Choose reminder versus direct instruction according to whether the missing scriptlet is in the learner's repertoire¶

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

Description¶

This implementable strategy operationalizes adaptive external support: when a scriptlet is "repeatedly missing in a certain play", the internal play is assumed absent from the learner's repertoire and "a direct instruction by the feed back authoring tool would work better than a reminder instruction"; when a scriptlet is sometimes available and sometimes missing, the script is partially present but not enacted, and a reminder instruction works better. Positive-feedback reminders are included but should not be overused.

Design Implications¶

Context¶

Requirements¶

• Continuous assessment of learner performance during CABLe, e.g., via authoring-tool algorithms, to distinguish absent components from non-enacted ones

Constraints¶

• Prompts for positive feedback, if used too frequently, might distract students from engaging in actual CABLe
• It is a challenge to clarify whether a missing scriptlet reflects lack of knowledge or a functional play not enacted

Target Learners¶

• individual learners and learning groups engaged in computer-supported collaborative argumentation

Target Learning Goals¶

• enacting targeted argumentation activities such as warranting claims and building on others' reasoning

Affordances¶

• Stog Script Theory Of Guidance Cable

Claims¶

• Adaptive fading adjusted to discourse quality is reported as more effective than fixed fading regimes for developing internal script components, but long-term evidence is lacking [+W]
• Fading of instructional support in collaborative argumentation has produced mixed results, with effectiveness depending on the fading criterion used [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychol Rev, 30, 153–176. https://doi.org/10.1007/s10648-017-9400-z