Academic literature on the topic 'Script collaborativi'

This article explores the potential synergy between computer-supported collaborative learning (CSCL) and collaboration engineering (CE). Both areas pursue the goal of understanding how to manage interactions in collaborative groups to achieve shared understanding, reduce process losses, and improve performance. By analyzing the research in the two areas, the authors identify several topics where exchange of research findings would be of mutual benefit. For example, research on CE can inform collaboration script research on reducing learners' cognitive load, providing sufficient guidance on the use of tools, and specifying the instructor role during the collaborative learning process. Similarly, collaboration script research can provide useful insights to CE on the appropriation and internalization of effective support strategies. CE research could also learn from script research on training group participants into specific roles. Further challenges include designing scripts that balance restrictiveness and flexibility and refining the theoretical foundation of the two research areas.

Collaborative learning entails the involvement and the cooperation of a group of persons with the purpose of learning. Collaborative learning scripts aim to orchestrate the complex interaction among group members while Computer Supported Collaborative Learning scripts (CSCL scripts) is the research field in which IT techniques are involved in the management of the aspects of such an interaction. This article presents assessment-related aspects of an existing CSCL script authoring and deployment platform called COSTLyP. Assessment, nowadays, is considered as a vital constituent of CSCL scripts since it may affect some of their necessary components and mechanisms. The outcome of the implementation of an assessment plan may determine what should be the next step in a collaboration activity or what actions should be undertaken to bridge the gap between the expected results and the achieved level of knowledge or expertise. At the same time, assessment can also verify the regulation level that is required within each group; consequently, these scripts should be flexibly designed in order to adapt their evolution to the real needs of the participants.

Transactivity of student discussions is crucial in computer-supported collaborative learning (CSCL). However, CSCL learners often lack well-developed argumentation and negotiation skills, which makes it challenging for them to engage in and maintain a transactive discussion. Collaboration scripts have been implemented in CSCL contexts and have demonstrated positive effects on students' collaboration and argumentation skills. Yet, the degree of transactivity of student interactions is rarely addressed directly in CSCL research. Employing a qualitative content analysis approach, this study seeks to understand how a role script affects the transactivity of students' argumentative knowledge co-construction in the context of a multicultural master's degree CSCL course. The study employs an experimental design. The results demonstrate that students in the scripted condition produced more contributions on higher levels of argumentative knowledge construction than unscripted students. However, tutor involvement may be necessary to ensure proper script appropriation.

The present study focuses on the use of two different types of scripts as possible ways to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's Thinking Hats (script 1) and Weinberger's script for the construction of argumentation sequences (script 2) affects the ongoing critical thinking processes reflected in the discussion. The results suggest that both scripts successfully facilitated critical thinking. The results showed that the labeling condition (script 1) surpasses the argumentation script (script 2) with regard to the overall depth of critical thinking in the discussion, and the critical thinking processes during the stages of problem identification and problem integration in particular. Further, it can be argued that students in the labeling condition are engaged in more focused, more critical, and more practically-oriented discussions.

Collaboration is the act of working together, towards a common goal. Collaboration is essential to the success of construction project. In software engineering projects, understanding and supporting collaboration gives the broad impact on product quality. There appears that it is difficult to effectively interact and achieve a common project goals within the bounds of cost, quality and time. The purpose of the paper is to propose a collaborative engineering process, called Collaborative SeCurity patteRn Integration Process (C-SCRIP), and a tool that supports the full life-cycle of the development of a secure system from modeling to code.

This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former approach, adopted in the context of an Italian online course, is based on the use of a set of collaborative techniques, while in the latter, proposed in a German context, collaboration scripts are used to guide students step-by-step. The study describes and then compares the strengths and weaknesses of the two approaches. What can be learned from the two experiences? Is there any possibility – and with what advantages – of integrating the two approaches, so as to gain from both?

This work presents research evidence on the impact of a collaboration script to leverage the use of an Algorithm Visualization (AV) system as a tool for experimentation and reflection in the context of online collaboration. The objective of the authors’ effort is to improve the learning conditions when AV systems are used as online learning tools, avoiding situations where unguided collaboration may result in suboptimal peer interaction. Results from two studies are reported, where university students collaborated online following the steps of a reciprocal peer tutoring script and using two different AV systems to visualize their solutions on specific algorithm-related learning tasks. Discourse analysis based on an appropriately extended IBIS model and further statistical analysis indicate that the use of the collaboration script enhances the task-related peer interaction and consequently the intrinsic feedback that peers receive from interacting with the AV system, something expected to lead to improved learning outcomes. The implication for AV system designers is that the inclusion of a collaboration script component in the system design is strongly encouraged as a means to augment the expected benefits from online collaborative learning tasks.

Purpose The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal. Design/methodology/approach This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centred learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in Issue 6.3 of the journal. Findings The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons. Originality/value This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.

Modularisation is a well-known method of reducing code complexity, yet architects are unlikely to modularise their visual scripts. In this paper the impact that modules used in visual scripts have on the architectural design process is investigated with regard to legibility, collaboration, reuse and design modification. Through a series of thinking-aloud interviews, and through the collaborative design and construction of the parametric Dermoid pavilion, modules are found to impact the culture of collaborative design in architecture through relatively minor alterations to how architects organise visual scripts.

