration

7. Does it work spontaneously?

8. A case-based online discussion environment (Weinberger, Stegmann & Fischer, 2003)

10. Obviously, there is a lack of knowledge on the side of the learners how to beneficially engage in peer discussions.

11. Collaboration Scripts • Collaboration Scripts: activity programs that activate or assign roles and associated activities that help individuals to understand and to act in specific collaborative situations (in part: Schank & Abelson, 1975). • Cultural and personal scripts on collaboration (“internal collaboration scripts”) • Re-conceptualising “lack of knowledge”: Erroneous, lacking or heterogeneous application of (internal) scripts in computer-supported peer discussions.

12. External collaboration scripts Instruction: External collaboration scripts include scaffolds for activating appropriate “internal scripts” or for guiding, sequencing and coordinating different roles and activities in collaborative learning situations (see Kollar et al., 2006; e.g., O’Donnell, 1999; Dillenbourg 2002; Rummel & Spada, 2005; Schellens et al., 2007). External scripts supporting Zones of Proximal Development • Students are supported by a set of procedural (software) scaffolds that aim at supporting active participation on a discourse level which is beyond what learners would accomplish spontaneously (i.e., with their internal scripts; King, 2007; Kollar et al., 2003)

13. Empirical research program on scripting Several experimental studies in three series on scripted discussions, embedded in the curriculum • Studies with about 350 groups of 3 university students in the domain of educational psychology • Studies with about 200 science education students learning in groups of two (high school level) • Follow-up field studies in medicine, computer science, and educational science

14. Stegmann, Weinberger & Fischer (2007). Scripting argumentative knowledge construction. ijCSCL. Script for the construction of single arguments Claim Warrant + Data Michael suffers from an inefficient self-attribution in maths. He believes he is not talented due to failures. This means an internal stable attribution of failures. Qualifier Michael simply might be lazy or swamped with maths or suffer from bad instruction. Claim ... Warrant + Data ... Qualifier ...

15. Script for the construction of argumentation sequences

16. Constructive Critic: Critique Constructive Critic: Critique Case Analyst: Reply Case Analyst: Reply Constructive Critic: Critique Constructive Critic: Critique Example sequencing roles and activities: The „social script“ (peer critique script) Case Analyst: New Analysis Case Analyst:First Analysis

17. Online peer discussion (raw data)

18. Andrea: Ich hab irgendwie den Überblick verloren! Sind wir uns einig dass das ein internal stabiles Verhalten ist und das eine negative Attribution der Eltern vorliegt. Zusätzlich könnte man sagen, dass der Lehrer eine Reattribution fördern sollte (um das Verhalten zu ändern). Und natürlich auch bei den Eltern. Ben: >Ich hab irgendwie den Überblick verloren! Sind wir uns >einig dass das ein internal stabiles Verhalten ist und das eine >negative Attribution der Eltern vorliegt. Zusätzlich könnte >man sagen, dass der Lehrer eine Reattribution fördern sollte >(um das Verhalten zu ändern). Und natürlich auch bei den >Eltern. OK! Lasst uns zum Fall Klassentreffen wechseln. OT/FNN/BS R3/FBF/FRA R4/FBF/FRA R7/FBF/FRA R17/ERG/BS QUOTED KOO/AKZ/PLA

19. Script component for the construction of argumentation sequences

21. Effects of specific script components on the processes of online discussions Parti- Epist. Argument Argument Transactivity. cipation Activity constr. sequence Participation Script component Epistemic Script component Argument construction Script component Argument sequencing Script component Social Script component

22. Effects of specific script components on the outcomes of online collaborative learning Individual level outcome domain-general domain-specific Participation Script component Epistemic Script component Argument Script component Argumentation Script component Social Script component

23. How do external collaboration scripts work (i.e., change cognitive processing) ?

24. Some say, discourse and cognition are inseparable and basically the two sides of one medal Hidden below the surface:Cognitive activities

25. Discourse processes Cognitive processes Stegmann, Wecker, Weinberger & Fischer (2007). In: Proceedings of the CSCL conference 2007. Mahwah, NJ: Erlbaum.

