Designing Integrative Scripts

By Pierre Dillenbourg, Patrick Jermann. 2007

353 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/28cce13aa4ddaca680f3606800fe3e98b82c4518

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In Communication

In Developmental and Educational Psychology

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Citations in the corpus

Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “…develop a repertoire of useful routines, and have the professional skills required to instantly assess the flow of classroom improvisation (see also Dillenbourg & Jermann, 2007) and interject exactly the right routine to advance their pedagogical goals, while allowing the improvisational…”
The Evolution of Research on Computer-Supported Collaborative Learning (2009, methodology): “While micro-scripts stimulate and scaffold argumentation with prompts, macro-scripts may, for instance, collect opinions of students (online) and automatically pair students with conflicting opinions ( Dillenbourg & Jermann, 2007 ).”
Multicultural student group work in higher education: An explorative case study on challenges as perceived by students (2012, neutral): “…d d c c c w i fi 5 e b t l b t p i a a w a d t m R A A A A A 14 V. Popov et al. / International Journal of Intercultural Relations 36 (2012) 302– 317 Dillenbourg & Jermann, 2007; Kollar, Fischer, & Slotta, 2007; Noroozi, Biemans, Busstra, Mulder, & Chizari, 2011; Weinberger, lark, Hakkinen,…”
Specifying computer-supported collaboration scripts (2007, methodology): “We have also tried to take into 59 account a wide range of scripts (following the macro-& micro-script distinction by 60 Dillenbourg and Jermann 2006), some of which will be used as examples in this paper for 61 illustration of the framework and as models of good practice for educators.”
Expertise reversal effects in writing-to-learn (2010, background): “For example, in the domain of computer-supported collaborative learning, several authors have recently discussed the problem of ‘‘over-scripting’’ in relation to computer-supported cooperation scripts (cf. Dillenbourg and Jerman 2007; Weinberger et al. 2005).”
Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review (2015, background): “1978) or defines different roles (the SWISH principle; Dillenbourg and Jermann 2006).”
The mechanics of CSCL macro scripts (2008, background): “Similarly, the intensity of argumentation in debriefing (Phase 5) not only depends on Δ 3GC but also on other factors including, for example, the timing of the whole sequence (Dillenbourg and Jermann 2007).”
Technology for Classroom Orchestration (2010, methodology): “We also refer to them as 'integrative' scripts (Dillenbourg & Jermann, 2007) in the same way we talk here about 'integrative' models.”
Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning (2013, background): “From a cognitive perspective (e.g., King, 1997), performing activities that seem to occur naturally in collaborative learning situations, such as giving explanations or asking questions, are assumed to change participants’ cognitive structures.”