The collaboration script is defined as a formal way of describing the flow of activities within a collaborative learning session. Using collaboration script would encourage the production of effective and productive interactions between learners. Nevertheless, developing such script is not a trivial task. Standardization has played a major role in the expansion of instructional designs, but at the same time it limited down the flexibility of describing collaboration sessions that have complex structures. Representing a collaboration script in XML-tags format works well when scripting simple scenarios, but to describe extended scenarios it would make this scripting style very challenging and complicated. This approach causes users to avoid designing heavy weight scenarios and limits down their creativity. Relying on tools to implicitly generate such script would also limit down designers’ creativity since designers can only choose from a limited set of tools and design components. In this research, we have defined the bases of a new collaboration scripting language, CoScript, that is able to describe collaboration learning sessions in a simple, flexible, and formal way. This scripting language has been derived based on a theoretical framework that was proposed in an earlier research. The proposed scripting language notation is close to the notation of traditional software scripting languages. This makes it easier to be learnt by instructors with basic programming skills. It has the ability to describe design’s structure elements, such as sequencing, conditions, repetition, activities, activity’s input /output, group formation, etc. ColScript is basically composed of a limited set of objects and commands. The first part contains six objects (role object, group object, feedback object, collaboration tools object, time/date object and resources object), where the second part contains five essential structuring commands (input, output, loop, doactivity, groupformation).

