Design and report scripted collaboration so it integrates with classroom practice: sustained interventions, and accessible participant experience¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends that evaluators attend to how interventions are understood in relation to participants' prevailing classroom context, suggesting sustained interventions in which designed activities become 'embedded in the prevailing context rather than bolted on to it', since novelty can inflate engagement. For reporting, it recommends declaring codebooks for independent adoption and making the participant experience accessible via screencasts or access to the software itself, noting publishers were willing to host such web space.

Design Implications¶

Context¶

Requirements¶

• Attention to how the intervention is perceived within the classroom or curricular context
• Codebooks fully declared with complementary judgements from independent agents

Constraints¶

• Copyright and ethical issues may accompany releasing screencasts or software

Target Learners¶

• CSCL researchers and designers; teachers integrating scripted collaboration

Target Learning Goals¶

• valid evaluation of scripted collaboration interventions within classroom eco-systems

Claims¶

• A game-based collaboration script with assigned in-game roles shifted elementary students' attitudes towards collaboration [+W]
• A collaborative script embedding solitary reading between planning and review episodes shaped a group's regulative activity, but only low-level regulation [+W]

Related Strategies¶

• Represent CSCL scripts' design structure and envisioned effects so teachers can adapt them

Examples¶

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Key Sources¶

• Charles Crook. (2022). CSsCL: the performance of collaborative learning. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09364-y