"Split Where Interaction Should Happen", a model for designing

CSCL scripts

Pierre Dillenbourg, Patrick Jermann, Fabien Girardin

CRAFTCentre de recherche et d’Appui

pour la Formation et ses technologies

ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E

Tutoring

Conflict resolution

Negociation

Argumentation

Mutual regulation

Explanation

Collaboration Learning

share

d

share

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unders

tandin

g

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tandin

g

Structure RegulatePreventive Reactive

??

Teamframes : pedagogical project management

Guest login at: http://teamframes.epfl.ch/

Tutoring

Group self-regulation

Conflict resolution

Negociation

Argumentation

Mutual regulation

Explanation

Collaboration Learning

Share

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Share

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unders

tandin

g

unders

tandin

g

Structure RegulatePreventive Reactive

??

Jermann & Dillenbourg (CRAFT EPFL)

Group self-regulation: Socio-Cognitive Mirrors

Semi-structured interfaces

Tutoring

Group self-regulation

Conflict resolution

Negociation

Argumentation

Mutual regulation

Explanation

Collaboration Learning

Share

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Share

d

unders

tandin

g

unders

tandin

g

Structure RegulatePreventive Reactive

??

Structuring Dialogues

Suthers et al (Hawaii)

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)

I agree

I disagree

Please explain

Let me do it

Are you alive ?

I have an idea

Baker (Lyon), Jermann (EPFL), …

Please explain why you changed the speed value ?

Semi-structured interfaces

ScriptsTutoring

Group self-regulation

Conflict resolution

Negociation

Argumentation

Mutual regulation

Explanation

Collaboration Learning

Share

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unders

tandin

g

unders

tandin

g

Structure RegulatePreventive Reactive

??

The «ArgueGraph » scriptThe «ArgueGraph » script

Phase1Phase1

Phase 2Phase 2The «ArgueGraph » scriptThe «ArgueGraph » script

Phase 3Phase 3The «ArgueGraph » scriptThe «ArgueGraph » script

Design choices

Immediate FB

Delayed FB

Microworld FB

Theories

Behavioursim

Constructivism

Metacognition

Phase 4Phase 4The «ArgueGraph » scriptThe «ArgueGraph » script

argumentation

debriefing

debriefing

Coffee-break

1 week

Exp 1-3Exp 1-3 Exp 4Exp 4

argumentation

The «Grid» scriptThe «Grid» script

The «Grid» scriptThe «Grid» script

The «Grid» scriptThe «Grid» script

Maia Engeli’s: http://bitsandspaces.ethz.ch/

Exemple:

PHASE X

Activités asynchrone: Ecole d’architecture ETH

« Courseware Design Studio»« Courseware Design Studio»A

dapt

ed f

rom

the

Pha

seX

scr

ipt,

M. E

ngel

i, S

choo

l of

Arc

htite

ctur

e, Z

uric

h

AU

PE

LF

Inf

orou

tes

«  «  www.UniverSanté.org»»

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

…

«  «  www.UniverSanté.org»»

Public Health Issues

Berger, A., Moretti, R., Chastonay, Clavien L. P., Dillenbourg, P., Bchir, A., Baddoura, R., Bengondo, C., Scherly, D., Ndumbe, P., Farah, P. & Kayser, B.

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

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?

What’s inside a CSCL script ?

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

Script ‘ArgueGraph’

Ind

ivid

ual

Gro

up

Soci

al

Ind

ivid

ual

Gro

up

Soci

al

Com

mu

nit

yW

orl

d

Script ‘ArgueGraph’

Ind

ivid

ual

Gro

up

Soci

al

Script ‘ArgueGraph’

Ind

ivid

ual

Gro

up

Soci

al

-1R

efe

ren

ce+

1

TASK

-1G

roup

+1

Design an engine

5 students + tools

class

student

-2C

lass

-1

Write a newspaper

Class of 25 students + tools

+1 world

group

student

-1R

efe

ren

ce+

1

TASK

Distributed Cognitive System

Distributed Cognitive System

Refe

ren

ce

TASK

Regulation

interactions

TASKTASK

METAMETA

Reciprocal-* Scripts

Role 2Role 2

Role 1Role 1

Conflict-* Scripts

ArgumentationArgumentation

SubSet 2SubSet 2

SubSet 1SubSet 1

JIGSAW-* Scripts

ExplanationExplanation

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.

