1. "Split Where Interaction Should Happen", a model for designing CSCL scripts Pierre Dillenbourg, Patrick Jermann, Fabien Girardin CRAFT Centre de recherche et d’Appui pour la Formation et ses technologies

2. Tutoring Conflict resolution Negociation Argumentation Mutual regulation Explanation CollaborationLearning shared understanding StructureRegulate Preventive Reactive ?

3. Teamframes : pedagogical project management Guest login at: http://teamframes.epfl.ch/http://teamframes.epfl.ch/

8. Tutoring Group self-regulation Conflict resolution Negociation Argumentation Mutual regulation Explanation CollaborationLearning Shared understanding StructureRegulate Preventive Reactive ?

9. Jermann & Dillenbourg (CRAFT EPFL) Group self-regulation: Socio-Cognitive Mirrors

10. Semi-structured interfaces Tutoring Group self-regulation Conflict resolution Negociation Argumentation Mutual regulation Explanation CollaborationLearning Shared understanding StructureRegulate Preventive Reactive ?

11. Structuring Dialogues Suthers et al (Hawaii) I agree I disagree Please explain Let me do it Are you alive ? I have an idea > Baker (Lyon), Jermann (EPFL), …

12. Structuring Dialogues Suthers et al (Hawaii) I agree I disagree Please explain Let me do it Are you alive ? I have an idea Baker (Lyon), Jermann (EPFL), … Please explain why you changed the speed value ?

13. Semi-structured interfaces Scripts Tutoring Group self-regulation Conflict resolution Negociation Argumentation Mutual regulation Explanation CollaborationLearning Shared understanding StructureRegulate Preventive Reactive ?

14. The «ArgueGraph » script Phase1

15. Phase 2 The «ArgueGraph » script

16. Phase 3 The «ArgueGraph » script

17. Design choices Immediate FB Delayed FB Microworld FB Theories Behavioursim Constructivism Metacognition Phase 4 The «ArgueGraph » script

18. argumentation debriefing Coffee-break 1 week Exp 1-3 Exp 4 argumentation

19. The «Grid» script

22. Maia Engeli’s: http://bitsandspaces.ethz.ch/http://bitsandspaces.ethz.ch/ Exemple : PHASE X Activités asynchrone: Ecole d’architecture ETH

24. « Courseware Design Studio» Adapted from the PhaseX script, M. Engeli, School of Archtitecture, Zurich

25. AUPELF Inforoutes « » « www. UniverSanté.org »

26. Switzerland Lebanon Tunisia Cameroon Cancer Case 1 Case 1 Case 1 Case 1 Case 2 Case 2 Case 2 Case 2 Diabetis Case 3 Case 3 Case 3 Case 3 Case 4 Case 4 Case 4 Case 4 … « » « www. UniverSanté.org » Public Health Issues Berger, A., Moretti, R., Chastonay, Clavien L. P., Dillenbourg, P., Bchir, A., Baddoura, R., Bengondo, C., Scherly, D., Ndumbe, P., Farah, P. & Kayser, B.

27. A CSCL script is a sequence of phases : Each phasis is defined by : a deadline a deliverable  system input A set of roles: unspecified, complementary (JIGSAW), hierarchical fixed ou rotating Multiple social planes: solo, group, collective different communication modes at different planes Data flow between planes

28. CSCL scripts are very different : Granularity: low (utterance level) – high (project phase) Degree of coercion: low (induced) – high (forced) Locus of control (F. Fischer): Internal (to be learned) or simply played (External) Degree of generality. Content-specific, *-specific, *-independent What is common between scripts?