2015 - 2016
Questa tesi è parte di una ricerca che mira a comprendere se sia possibile utilizzare, nell'ambito dell'educazione matematica, una piattaforma di e-learning per realizzare un insegnamento basato sulla mediazione e sull'interazione tra pari (Vygotsky, 1980). Vogliamo esaminare se e in che misura è possibile trasferire il ruolo di mediatore, assunto classico dall'insegnante, al gruppo di pari online, supportato dalla piattaforma. Questa ricerca ha portato alla definizione di una metodologia per l'apprendimento della matematica competenceoriented in ambiente e-learning, che abbiamo definito DIST (Digital Interactive Storytelling). Si basa sul presupposto che un buon utilizzo degli strumenti offerti dalla piattaforma e una collaborazione ben strutturata tra i coetanei possano agire come un supporto agli studenti per raggiungere il loro obiettivo di apprendimento (Dello Iacono, 2015; Albano , Dello Iacono, Mariotti, 2016, Albano, Dello Iacono, Fiorentino, 2016). L'approccio teorico si basa su una visione socio-costruttivista dell'apprendimento, dove gli studenti costruiscono la propria conoscenza, attivamente impegnati in interazioni sociali e interiorizzando successivamente tali pratiche (Vygotsky, 1980). Il DIST-M consiste in script collaborativi, volti a regolare e strutturare ruoli ed interazioni in un ambiente collaborativo (King, 2007). La metodologia descritta è implementata in un framework di storytelling, dove gli studenti assumono il ruolo di un personaggio di una storia con l’obiettivo di risolvere i problemi proposti. Tale scelta consente, da una parte, di motivare gli studenti e, dall’altra, consente l’integrazione tra pensiero narrativo e logico-scientifico (Zan, 2011). Il DIST è organizzato come un insieme di frames. Ogni frame è un insieme di script, ognuno dei quali costituito da uno o più task, in cui il task è un'attività di apprendimento atomico. Il primo frame è il “Frame Introduzione” e mira a far familiarizzare lo studente con il DIST, con la storia e con gli strumenti offerti dalla piattaforma. Tutti gli altri frames sono etichettati come "Frame di Livello" poiché mirano a mediare diversi livelli della competenza specifica in gioco. Ciò significa che si prevede un frame del livello 1, che medierà un livello di base di competenza, un livello di livello 2, che media la stessa competenza ad un livello superiore e così via. L'attività può essere individuale, collaborativa o mista. Nei singoli compiti, lo studente lavora da sola e si richiede di non comunicare con i suoi coetanei e di consegnare individualmente il proprio lavoro. Nelle attività collaborative, lo studente dovrebbe condividere il lavoro e la consegna con i suoi coetanei utilizzando gli strumenti disponibili nella piattaforma (chat, forum, wiki, ecc.). Nei compiti misti, lo studente può comunicare con i suoi coetanei (di solito per chiacchierata) ma egli consegne individualmente il proprio lavoro. Lo script è stato progettato come sequenza di compiti collaborativi e individuali in modo che l'apprendimento sia socializzato e poi interiorizzato, secondo una visione Vygotskian (Vygotsky, 1980). Quando un DIST riguarda una competenza matematica, verrà chiamato DIST-M, il che significa Digital Storytelling Interattivo in Matematica. In questa tesi presentiamo un’implementazione del DIST-M, relativamente alla competenza argomentativa in matematica. I risultati PISA mostrano che la capacità di esprimere argomentazioni in forma scritta è un punto critico (Turner e Adams, 2012). Dall’altra parte, in una cornice di approccio discorsivo all'apprendimento della matematica (Sfard, 2001), Ferrari mostra che il linguaggio matematico e i registri evoluti condividono molte caratteristiche. Così, egli conclude che avere familiarità con le comunicazioni scritte è un prerequisito per promuovere il pensiero matematico avanzato (Ferrari, 2004). Scopo del nostro DIST-M è, dunque, quello di avviare lo studente alla costruzione di argomentazioni verbali in matematica, attraverso la produzione personale, il confronto e la mediazione tra pari per giungere a enunciato comune. L’obiettivo, infatti, è quello di trasferire al gruppo di pari on-line e alla piattaforma il ruolo vygostkiano dell’esperto. Per implementare il DIST-M, per il caso specifico di studio, abbiamo utilizzato la piattaforma Moodle (https://moodle.org), che mette a disposizione diversi strumenti per la collaborazione: Chat, Forum, Wiki, Lesson, Compito e altro. Per implementare la storia abbiamo utilizzato i fumetti (per mezzo dell’ambiente on line gratuito Toondoo (www.toondoo.com)), poiché il rapporto diretto tra parola e immagine può favorire il processo di apprendimento, rendendolo meno faticoso e più piacevole (Marrone, 2005). Per la realizzazione delle attività interattive abbiamo utilizzato il software di matematica dinamica GeoGebra (https://www.geogebra.org) come linguaggio di programmazione per implementare applicazioni interattive integrate all’interno delle pagine Moodle. Per l'implementazione di DIST-M sono state definite tre nuove risorse, quali Tutorial, Domande Grafiche Interattive e Domande Semiaperte Interattive. Il Tutorial è un'applicazione che prevede l'interazione dello studente con un oggetto interattivo (grafici, caselle di testo, tabelle, ecc.), per trovare una configurazione dell'oggetto come risposta a una data domanda. La Domanda Grafica Interattiva (DGI) è una risorsa simile al Tutorial, ma il codice restituito dall’applicazione non corrisponde solo alle due opzioni risposta corretta o risposta errata, ossia più di una configurazione degli oggetti grafici può essere corretta. Inoltre il codice dipende dal movimento di alcuni parametri e, quindi, una configurazione può essere esatta (tutti i parametri sono corretti), semi-esatta (un sottoinsieme dei parametri è corretto), errata (nessun parametro è corretto). La Domanda Semiaperta Interattiva (DSI) consente di costruire la risposta a una data domanda assemblando alcuni blocchi-parole o tessere disponibili mediante trascinamento. Aggregando opportunamente le tessere, lo studente costruisce un enunciato composto da una proposizione principale (risposta alla domanda), una subordinata (motivazione), unite tra loro da una congiunzione causale (perché, poiché, dato che, siccome, …). L’applicazione riconosce enunciati di tipo causale, quindi è in grado di stabilire l’equivalenza tra congiunzioni diverse e l’equivalenza tra le due tipologie di enunciati proposizione principale - congiunzione causale - proposizione subordinata e congiunzione causale - proposizione subordinata - proposizione principale. L'attuale implementazione del DIST-M include il Frame Introduzione, costituito da un solo script e il Frame di livello 1, costituito da due script, denominati Capitolo 1 e Capitolo 2. La figura seguente mostra la progettazione dello script Capitolo 1. All’inizio gli studenti scelgono i ruoli, negoziandoli all’interno del gruppo, comunicando nella chat. I ruoli previsti sono 4: - Il Capitano: è il leader del gruppo e ha il compito di promuovere la partecipazione di tutti i compagni nelle discussioni e nei processi decisionali; - L’Ufficiale Scientifico: ha il compito di raccogliere e sintetizzare i contributi di ciascuno alla risoluzione dei quesiti; - L’Ufficiale di Rotta: aiuta i compagni ad utilizzare in modo efficace gli strumenti ICT; - L’Ufficiale delle Comunicazioni: ha il compito di sintetizzare i discorsi dei compagni e formalizzarli attraverso social media. Dopo che i ruoli sono stati assegnati, lo studente lavora con un oggetto interattivo (Domanda Grafica Intertattiva) la cui manipolazione appropriata dà la risposta a una domanda posta (task 2 parte 1). Come già descritto, ogni configurazione dell'oggetto corrisponde ad un codice che viene restituito allo studente. A seconda del codice inserito nella casella di testo, viene somministrata allo studente una domanda di riflessione personalizzata (task 2 parte 2). Lo scopo di tale domanda è quello di permettere allo studente di concentrarsi su ulteriori possibili configurazioni esatte dell'oggetto, in caso di risposta esatta, e di spingerlo a riflettere su eventuali errori, in caso di risposta semi-esatta o errata, guidandolo verso processi di autoregolamentazione. A questo punto, lo studente è tenuto a rispondere ad una domanda aperta individuale, volta a generalizzare l'esperienza precedente (task 3). Ogni studente deve riportare la sua risposta in un Forum Domande e Risposte, che consente di vedere gli interventi altrui solo dopo aver postato il proprio. Dopo che tutti gli studenti hanno inviato le loro risposte, inizia una discussione nello stesso forum, per elaborare una risposta condivisa (task 4). L'uso del forum garantisce il completamento della fase precedente, poiché gli studenti per discutere hanno bisogno di accedere alle risposte dei pari e, dunque, devono riportare necessariamente il proprio intervento. Il forum consente anche un passaggio verso un registro più evoluto. Una volta concordata la risposta da dare come condivisa, gli studenti sono tenuti a consegnarla usando il modulo Compito di Moodle (task 5). Nella fase successiva, lo studente lavora individualmente (task 6) per convertire la risposta condivisa