Script Family Task Split Interactions

Reciprocal-* Meta / Task Mutual regulation

Conflict-* Pro / Against Argumentation

JIGSAW-* SubSets Explanation

Challenge-* Problem / Solution ?

… … …

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 basedon pre-collaboration activities (readings, learned strategies …)on assigned roles (« you are Piaget »)on differentiated access to information / tools (JIGSAW)…

Different sub-tasks: induced by instructionsinduced by the interface

The SWISH Model: 7 Axioms

1. The script runs over multiple social planes

2. At the reference level, the task defines the distributed

system.

3. Interactions occur to over-compensate task distribution

4. System plasticity is reinforced by rotating the script

5. Time makes the script structure salient

6. The core system is envelopped with didactic activities

7. The integration means dataflow between activities

refe

rence

Role 2Role 2

Role 1

Role 1

Role 2Role 2Mike

Lena

Mike

Lena

The SWISH Model: 7 Axioms

1. The script runs over multiple social planes

2. At the reference level, the task defines the distributed

system.

3. Interactions occur to over-compensate task distribution

4. System plasticity is reinforced by rotating the script

5. Time makes the structure salient

6. The core system is envelopped with didactic activities

7. The integration means dataflow between activities

Time Frame Time Frame

Ind

ivid

ual

Gro

up

Soci

al

The SWISH Model: 7 Axioms

1. The script runs over multiple social planes

2. At the reference level, the task defines the distributed

system.

3. Interactions occur to over-compensate task distribution

4. System plasticity is reinforced by rotating the script

5. Time makes the structure salient

6. The core system is envelopped with didactic activities

7. The integration means dataflow between activities

Teamframes : pedagogical project management

Guest login at: http://teamframes.epfl.ch/

Core script (distributed system)

Didactic enveloppe

Post-Structuring

Pre-Structuring

Script ‘ArgueGraph’

Ind

ivid

ual

Gro

up

Soci

al

Ind

ivid

ual

Gro

up

Soci

al

Introductory lecture

Advance organizers

…

Introductory lecture

Advance organizers

…

Readings

Prerequisite refresh

…

Readings

Prerequisite refresh

…

Writing synthesis

Readings

…

Writing synthesis

Readings

…

Comparing soltuions

Debriefing

Lectures

….

Comparing soltuions

Debriefing

Lectures

….

BEFORE AFTER

???

EML, IMS-LD,…

The SWISH Model: 7 Axioms

1. The script runs over multiple social planes

2. At the reference level, the task defines the distributed

system.

3. Interactions occur to over-compensate task distribution

4. System plasticity is reinforced by rotating the script

5. Time makes the structure salient

6. The core system is envelopped with didactic activities

7. The integration means dataflow between activities

Ind

ivid

ual

Gro

up

Soci

al

Read papers

Distribute concepts

Define Concepts

Build the grid

Compare the grids

Aggregate Differentiate ListBehavioural

data

Votes

Opinions

Solutions

…

…

Visaluasize probel space

Compare

Argue

Brainstorm

…

Broadcast Assign FormGroups

Problem data

Roles

Interaction trace

…

Solve

Enter

Reflection

…

Generic Script Operators

Up/Down

Split Where Interaction Should Happen

1. The script runs over multiple social planes

2. At the reference plane, the task defines the distributed system.

3. Interactions occur to over-compensate task distribution

4. System plasticity is reinforced by rotating the script

5. Timeframe makes the social structure salient

6. The core system is envelopped with didactic activities

7. Integration means dataflow between activities