Roles in computer-supported collaborative learning: Difference between revisions
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Several authors, e.g. Strijbos & Weinberger (2010) distinguish between emerging and scripted roles, i.e. between roles that emerge from interaction patterns of the participants and roles that are defined in a learning scenario, e.g. in [[CSCL script]]. | Several authors, e.g. Strijbos & Weinberger (2010) distinguish between emerging and scripted roles, i.e. between roles that emerge from interaction patterns of the participants and roles that are defined in a learning scenario, e.g. in [[CSCL script]]. | ||
Strijbos and de Laat ( | Strijbos and de Laat (2010) discerned three levels of the role concept: micro (role as task), meso (role as pattern) and macro (role as stance). | ||
Spada (2010) argues that {{quotation|Scripting roles may have two successive effects. Firstly, adopting the scripted roles while collaborating with the script and secondly, learning the scripted roles and transpose them to unscripted collaboration. Learning scripted roles involves, for example, becoming aware of the conditions of their usage and of their consequences for the collaboration. This long-lasting effect of acquiring the competence of strategic role usage is what we should be looking for.}} | |||
== Scripted roles == | |||
According to Spada (2010), Strijbos and De Laat (2010) conceptualise {{quotation|eight roles as participative stances along the dimensions group size (small, large), orientation (individual, group), and effort (low, high): Captain, Over-rider, Free-rider, Ghost, Pillar, Generator, Hanger-on, and Lurker.}} | |||
== Emerging roles == | |||
See also [[digital divide]] (i.e. the media user typology presented). | |||
== Bibliography == | == Bibliography == | ||
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* Strijbos Jan-Willem & Armin Weinberger (2010). Emerging and scripted roles in computer-supported collaborative learning, ''Computers in Human Behavior'', Volume 26, Issue 4, Emerging and Scripted Roles in Computer-supported Collaborative Learning, July 2010, Pages 491-494, [http://dx.doi.org/10.1016/j.chb.2009.08.006 DOI:10.1016/j.chb.2009.08.006] | * Strijbos Jan-Willem & Armin Weinberger (2010). Emerging and scripted roles in computer-supported collaborative learning, ''Computers in Human Behavior'', Volume 26, Issue 4, Emerging and Scripted Roles in Computer-supported Collaborative Learning, July 2010, Pages 491-494, [http://dx.doi.org/10.1016/j.chb.2009.08.006 DOI:10.1016/j.chb.2009.08.006] | ||
* Spada, Hans (2010). Of scripts, roles, positions, and models, Computers in Human Behavior, Volume 26, Issue 4, Emerging and Scripted Roles in Computer-supported Collaborative Learning, July 2010, Pages 547-550, [http://dx.doi.org/10.1016/j.chb.2009.08.011 DOI: 10.1016/j.chb.2009.08.011]. | |||
== Links == | == Links == | ||
* Special issue on Emerging and Scripted Roles in Computer-supported Collaborative Learning, ''Computers in Human Behavior'' (Strijbos and Weinberger, eds.) [http://dx.doi.org/10.1016/S0747-5632(10)00098-1 DOI:10.1016/S0747-5632(10)00098-1] | * Special issue on Emerging and Scripted Roles in Computer-supported Collaborative Learning, ''Computers in Human Behavior'' (Strijbos and Weinberger, eds.) [http://dx.doi.org/10.1016/S0747-5632(10)00098-1 DOI:10.1016/S0747-5632(10)00098-1], ISSN 0747-5632 | ||
Revision as of 15:41, 26 May 2010
Introduction
The role concept has an important function in various types of collaborative learning and collective learning.
Several authors, e.g. Strijbos & Weinberger (2010) distinguish between emerging and scripted roles, i.e. between roles that emerge from interaction patterns of the participants and roles that are defined in a learning scenario, e.g. in CSCL script.
Strijbos and de Laat (2010) discerned three levels of the role concept: micro (role as task), meso (role as pattern) and macro (role as stance).
Spada (2010) argues that “Scripting roles may have two successive effects. Firstly, adopting the scripted roles while collaborating with the script and secondly, learning the scripted roles and transpose them to unscripted collaboration. Learning scripted roles involves, for example, becoming aware of the conditions of their usage and of their consequences for the collaboration. This long-lasting effect of acquiring the competence of strategic role usage is what we should be looking for.”
Scripted roles
According to Spada (2010), Strijbos and De Laat (2010) conceptualise “eight roles as participative stances along the dimensions group size (small, large), orientation (individual, group), and effort (low, high): Captain, Over-rider, Free-rider, Ghost, Pillar, Generator, Hanger-on, and Lurker.”
Emerging roles
See also digital divide (i.e. the media user typology presented).
Bibliography
- Strijbos Willem-Jan & Maarten F. De Laat (2010) Developing the role concept for computer-supported collaborative learning: An explorative synthesis, Computers in Human Behavior, Volume 26, Issue 4, Emerging and Scripted Roles in Computer-supported Collaborative Learning, July 2010, Pages 495-505, doi:10.1016/j.chb.2009.08.014
- Strijbos Jan-Willem & Armin Weinberger (2010). Emerging and scripted roles in computer-supported collaborative learning, Computers in Human Behavior, Volume 26, Issue 4, Emerging and Scripted Roles in Computer-supported Collaborative Learning, July 2010, Pages 491-494, DOI:10.1016/j.chb.2009.08.006
- Spada, Hans (2010). Of scripts, roles, positions, and models, Computers in Human Behavior, Volume 26, Issue 4, Emerging and Scripted Roles in Computer-supported Collaborative Learning, July 2010, Pages 547-550, DOI: 10.1016/j.chb.2009.08.011.
Links
- Special issue on Emerging and Scripted Roles in Computer-supported Collaborative Learning, Computers in Human Behavior (Strijbos and Weinberger, eds.) DOI:10.1016/S0747-5632(10)00098-1, ISSN 0747-5632