precedentemente trovata in un registro più evoluto, assemblano blocchi - parole disponibili (Domanda Semiaperta Interattiva). Una volta terminata la fase precedente, lo studente dovrà riportare la risposta costruita con i blocchi-parole sul forum di gruppo Domande e Risposte (task 7), correlata di ragionamento. In caso di successo nell'attività, viene attribuito allo studente il titolo di Campione. Tutti gli studenti sono tenuti a discutere le risposte nel forum. I Campioni di tutti i gruppi (eventualmente anche un insegnante, che può intervenire in assenza di Campioni) hanno il compito di aiutare, nel Forum Generale, chiunque sia in difficoltà (task 8). Al termine dell'attività, gli studenti sono tenuti a compilare un Diario di Bordo di gruppo (task 9) e un Diario Personale (task 10). Il primo, implementato attraverso un wiki collaborativo di Moodle, ha come obiettivo quello di raccogliere tutte le informazioni cognitive che gli studenti ritengono utili per il prosieguo della missione. Il secondo è una riflessione metacognitiva dello studente sull'attività, sulle difficoltà incontrate e su come le ha superate. Il DIST-M è stato testato in uno studio pilota che ha coinvolto studenti del Liceo Classico "Virgilio" di San Giorgio del Sannio (BN). Gli studenti coinvolti sono stati 11, suddivisi in 4 gruppi, di cui 3 di 3 membri ed uno di 2. Nei gruppi di 3 membri, uno degli studenti ha giocato 2 ruoli (task 1), mentre nel gruppo di 2 membri, ogni studente ha giocato 2 ruoli. Gli studenti sono stati divisi in gruppi in modo casuale dal ricercatore e i membri dello stesso gruppo hanno comunicato solo attraverso gli strumenti della piattaforma. Ogni studente ha lavorato al suo PC. Il ricercatore ha supportato gli studenti nella fase iniziale di accesso alla piattaforma fornendo indicazioni preliminari. Ogni studente ha avuto accesso alla piattaforma tramite username e password. Gli studenti sono apparsi in forma anonima, cioè, durante le attivtà, è stato visualizzato soltanto lo username. Lo scopo del nostro DIST-M è quello di facilitare la costruzione di argomentazioni e perciò siamo interessati alla produzione di testi scritti da parte dello studente per sostenere la soluzione ad un problema. Alcuni modelli teorici di analisi delle argomentazioni non si riferiscono alla lingua, ma un argomento scritto è, innanzitutto, un testo scritto. Così la produzione, da parte dello studente, di un testo corretto e di una spiegazione accettabile sono strettamente intrecciati. È per questo motivo che abbiamo scelto di utilizzare un approccio linguistico per analizzare i dati, attraverso strumenti specifici, come la coesione testuale, che consente di creare la tessitura di un testo, rendendolo una singola entità piuttosto che un insieme di parole e frasi disorganizzate (Halliday e Hasan, 1976). Guardando allo script, possiamo notare che il miglioramento nella produzione di argomentazioni è stato sostenuto principalmente da due punti chiave: - i task sociali, che richiedono la negoziazione di un consenso condiviso da parte di tutti i membri del gruppo, sembrano sottolineare allo studente la necessità di produrre argomenti per sostenere la propria risposta; questa richiesta era presente fin dall'inizio, ma molti studenti non hanno fornito argomentazioni nei task individuali; - il task 6, guidato dal dispositivo, che supporta il passaggio dell’argomentazione da un registro colloquiale ad uno più evoluto, ha favorito non solo un raffinamento dell'argomentazione, ma soprattutto ha consentito allo studente di riflettere su concetti matematici. I risultati ci incoraggiano a continuare ad approfondire l'efficacia del DIST-M progettato, per promuovere la capacità di costruzione di argomentazioni espresse attraverso testi coesi. [a cura dell'autore]
This thesis is part of a research that aims to understand whether it is possible to use, in the context of mathematics education, an e-learning platform to implement a teaching methodology based on mediation and peer interaction (Vygotsky, 1980). We want to investigate whether, and to what extent, it is possible to transfer the role of mediator, classically assumed by the teacher, to the online peer group, supported by the platform. This research has led to the definition of a design methodology for competence-based mathematics learning in e-learning environment, we named Digital Interactive Storytelling (DIST). It is based on the assumption that such environment can be arranged in a way that a good exploitation of platform tools and a well-structured collaboration among peers can act as an expert support to students in achieving their learning goal (Dello Iacono, 2015; Albano, Dello Iacono, Mariotti, 2016; Albano, Dello Iacono, Fiorentino, 2016). The underpinning theoretical approach is frame in the socio-constructivist view of learning, where students construct their own knowing at beginning being actively engaged in social interactions and then internalizing it (Vygotsky, 1980). The DIST-M consists in collaboration scripts, aimed at regulating and structuring roles and interaction in a collaborative setting (King, 2007). As suggested by the name, the described methodology is implemented in a storytelling framework, where the students is a character of a story and she should interact facing problems, whose solution is needed to go on. Such choice on one hand can motivate learners and on another hand can have benefits of the integration between narrative and logical-scientific thought (Zan, 2011). The DIST is organized as a collection of various Frames. Each Frame is a collection of scripts, each of them consisting of one or more tasks, where a task is defined as an atomic learning activity. The first Frame is called Introduction and it aims to familiar the student with the DIST and the story and with the computer-based tools to be used. All the other Frames are labelled as “Frame of level” since they aim to mediate various levels of the specific competence at stake. This means that there will foresee a Frame of level 1, that mediates a basic level of competence, a Frame of level 2, mediating the same competence at a higher level, and so on. The task can be individual, collaborative or mixed. In the individual tasks, the student work alone and she is required not to communicate with her peers and to deliver her work individually. In the collaborative tasks, the student is expected to share the work and the delivery with her peers by using the tools available in the platform (chat, forum, wiki, etc.). In the mixed tasks, the student can communicate with her peers (usually by chat) but she deliveries her work individually. The script has been designed as sequence of collaborative and individual tasks so that learning is first socialized and then interiorized, according to a Vygotskian view (Vygotsky, 1980). When a DIST concerns a mathematical competence, it will be called DIST-M, that means Digital Interactive Storytelling in Mathematics. In this thesis we present an instance of DIST-M designed and implemented for a specific case study focused on argumentation and communicative competences in mathematics. As shown by PISA outcomes, a critical and challenging aspect of PISA tasks is the requirement of expressing arguments and conclusions in written form (Turner and Adams, 2012). In the frame of discursive approach to mathematics learning, seen as initiation to a particular mathematical discourse (Sfard, 2001), Ferrari (2004) shows that mathematical language and written literate registers of ordinary language share many features. Thus, he concludes that being familiar with written literate communications is a prerequisite to promote advanced mathematical thinking. To this aim, there is a need of a shift from the request of just solving a problem to the request of verbal explanations. This is why we have focus the DIST-M presented in the thesis on the construction of arguments written according to a register shared in the mathematical scientific community. We have implemented the DIST-M in the e-learning platform Moodle (https://moodle.org). It is an environment for modular learning which offers various collaboration tools we have used: Chat, Forum, Wiki, Lesson, Task. Moreover, concerning the digital storytelling frame of the DIST-M, we have used comic strips, by means of the tool Tondoo (www.toondoo.com - online environment for creating comics) to implement the story, as they allow a direct and immediate link between words and images, promoting the learning process as it appears less hard and more enjoyable (Marrone, 2005). Finally, the interactivity given by the possibility of manipulating objects has been realized by means of the dynamic mathematical software GeoGebra (www.geogebra.org), as programming language in order to implement interactive applications integrated within Moodle pages. For the implementation of DIST-M three kinds of new resources have been defined, that are Tutorial, Interactive Graphical Question and Interactive Semi-Open Questions. The Tutorial is an interactive application that provides for the interaction of the student with a interactive object (graphs, text boxes, tables, etc.) in order to find a configuration of the object as answer to a