29. What’s inside a CSCL script ?

30. What’s the difference between a CSCL script and a lesson plan ?

31. Script ‘ArgueGraph’ Individual Group Social

32. IndividualGroupSocialCommunityWorld

33. Script ‘ArgueGraph’ Individual Group Social

34. Script ‘ArgueGraph’ Individual Group Social

35. Reference +1 TASK

36. Group +1 Design an engine 5 students + tools class student

37. -2 Class Write a newspaper Class of 25 students + tools +1 world group student

38. Reference +1 TASK Distributed Cognitive System

39. Reference TASK

40. Regulation interactions TASK META Reciprocal-* Scripts

41. Role 2 Role 1 Conflict-* Scripts Argumentation

42. SubSet 2 SubSet 1 JIGSAW-* Scripts Explanation

43. The SWISH model: Learning results from the interactions necessary for over-compensating the drawbacks of task distribution. Hence, the script must split the system where interaction should occur.

44. Script FamilyTask SplitInteractions Reciprocal-*Meta / TaskMutual regulation Conflict-*Pro / AgainstArgumentation JIGSAW-*SubSetsExplanation Challenge-*Problem / Solution? ………

45. How to SPLIT the system? Natural differences: form the groups based on conflicts (of opinion in ArgueGraph) on complementarity (of knowledge in Ploetzner & Hoppe) … Induced differences: create differences among team members based on pre-collaboration activities (readings, learned strategies …) on assigned roles (« you are Piaget ») on differentiated access to information / tools (JIGSAW) … Different sub-tasks: induced by instructions induced by the interface

46. The SWISH Model: 7 Axioms 1.The script runs over multiple social planes 2.At the reference level, the task defines the distributed system. 3.Interactions occur to over-compensate task distribution 4.System plasticity is reinforced by rotating the script 5.Time makes the script structure salient 6.The core system is envelopped with didactic activities 7.The integration means dataflow between activities

47. reference Role 2 Role 1 Role 2 Mike Lena Mike Lena

48. The SWISH Model: 7 Axioms 1.The script runs over multiple social planes 2.At the reference level, the task defines the distributed system. 3.Interactions occur to over-compensate task distribution 4.System plasticity is reinforced by rotating the script 5.Time makes the structure salient 6.The core system is envelopped with didactic activities 7.The integration means dataflow between activities

49. Time Frame Individual Group Social

50. The SWISH Model: 7 Axioms 1.The script runs over multiple social planes 2.At the reference level, the task defines the distributed system. 3.Interactions occur to over-compensate task distribution 4.System plasticity is reinforced by rotating the script 5.Time makes the structure salient 6.The core system is envelopped with didactic activities 7.The integration means dataflow between activities

51. Teamframes : pedagogical project management Guest login at: http://teamframes.epfl.ch/http://teamframes.epfl.ch/

52. Core script (distributed system) Didactic enveloppe

53. Post- Structuring Pre- Structuring

54. Script ‘ArgueGraph’ Individual Group Social

55. Individual Group Social Introductory lecture Advance organizers … Introductory lecture Advance organizers … Readings Prerequisite refresh … Readings Prerequisite refresh … Writing synthesis Readings … Writing synthesis Readings … Comparing soltuions Debriefing Lectures …. Comparing soltuions Debriefing Lectures …. BEFOREAFTER

56. ??? EML, IMS-LD,…

57. The SWISH Model: 7 Axioms 1.The script runs over multiple social planes 2.At the reference level, the task defines the distributed system. 3.Interactions occur to over-compensate task distribution 4.System plasticity is reinforced by rotating the script 5.Time makes the structure salient 6.The core system is envelopped with didactic activities 7.The integration means dataflow between activities

58. Individual Group Social Read papers Distribute concepts Define Concepts Build the grid Compare the grids

59. AggregateDifferentiateList Behavioural data Votes Opinions Solutions … … Visaluasize probel space Compare Argue Brainstorm … BroadcastAssignFormGroups Problem data Roles Interaction trace … Solve Enter Reflection … Generic Script Operators Up/Down

60. Split Where Interaction Should Happen 1.The script runs over multiple social planes 2.At the reference plane, the task defines the distributed system. 3.Interactions occur to over-compensate task distribution 4.System plasticity is reinforced by rotating the script 5.Timeframe makes the social structure salient 6.The core system is envelopped with didactic activities 7.Integration means dataflow between activities