seminar
The Script Theory of Guidance for Computer-Supported Collaborative Learning and its Empirical Validation
In the talk I will introduce a new theoretical model on scaffolding of small groups in in computer-supported collaborative learning (CSCL). The theory uses a theater metaphor and distinguishes play, scene, scriptlet and role scaffolding. The theory makes assumptions on external scripts (instructional guidance for collaboration) and internal scripts (an individual's action-oriented knowledge on collaboration), as well as their interplay over time. Examples of collaboration scripts for different domains will be presented. Exemplary empirical studies using mixed method approaches will be discussed. Finally, the results of a recent meta-analysis will be presented which support the Script Theory of Guidance and help to distinguish between more and less effective types of scaffolding for CSCL.
Reference (open access):
Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56-66
<p>Frank Fischer earned his doctorate in Psychology in 1997 from the University of Munich. He was an assistant professor for Applied Cognitive Psychology and Media Psychology at the University of Tübingen and held a professorship for Instructional Psychology at the University of Erfurt (2002-2003). From 2004-2006 he was an associate professor for Research on Learning and Instruction at the University of Tübingen and at the Knowledge Media Research Center. Since October 2006, he has been a full professor of Educational Science and Educational Psychology at the University of Munich. He served as Dean of Faculty. Since 2009, he is the speaker of the Munich Center of the Learning Sciences, an interdisciplinary collaboration of more than 30 research groups focusing on advancing research on learning „from cortex to community“. He was President of the International Society of the Learning Sciences. His research focuses on scaffolding and guidance for collaborative learning, as well as inquiry and simulation-based learning. Central questions are how dialog, cognition, and instruction interact in technology-enhanced learning environments, and how characteristics of the dialog are associated with the advancement of knowledge and skills of collaborative learners. He serves on the editorial board of several scholarly journals, including Learning & Instruction, Journal of the Learning Sciences, and the International Journal of Computer-Supported Collaborative learning. He is an associate editor for the American Educational Research Journal. He has published more than 100 articles and chapters, and co-edited 6 books and special issues of scientific journals.<br /><br /></p>