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|Title:||Designing Epistemic Scaffolding in CSCL|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Lin, F. & Puntambekar, S. (2019). Designing Epistemic Scaffolding in CSCL. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 597-600). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||In this paper, we propose an epistemic scaffolding framework to understand the support for epistemic change in computer supported collaborative learning (CSCL). Two types of epistemic scaffolding are differentiated based on existing literature and educational practices, namely, implicit and explicit epistemic scaffolding. Implicit epistemic scaffolding refers to the support (including tool, activities, resources, etc.) that has epistemic implications but is not made obvious to learners. Explicit epistemic scaffolding refers to the support that intentionally makes epistemic ideas explicit to learners to promote their epistemic understanding. Many of the CSCL environments have been designed with epistemic underpinnings, which could serve as implicit epistemic scaffolds. We propose that embedding explicit epistemic scaffolds in CSCL environments that are designed with implicit epistemic scaffolds is a promising way to maximize the power of support for epistemic growth.|
|Appears in Collections:||CSCL 2019|
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