Infographic Template Galleries

Created with Fabric.js 1.4.5 Issue s Students have difficulties to engage in truly collaborative processes (Dillenbourg y Hong, 2008; Kobbe et al., 2007)Collaborative scripts to enhance effective interactions for social knowledge construction (Dillenbourg & Tchounikine, 2007)Overscripting: highly structured scripts impact negatively in collaborative processes and student satisfaction (Dillenbourg, 2002) Optimal distance between collaborative scripts and students spontaneous processes(ZPD, Vygotsky, 1978) (Fisher, Kollar, Stegmann & Wecker, 2013) establishing characteristics of taskrequest for precisions of the characteristics of taskformulation of precisions of the characteristics of task formulation the rules of participationevaluation of the rules of participationproposal to review the rules of participation contribution of personal meaningsidentification of topics or subjectscritical evaluationrequest of precisions or explanationsidentification or correction of misconceptions or misundertandingscontribution of synthesis or summaries... Research Design management of social participation management of academic task management of meanings related to content learning Three dimensions of DEI Next Analysis Preliminary Remarks · Content analysis· Contrast this case with others about the impact of self-script· Study the influence of self-scripts in learning outcomes· Explore other forms of scaffolding collaboration This study is part of the thesis in progress "La construcción y el uso de pautas de trabajo colaborativo para la distribución de la influencia educativa en entornos mediados por tecnologías digitales", thesis directed by César Coll & Anna Engel Case study in natural situationSemester course 2013-2014 / Interinstitutional Master of Educational Psychology (MIPE)34 students in 6 small groups7 fortnightly sessions face to face and online activities in Moodle covering all relevant organizational and operational aspects to conduct a truly collaborative work and the activity of resolving the case with a high level of efficiency · Self-assessment of students is generally satisfactory· Groups with detailed guidelines used lesser their scripts than groups with general guidelines· Detailed guidelines helped groups to internalize actions for a good collaborative work · Groups with detailed guidelines rated better their own performance· All scripts were placed at an optimal distance of spontaneous collaborative processes, avoiding overscripting· Satisfaction with collaborative work improve with the development of the instructional process· All groups considered have acquired skills related to learning to collaborate and work together to learn Students groups had to design their own self-scriptsconsidering the three dimensions of the Distributed Educacional Influence Online activities· Individual summary work about mandatory readings [wiki]· small group case analysis [wiki, forum and chat] consisting in... Face to face activities· discussion about mandatory readings· small group evaluation about resolution of the case during the fortnight· teacher presentation about the next mandatory readings Design a psycho pedagogical intervention plan:i) define strategies to get informationii) hypothesizeiii) establish specific proposals for action 3 groups with DEI general guidelines 3 groups with DEI detailed guidelines Analysis Students evaluation of the usefulness of scripts - Utility of self-scripts considering aspects of DEI- Satisfaction with final product delivered to teacher- Satisfaction whit group organization and functioningduring and at the end of the process- Satisfaction with learning outcomes- Use of self-scripts through the process Preliminary results Satisfaction with final product delivered to teacher Essential Ideas Utility of self-scripts considering aspects of DEI Satisfaction with learning outcomes Satisfaction with group organization and functioningduring and at the end of the learning process Nada Mucho Poco References Coll, C., Bustos, A. y Engel, A. (2011). Perfiles de participación y presencia docente distribuida en redes asíncronas de aprendizaje: la articulación del análisis estructural y de contenido. Revista de Educación, 354, 657-688. Coll, C., Bustos, A., Engel, A., de Gispert, I., & Rochera, M. J. (2013). Distributed Educational Influence and Computer-Supported Collaborative Learning. Digital Education Review, 24, 23-42., C., Engel, A., & Bustos, A. (2009). Distributed Teaching Presence and Participants Activity Profiles: a theoretical approach to the structural analysis of Asynchronous Learning Networks. European Journal of Education, 44(4), 521-538.Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed). Three worlds of CSCL. Can we support CSCL, 61-91. Heerlen, Open Universiteit Nederland. Dillenbourg, P., & Hong, F. (2008) The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning, 3(1):5-23.Dillenbourg, P., &  Tchounikine, P. (2007). Flexibility in macro-scripts for computer-supported collaborative learning.  Journal of Computer Assisted Learning, 23, 113. 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. Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., & Fischer, F. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2, 211224 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Use of self-scripts through the process Teacher Instructions DEI - Distributed Educational InfluenceAll participants in learning processes, including students, are a potential source of educational influence(Coll, Bustos, Engel, de Gispert & Rochera, 2013) Aims of the study · Further understanding of the effect of collaborative scripts in group learning processes· Analyze the optimum degree of coercion on students, avoiding the riskk of overscripting ZPD (zone of proximal development):the difference between what a learner can do without help and what he or she can do with help from the teacher or other students Scripts and Distributed Educational Influence Horacio Vidosa Department of Developmental and Educational Psychology · Faculty of Psychology · University of Barcelona 23 de enero de 2015 Scripts: a set of instructions regarding to how the group members should interact, how they should collaborate and how they should solve the problem (Dillenbourg, 2002) Interinstitutional Doctorate of Educational Psychology (DIPE)
Create Your Free Infographic!