given question. The Interactive Graphical Question (IGQ) is a resource similar to the Tutorial, but the code given back does not correspond only to the two options correct or wrong answer. In fact, the answer required by an IGQ differs with respect to the one of the Tutorial for two features. On one hand it is not unique, that is more than one configurations of the graphical objects can be correct. On the other hand it depends on the movement of some parameters, so each configuration can be correct (all parameters are admissible), semi-correct (a subset of the parameters is admissible), wrong (no parameter is admissible). Finally, the Interactive Semi-Open Question (ISQ) allows to construct the answer to a given question by assembling some available words-blocks by means of dragging. The expected answer should be constituted as a main sentence linked to a secondary one, the latter concerning the arguments to support what stated in the main sentence. The actual implementation of the DIST-M includes the Frame Introduction, consisting of one script, and the Frame of level 1, consisting of two scripts, named Chapter 1 and Chapter 2. The following figure shows the design of the script Chapter 1 . At beginning (task 1) each student is expected to choose a role to play in her group, by negotiating it by chatting with the mates. The roles foreseen are four, assuming 4 as best size of a group for the effectiveness of the collaboration, and they are the following: - the Captain, who is the leader of the group who takes care of engaging all the mates in the discussions and in the decision processes; she mediates the social literacy; - the Scientific Official, who is in charge of collecting and summarizing all the mates’ answers concerning mathematical questions to be solved during the mission; he/she mediates the mathematical literacy; - the Technological Official, who supports the mates who are in troubles in using the platform; he/she mediates the digital literacy; - the Communication Official, who reports and summarize the conversations of the mates when a shared communication/answer is required. After the roles have been assigned, the group is required to work with an interactive object (see Interactive Graphical Question) whose suitable manipulation gives the answer to a posed question (task 2 part 1). As already described, each configuration of the object corresponds to a code that is given back to the student. According to the code that the student insert in a text box, a personalized reflective question is delivered (task 2 part 2). The aim of such question is to let the student focus on further possible exact configurations of the object, if she was successful; on the reason of her choice, in case of semi-correct configuration; and on what has brought him to generate a wrong configuration, in case of unsuccessful. Such part of the task wants to be steer the student towards self-regulation processes by means of being aware of what done and why. Then the student is required to answer to an individual open question, aimed to shift from the previous experience to a general case (task 3). It should bring out the elaboration of arguments to justify the given answer. Each student has to post his/answer in a Question and Answer Forum, so that she cannot be influenced by reading first the arguments of the peer and force the participation. After all the students posted their answers, a discussion starts, using the previous forum, in order to elaborate a shared answer (task 4). The use of the forum guarantees that everyone completes the previous task, otherwise they cannot access to the peers’ answers, and differing from the chat where communication is immediate and not so formal, in the forum there is an implicit request of a shift towards a more literate register. Once agreed the answer to be given as shared one, the students are required to deliver it by using the Moodle task module used collaboratively (task 5) so that each member takes his/her responsibility to deliver a shared answer. In the next step, the student works individually (task 6) in order to convert the shared answer previously found into a more literate forms assembling suitable words-blocks (see Interactive Semi-Open Question). According to the argumentative aim, the words-blocks have been constructed in order to highlight the causal structure of the sentences, that is the causal conjunctions (i.e. since, because, etc.) constitute single blocks, whilst the other blocks allow the construction of the two sentences (main and conditional ones) to be linked by the causal conjunctions. The device is able to recognize the correctness of the construction independently on the order of the sentences. Once finished the previous construction, the student is asked to post it on the group Question and Answer Forum (task 7) with the request of explaining his/her reasoning. If she was successful in the previous task, then she is acknowledged of this (she has the title of Champion) and he/she is asked to help her mates. All the students are required to discuss the answers in the thread. The Champions of all groups (eventually, also a teacher who can be essential when there is no champion) are expected to be available in a general forum for anybody is in troubles (task 8). At the end of the activity, the students are required to edit a Group LogBook (task 9) and an Individual LogBook (task 10). The first one is composed using a Moodle collaborative wiki, aiming at collect and store all the cognitive information useful for the mission. The second one is referred to a metacognitive reflection of the student on the activity, on the difficulties encountered and how he/she overcomes them. The DIST-M has been tested in a pilot involving 10 degree students from High School focusing on humanities "Virgilio" of San Giorgio del Sannio (BN), in the south of Italy. The students involved were 11, divided into 4 groups, 3 of which consisting in 3 members and 1 consisting in 2 ones. In groups of 3 members, one of the students played 2 roles (task 1), whilst in the group of 2 members, each student played 2 roles. Students were divided into groups randomly by the researcher and the members of the same group could communicate only by the tools of the platform. Each student worked on her PC. The researcher supported the students in the initial phase of access to the platform by providing preliminary indications. Each student logged into the platform by username and password provided by the researcher. Students, therefore, appeared anonymously on the platform, that is the username showed on the screen were something like S1, S2, …, and so on. The aim of our DIST-M is to facilitate the construction of arguments and, therefore, we are interested in the production of written verbal arguments by the student to support the solution of a problem. Some theoretical models of analysis of the arguments do not refer to language but a written argument is, first, a written text. So the student production of a correct text and an acceptable explanation are closely intertwined. This is why we chose to use a linguistic approach to analyse the data, by means of specific tools, such as textual cohesion, which allows to create the texture of a text, making it a single entity rather than a collection of words and disorganized sentences (Halliday and Hasan, 1976). Looking at the tasks’ flow, we can note that the improvement has been mainly fostered by two key points: - the social tasks, that require to negotiate a delivery shared by all the members of the group, seem to come to light the need of producing arguments to support the answer; this request was present from the beginning, but many students did not give arguments when delivered individually; - the task 6, guided by the device, that supports the treatment from the sentence in a colloquial register chosen by the group to sentence in a literate register, foster not only to refine the argument, but mainly to deepen the students’ understanding as shown by their further cohesive sentences produced to explain their reasoning. The above outcomes encourage us to go on further investigating the effectiveness of the designed DIST-M for promoting the ability of converting reasoning in constructing arguments expressed by cohesive texts. [edited by author]
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How can a playwright share authorial control with a group of actors when creating a new play script? How does the individual playwright address matters of genre, form, style and structure to create a unifying theme, while remaining true to the dramatic intention and aesthetics of the group? What impact will the collaborators have on a playwright's work? Will they help or hinder the writing process? This exegesis closely follows the creation of a new play, The Woods, in a process where the playwright intended to facilitate a collaborative process with the actors rather than act as sole author. Issues arising in this mode of working include the real meaning of sole authorship, aesthetic integrity and creative power balance. The analysis of these issues will have relevance for theatre practitioners working in collaborative contexts.

