Abstract
This chapter, which was solicited as a commentary upon the chapters of the computer science perspectives on scripting in the present volume, analyzes different roles that computational scripts are expected to play in collaborative learning. Three roles of computational scripts are identified and discussed: offloading some of the work of managing a collaborative interaction so that learners can focus on the learning task, guiding learners into types of interactions that are expected to be productive for learning, and communicating instructional designs. Several problems for further research are identified, including exploration of the synergy between scripting and representational aids, and investigation of the conditions under which spontaneity of patterns of behavior is a factor in the association of these patterns of behavior with learning. Given issues of learner control and the situated nature of learning, a synthesis of the roles of scripting is suggested that views a script as a proxy by which an instructional expert can participate, along with learners who draw upon the script as a resource, in the accomplishment of a successful collaborative learning episode.
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Suthers, D.D. (2007). Discussion. In: Fischer, F., Kollar, I., Mandl, H., Haake, J.M. (eds) Scripting Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning, vol 6. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-36949-5_11
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DOI: https://doi.org/10.1007/978-0-387-36949-5_11
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