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Abstract:
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E-learning environments designed for computer-supported collaborative learning
(CSCL) mediate social interactions as key activators of learning). However, free
collaboration does not necessarily by itself produce the interactions we want.
Scaffolding collaboration can increase the probability of successful learning
outcomes (Fischer, Kollar, Mandl, & Haake, 2007). CSCL scripts embedded in
(Dillenbourg & Jermann, 2007), or interpreted by (Hernández-Leo et al., 2006c), elearning
environments aim to shape the way learners interact with each other to
elicit fruitful interactions.
The design of effective scripts is a non-trivial task that requires significant
expertise in, and knowledge of, the possibilities and risks of structuring
collaboration (Fischer et al., 2007). This chapter focuses on patterns as a way of
formulating and sharing experience regarding the design of potentially effective
scripted collaborative learning situations.
Design patterns capture reusable knowledge about a contextualized problem and
its associated, broadly accepted, solution. Patterns are decoupled when they are
applied, but they work together with other interconnected patterns to generate
emergent contextualized wholes. A pattern language (PL) embraces a set of
patterns relevant to a specific design space, together with the rules that link the
patterns together in meaningful ways, so that they provide guidance when creating
a space-related whole (Alexander et al., 1977).
In this chapter we aim to identify the types of patterns, and connections between
patterns, that can be used for generating CSCL scripts. These types of patterns and
relationships are formulated as a conceptual model (or meta-language) for
describing CSCL scripting PLs. That is to say, CSCL scripting is the design space
of the patterns and rules that can be situated in the proposed conceptual model. We
believe this model can provide the scientific community with a starting point for an
agreed high-level structure for the production of patterns and PLs that enable the
generation of CSCL scripts. Each institution or community of practice may have its
own patterns of effective scripted CL situations that typify that particular
community. We can foster the sharing and communication of good practice within
and between communities if such practice can be framed within the same
conceptual model (Goodyear, de Laat & Lally, 2006).
To illustrate the feasibility of this proposal, an Appendix to this chapter includes
a CSCL scripting PL (with our own and some adopted patterns) that can be
described with the conceptual model. The PL comprises 18 patterns; each pattern
documents its relationships to other patterns. The map of relationships sketches
many ways in which the patterns may be put together when creating different
CSCL scripts. Different patterns and connections of patterns may or may not apply,
depending on the context of a particular educational situation. Nevertheless, it is
important to point out that the PL is not complete as a set, in the sense that these
patterns cannot be used to generate any CSCL script. Each community can
augment the PL with its own patterns, or propose different ones (which might
borrow from some of the other patterns). This chapter also sets out a real scripted
CL situation generated using the proposed PL. The situation expresses and
illustrates the relationships between the patterns and shows how the diverse types
of CSCL scripting patterns can be applied.
We start by describing the methodology used to propose the conceptual model
and the PL. |