How can a playwright share authorial control with a group of actors when creating a new play script? How does the individual playwright address matters of genre, form, style and structure to create a unifying theme, while remaining true to the dramatic intention and aesthetics of the group? What impact will the collaborators have on a playwright's work? Will they help or hinder the writing process? This exegesis closely follows the creation of a new play, The Woods, in a process where the playwright intended to facilitate a collaborative process with the actors rather than act as sole author. Issues arising in this mode of working include the real meaning of sole authorship, aesthetic integrity and creative power balance. The analysis of these issues will have relevance for theatre practitioners working in collaborative contexts.

Abstract The use of mobile devices, including mobile phones and tablets, is a growing trend in education. The practice has been widely technology driven and often justified simply by the importance of using new technology in a classroom and by claiming such devices to be important in reaching something referred to, although not that well defined, as 21st century skills. This thesis is one answer to the challenge represented by this development. It brings together theoretical ideas of scaffolding learning with collaborative scripts and the use of mobile devices as cognitive tools in a real life educational settings. This thesis has constructivist grounds and aims at exploring how to support collaborative learning when students have ill-structured problems and their activities are supported with mobile technologies. The study consists of three case studies, which together form an example of how important it is to design, develop and deliver lightweight digital tools and activities for learners to construct knowledge. Overall, the results of three case studies in this thesis confirms that it is a dubious assumption that learners will automatically take appropriate and measured advantage of the affordances of mobile devices and other emergent technologies involved in cognitive activities: rather, these cognitive tools require deliberate attention and effort from learners to make use of the affordances of the tools. Furthermore, results from the case studies reveal that personal factors such as students’ prior knowledge and their metacognitive and collaborative skills, as well as contextual cues such as cultural compatibility and instructional methods, influence student engagement
Tiivistelmä Mobiililaitteiden, kuten puhelinten ja tabletien, opetuskäyttö lisääntyy hyvää vauhtia. Aihepiiri on ollut teknologiavetoinen, opetuskäyttöä on perusteltu lähinnä tarkemmin määrittelemättömillä 2000-luvun kansalaistaidoilla (21th century skills) ja uuden teknologian hyödyntämisen tärkeydellä. Tämä väitöskirja on teoreettisesti ja metodologisesti perusteltu vastine tähän keskusteluun. Tutkimus yhdistää pedagogista vaiheistamista ja kognitiivisia työkaluja käsittelevän teoreettisen viitekehyksen kolmeen todellisissa oppimistilanteissa tehtyyn kokeiluun. Työ koostuu kolmesta tapaustutkimuksesta, jotka yhdessä muodostavat esimerkin kuinka mobiililaitteiden avulla tuettua opiskelua voidaan suunnitella ja toteuttaa erilaisissa konteksteissa. Ensimmäisessä tapaustutkimuksessa tutkittiin maantieteellisesti hajautuneen opetusta suunnittelevan yhteisön vuorovaikutusta. Toisessa tapaustutkimuksessa selvitettiin kuinka tukea luontopolkutyöskentelyä mobiilisovellusten avulla. Kolmannessa tapaustutkimuksessa tutkittiin yliopisto-opiskelijoiden opintojen tukemista mobiilin sosiaalisen median sovelluksia hyödyntäen. Kolme tapaustutkimusta osoittavat että oppilaiden ei voida olettaa automaattisesti osaavan hyödyntää uusinta teknologiaa ja pedagogisia menetelmiä opiskelunsa tukena. Päinvastoin, käyttäminen vaatii opiskelijoilta paljon päämäärätietoista ponnistelua. Henkilökohtaiset tekijät, kuten aiemmat kokemukset, opiskelutaidot, mutta myös tilannesidonnaiset tekijät kuten opetusmenetelmät vaikuttavat opiskelijoiden kykyyn hyödyntää uutta teknologiaa opiskelussa

