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

Strategy · All strategies
Evidence · no claims cited

Description¶

Drawing on Sobreira and Tchounikine's work in the same issue, the article recommends supporting teachers' efforts to adapt CSCL scripts to their classrooms. "Scripts are resources for teachers, which operationalize catalogs of techniques for forming and using small groups"; abstract technical discussions can distance these resources from the embedded teacher. The approach "provides a clear representation of the design structure and envisioned effects of the script resource", letting teachers flexibly plan activity sequences that traverse planes.

Design Implications¶

Context¶

Requirements¶

• The representation must remain close to the practical world of the embedded teacher rather than abstract formalization or automation

Constraints¶

Target Learners¶

• teachers orchestrating individual, small-group and classroom pedagogical activities

Target Learning Goals¶

• orchestrating effective mixes of pedagogical activities across planes of learning

Related Strategies¶

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

Examples¶

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Key Sources¶

• Stahl, G. (2012). Traversing planes of learning. Computer-Supported Collaborative Learning, 7, 467–473. https://doi.org/10.1007/s11412-012-9159-7