26. A think-aloud study in asynchronous discussion (Stegmann et al., 2007)

27. Discourse and cognition in an online discussion Learner with low knowledge gains Weinberger, Stegmann & Fischer: Saturday 11.00 hrs, Room B

28. Learner with high knowledge acquisition

29. Constructive Critic: Critique Constructive Critic: Critique Case Analyst: Reply Case Analyst: Reply Constructive Critic: Critique Constructive Critic: Critique Example of specifying, assigning, and sequencing roles and activities: The „social script“ (peer critiquing script) Case Analyst: New Analysis Case Analyst:First Analysis

30. The orchestration of discourse and cognition in a scripted discussion Learner with social script: Analyst role

31. How do external and internal scripts interact? A study in science education (Ingo Kollar et al.: Friday, 15.15, “Blue”)

32. WISE Bell, Linn; Kollar, Fischer and Slotta (2005)

34. Computer-supported collaboration scripts for inquiry learning environments • Kollar, Fischer and Slotta (2007)

35. Measuring the learners’ internal scripts on collaborative argumentation: • Test (prior to collaborative learning phase): Protocol of a fictitious dialogue about a science topic • Protocol included complete and incomplete arguments and argumentation sequences sensu Toulmin (1958) and Leitao (2000) • Task: Identification of good and poor “argumentative moves” and giving reasons for that • Median split procedure on the basis of individual point score

36. Interaction of internal and external scripts - Results • External script supported the acquisition of knowledge on argumentation (i.e. fostering internal scripts; without hampering domain knowledge acquisition) • Only the internal script was effective for the acquisition of domain knowledge • Process analyses reveal: external scripts are only effective in writing phases, not during (quantitatively dominating) oral discussion phases. There, internal scripts are more effective.

37. Getting rid of (external) scripts: Fading • How can external collaboration script components be faded out once appropriate internal scripts are accessible? (e.g., Pea, 2004; Renkl et al., 2005) • Christof Wecker & Frank Fischer, Friday, 15.15 hrs, Room A

38. Claim Argument Type of argument Type of claim Condition of relevance Application support Sequencing Counterargument

39. argument schemata: • type of argument • type of claim application support:after 2 counterarguments

40. Results on fading of scripts • Simply hiding more and more of the script components does not help much • Effect of fading can be increased by using collaboration: distributed monitoring supports learners to take over the regulation of their skill → Ongoing: longer-term study on fading of scripts in classroom setting

41. Interdisciplinary challenges:Specification and formalisation of (external) collaboration scripts • Collaboration Script as a „boundary concept“ - addressed by the European Research Team „Cossicle“ • The challenge: psychologically valid, educationally effective and technically re-usable external scripts

42. European Research Team „Cossicle“ (NoE Kaleidoscope) Stavros Demetriadis Pierre Dillenbourg Andreas Harrer Computer Science Education Päivi Häkkinen Pierre Tchounikine Psychology Team Leader: Armin Weinberger Frank Fischer

43. Components • Mechanisms • Formation • Distribution • Repetition Participants Groups Activities • Rotation • Traversion • Fading 1 2 3 Roles Resources Components and Mechanisms Kobbe et al. (2007). Specifying collaboration scripts. International Journal of Computer-Supported Collaborative Learning.

44. An editor for external collaboration scripts Graphical modeling and editing of scripts (Harrer et al., 2006)

45. Conclusion • Learning through online peer discussion typically needs support • How to improve? Computer-supported collaboration scripts can indeed establish ZPDs; they have highly specific effects on processes and individual outcomes (but also side effects) • External scripts can re-orchestrate the interplay of discourse, cognition, and instruction in peer discussions • Complex interplay of internal and external collaboration scripts over time: External scripts promote knowledge on argumentation and the development of internal scripts; internal scripts are more effective for domain knowledge acquisition • Effective fading (Davies, 2003; Pea, 2004) of external scripts is not a straight forward removal of script components - collaboration can be effectively used • We suggest the scripting framework by Kobbe et al. (2007) as interdisciplinary joint reference to accumulate scientific knowledge as well as to represent effective script designs.

46. Research has partly been funded • By Deutsche Forschungsgemeinschaft (DFG) • By Noe Kaleidoscope (EU 6 FP) • By the Federal State Baden-Württemberg (Strukturfonds) • Most of the papers can be found in the TELEARN open archive

47. Fostering simulation-based learning in medical education with Collaboration Scripts Jan Zottmann, Peter Dieckmann,Marcus Rall, Frank Fischer & Tatjana Taraszow: Paper #, Session #, Date

48. Simulation-Based Courses with Video-Assisted Debriefing • Hands-on simulation courses • 2-3 active participants • 8-10 live observing participants

49. Kollar et al. (2004), Wecker et al. (2005) • Findings of two classroom studies with CSCL: • No difference between classroom setting and “lab” setting • Explanations: • CSCL environment are not flexible enough to be easily integrated into the overall classroom instruction • Lack of appropriate classroom scripts • Students hardly use the expertise of the teacher appropriately

50. Future Challenge:Orchestrating CSCL and classroom instruction • Bringing the teacher back into the conductor’s role • Towards an orchestration of scripts on small group level and classroom scripts (Wecker, Kollar & Fischer, in prep.) • More adaptable/flexible scripts (e.g. Tchounikine & Dillenbourg, 2006) • Automated analyses of peer discussion (Rosé et al., 2008)