Dieser Beitrag befasst sich mit der Analyse eines CSCL-Scripts im Rahmen einer Video-Lernumgebung für die Hochschullehre. Teilnehmende der Experimentalgruppe beschäftigen sich in fünf Phasen mit der Peer Annotation von Videomaterial und mit Peer Assessment, denen im Vergleich zu einer Kontrollgruppe ein schrittweiser und zeitlich gesteuerter Ablauf zugrunde liegt. Der Beitrag verfolgt das Ziel, auf Basis von Analysen erhobener Logdaten aufzuzeigen, welchen Einfluss der Script-Einsatz auf die Effektivität der Interaktion und die Kollaboration zwischen Teilnehmenden hat sowie welche Auswirkungen das Script auf die Nutzungsintensivität und die Arbeitsverteilteilung innerhalb der Gruppen hat.

In a European-wide effort to improve the professional development of teachers, the 2AgePro project was conducted from November 2008 to October 2010. One of its goals was to develop and test different forms of intergenerational teacher collaboration among junior and senior teachers in primary and secondary schools. Another aim was to utilise the results from these pilots, which were conducted in the Czech Republic, Finland, Germany, the Netherlands, and Sweden, to create a model for intergenerational collaboration that could be used in any national or cultural setting. This article reports on the national pilots and proposes a European model for intergenerational collaboration for teachers.
2AgePro

Computer-supported collaborative learning (CSCL) creates avenues for productive collaboration between students. In CSCL, collaborative learning flow patterns (CLFPs) provide pedagogical rationale and constraints for structuring the collaboration process. While structured collaboration facilitates the design of favourable learning conditions, orchestration of collaboration becomes an important factor, as learner participation and real-world constraints can create deviations in real time. On the one hand, limited research has examined the orchestration challenges related to collaborative learning situations scripted according to CLFPs in authentic educational contexts to resolve collaboration at different scales. On the other hand, learning analytics (LA) can be used to provide proper technological tooling, infrastructure and support to orchestrate collaboration. To this end, this dissertation addresses the following research question: How can LA support orchestration mechanisms for scripted CSCL? To address this question, this dissertation first focuses on studying the orchestration challenges associated with scripted CSCL situations on small scales (in the classroom learning context) and large scales (in the distance learning context, specifically in massive open online courses [MOOCs]). In the classroom learning context, lack of teacher access to activity regulation mechanisms constituted a key challenge. In MOOCs, sustained student participation in multiple phases of the script was a primary challenge. The dissertation also focuses on studying the design of LA interventions that might address the orchestration challenges under examination. The proposed LA interventions range from human-in-control to machine-in-control in nature given the feasibility and regulation needs of the learning contexts under investigation. Following a design-based research (DBR) methodology, evaluation studies were conducted in naturalistic classrooms and in MOOCs to evaluate the effects of the proposed LA interventions and to understand the conditions for their successful implementation. The results of the evaluation studies conducted in the classroom context shed light on how teachers interpret LA data and how they action the resulting knowledge in authentic collaborative learning situations. In the distance learning context, the proposed interventions were critical in sustaining continuous flows of collaboration. The practical benefits and limitations of deploying LA solutions in real-world settings, as well as future research directions, are outlined.
El aprendizaje colaborativo asistido por ordenador (CSCL) ofrece oportunidades para la colaboración productiva entre estudiantes. En CSCL, los patrones de flujo de aprendizaje colaborativo (CLFP) proporcionan un fundamento pedagógico y restricciones para estructurar el proceso de colaboración. Si bien la colaboración estructurada facilita el diseño de condiciones de aprendizaje favorables, la orquestación de dicha colaboración estructurada se convierte en un factor importante, ya que la participación del alumno y los condicionantes del mundo real pueden crear desviaciones en el momento de su realización. Por un lado, existe una investigación limitada sobre los desafíos de la orquestación de aprendizaje colaborativo guiado según los CLFP en contextos educativos auténticos a diferentes escalas. Por otro lado, la analítica del aprendizaje (LA) se puede utilizar para proporcionar las herramientas tecnológicas, la infraestructura y el apoyo adecuados para orquestar la colaboración. Con este fin, esta tesis doctoral plantea la siguiente pregunta de investigación: ¿Cómo puede LA apoyar los mecanismos de orquestación de guiones de CSCL? Para abordar esta pregunta, la tesis doctoral se centra, primero, en estudiar los desafíos de la orquestación en situaciones CSCL guiadas a pequeña escala (en el contexto del aula) y a gran escala (en el contexto de aprendizaje a distancia, específicamente en cursos masivos abiertos en línea [MOOC]). En el contexto del aula, un reto imporante es la falta de acceso de los docentes a los mecanismos de regulación de la actividad. En los MOOC, el reto principal es sostener la participación de los estudiantes a lo largo de las diversas fases del guión. La tesis doctoral también se centra en estudiar el diseño de intervenciones de LA que podrían abordar los retos de orquestación detectados. Dadas las necesidades de viabilidad y regulación de los contextos de aprendizaje investigados, las intervenciones de LA propuestas van desde acciones automáticas donde la “máquina está en control” a intervenciones que implican “control por humanos”. Siguiendo una metodología de investigación basada en el diseño (DBR), se han realizado estudios en aulas y en MOOCs para evaluar los efectos de las intervenciones de LA propuestas y comprender las condiciones para su buena implementación. Los resultados de la evaluación realizada en el contexto del aula arrojan luz sobre cómo los profesores interpretan los datos de LA y cómo actúan en consecuencia en situaciones auténticas de aprendizaje colaborativo. En el contexto de la educación a distancia, las intervenciones propuestas fueron fundamentales para mantener flujos continuos de colaboración. La tesis docotral describe los beneficios prácticos y las limitaciones a la hora de implementar soluciones de LA en entornos reales, así como las direcciones de investigación futuras.

