Anchor discussion and chat facilities in CSCL firmly in the external representation, integrating diagrammatic and textual information¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article recommends that CSCL discussion and chat facilities be more firmly anchored in the shared external representation of argumentation. It draws on CLT-derived "recommendations on the integration of diagrammatic and textual information" and states: "We relate this to discussion and chat facilities in CSCL and describe how these can be more firmly anchored in the external representation."

Design Implications¶

Context¶

Requirements¶

• A shared external representation of argumentation to which discussion and chat contributions can be anchored

Constraints¶

Target Learners¶

• students collaborating in CSCL environments

Target Learning Goals¶

• argumentation skills and collaborative discussion

Affordances¶

• Clt Framework For Cscl Analysis

Claims¶

• Cognitive load theory may help identify mismatches between representational schemes and the execution of (sub)tasks in CSCL [+W]
• CSCL environments in which students share external representations share characteristics that induce considerable cognitive load [+W]
• The ontology and specificity of the representational scheme used are crucial factors, defining what can be expressed and how much room for interpretation remains [+W]
• From a cognitive load theory point of view, studying worked-out external representations may lead to better learning outcomes than (co)-construction, the standard mode of operation in CSCL [+W]

Related Strategies¶

• Design CSCL environments for group awareness and representational guidance to cut coordination load
• Use external representations to help manage cognitive load in Computer Supported Collaborative Learning environments

Examples¶

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Key Sources¶

• Bruggen, J.M.; Kirschner, P.A.; Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. https://dspace.library.uu.nl/handle/1874/16871