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|Title:||Combining Scripts, Group Awareness Tools and Self-Regulated Learning – Theoretical Implications and Practical Implementations|
Fischer, Martin R.
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Schnaubert, L., Vogel, F., Bodemer, D., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Tsovaltzi, D., Puhl, T., & Azevedo, R. (2020). Combining Scripts, Group Awareness Tools and Self-Regulated Learning – Theoretical Implications and Practical Implementations. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 350-357). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Collaborative learning can be challenging. Not only do learners need to have collaboration skills and knowledge about beneficial interaction processes, but they also need to monitor socio-cognitive conditions to be able to regulate their own as well as their learning partners’ behaviour. External collaboration scripts are an explicit way to support collaborating learners and compensate for insufficient cognitive schemata, so called internal collaboration scripts. Group awareness tools guide learning activities implicitly and compensate for a lack of awareness of relevant socio-cognitive conditions while explicitly relying on the learners’ self-regulatory skills. A combination of the different approaches has been investigated scarcely so far, though they have a promising potential for mutual synergies. Thus, in this symposium, researchers from scripting-, group awareness-, and regulation-research discuss how their approaches are connected and how external collaboration scripts or group awareness tools can be combined to support collaborative learning.|
|Appears in Collections:||ICLS 2020|
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