Portable and interactive technologies are changing the nature of collaborative learning practices. Learning can now occur both in and beyond the classroom and furthermore combine formal and informal activities monitored and orchestrated across spatial locations. This rises to a new type of orchestrated learning that we term Computer Supported Collaborative Blended Learning (CSCBL) scripts. This thesis investigates the challenges associated with the design of CSCBL scripts and with the technologies responsible for their enactment. Three contributions are presented. First, a conceptual model that combines 4 factors to be considered in the design of CSCBL scripts. Second, technological solutions operationalizing the aforementioned factors are proposed and evaluated through synthetic experiences. And third, four CSCBL experiments using 4SPPIces. These experiments are analyzed into two interrelated multicase case studies, whose cross-analyzed results provide an evaluation of the model, of the operationalization solutions supporting the enactment of the involved CSCBL scripts and of the educational value of the experiences themselves.
La introducción de tecnologías interactivas y móviles está produciendo un cambio significativo en la naturaleza de las prácticas educativas. Actualmente, el aprendizaje mediante colaboración se puede dar en situaciones en que secuencias de actividades formales e informales dentro y fuera del aula se combinan e integran de forma coordinada. Esto da lugar a un nuevo tipo de actividades de colaboración orquestadas en entornos mezclados que llamaremos guiones CSCBL (de su acrónimo en inglés). Esta tesis investiga los retos relacionados con diseño de los guiones CSCBL y de la selección apropiada de la tecnología para su puesta en marcha. De este trabajo de investigación se derivan tres contribuciones principales. Primero, se propone un modelo conceptual que combina 4 factores a tener en cuenta en el diseño de guiones CSCBL. Segundo, se proponen un conjunto de soluciones tecnológicas para dar soporte computacional a los diferentes factores del modelo y dar apoyo a la puesta en marcha de guiones CSCBL. Cada una de estas soluciones se evalúa mediante experimentos sintéticos. Finalmente, esta tesis presenta tres experimentos en que se usa el modelo para proponer actividades de colaboración en entornos mezclados y aplicarlas en entornos reales. Estos experimentos han sido evaluados mediante dos estudios múltiples de casos. El análisis cruzado de los resultados de los casos englobados en cada estudio ofrece una evaluación de la utilidad del modelo y de las soluciones tecnológicas adoptadas para su puesta en marcha.

Cronotopi slavi raccoglie diversi saggi scritti in onore di Marija Mitrović da amici, colleghi e collaboratori delle Università di Trieste, Belgrado, Bloomington, Mainz, Torino, Chieti-Pescara, Udine, Zagabria, Fiume e Pola, che hanno condiviso e condividono con lei la passione per la slavistica e gli studi umanistici. Il volume comprende anche la bibliografia dei lavori dell’eminente studiosa dell’Università degli Studi di Trieste.

Social Annotation (SA) tools can be used to facilitate active and collaborative learning when students have to study academic texts. However, making these tools available does not ensure students participate in argumentative discussions. Scaffolding students by means of collaborations scripts geared towards collaboration and discussion encourages students to engage in meaningful, high-quality interactions. We conducted an experiment with students (n=59) in a course running at a Dutch university, using the SA tool Perusall. A control group received normal instructions, while an experimental group received scaffolding through collaboration scripts. The results showed a significant increase in the number of responses to fellow students for the experimental group compared to the control group. The quality of the annotations, measured on levels of Bloom’s taxonomy, increased significantly for the experimental group compared to both its baseline measurement and the control group. However, when scaffolding was faded out over subsequent assignments these differences became non-significant. The experimental groups’ increased quality of annotations did not remain over time, suggesting that internalization of the scripts was not achieved.

As an educational innovation, Gamification is a process where the teachinglearning process integrates the principles of playfulness and games, motivating participation in a safe environment that permits mistakes without consequences. As a professional professors it was detected that the students assume, under the managerial concept, that as leaders, they are the ones who should give the orders, are responsible for the project, and in charge of others. With gamification, it is intended that they understand that as leaders, they form networks of teams with mutual interests (Draft and Lane, 2018). This raises the following question: Could gamification be the innovation that ensures students develop leadership skills and collaborative work? During the August-December semester of 2020, the game named ´Ñu da meya was designed and implemented where students taking two courses with little similarity helped each other in a fictitious customer-supplier working relationship where each student played a role to reach a common goal. The role play consists of one Fun Quest and five stages: Preparation, Brief, Script, Negotiation and the Master stage. Through the game 'Ñu da meya, the students acquired knowledge through active learning. They developed the necessary leadership that allowed them to take the initiative in any field, challenge paradigms, and make things happen, ethically. This document shows how through gamification the students develop some competences and discover the value of leadership and collaborative work in realistic scenarios, where each of the participants played a role contributing to collaborative work, problem-solving, leadership, communication and decisionmaking in a shared environment of commitment. The importance of this project is understanding what makes teamwork efficient at the university level and for students’ discovering the value of leadership and collaborative work and how to exercise them. This project demonstrates the tangible benefits of collaboration between different schools to perform multidisciplinary work. Keywords: Digital Era, Innovative Practices, Gamification, Leadership, Teamwork, Interdisciplinary

A simple Unicode-based lexical syntax for programming language identifiers using characters from international scripts (currently Latin, Greek and Cyrillic) is proposed. What makes such cosmopolitan identifiers special is that each identifier is equivalent to a uniquely determined simple identifier consisting only of ASCII characters. This makes collaboration in an international setting easier, especially in contexts where such identifiers are not only used by professional programmers, but are also present in the domain of normal users, for example through scriptable applications.

I propose a simple Unicode-based lexical syntax for programming language identifiers using characters from international scripts (currently Latin, Greek and Cyrillic). What makes such cosmopolitan identifiers special is that each identifier is either equivalent to a uniquely determined simple identifier consisting only of ASCII characters, or that the identifier is a symbolic identifier. This makes collaboration in an international setting easier, especially in contexts where such identifiers are not only used by professional programmers, but are also present in the domain of normal users, for example through scriptable applications.