When scripting collaborative tasks, decide on the learner-agency versus pre-defined-goals trade-off position deliberately¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The editorial shows that the choice between leaving open what learners map or produce and scripting toward explicit curriculum goals is a live design controversy (Wise and Schwarz's Provocation #2). Where "scripting is used, there are clear, prede fined learning goals underpinning the learning context", whereas studies like CTM gave a simple activity structure and left the rest to children and family members. Designers should state which learning outcome class they target before choosing a point on this spectrum.

Design Implications¶

Context¶

Requirements¶

• Clarity about whether the valued outcome is formally established (e.g., curriculum goals) or an emerging outcome such as locative literacy

Constraints¶

• The editorial offers no empirical verdict on which pole is more effective, and notes one may debate instruction-led approaches as more effective or efficient

Target Learners¶

• school students
• children in informal learning settings

Target Learning Goals¶

• collaborative learning
• emerging digital and spatial literacies

Related Strategies¶

• When designing instructive animations, weigh the trade-off between learner control and increased time-on-task

Examples¶

-

Key Sources¶

• Nancy Law, Carolyn P. Rose, Ulrike Cress & Sten Ludvigsen. (2018). Different technologies, methodologies and epistemologies—is CSCL a community or communities? Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-018-9280-3