Computer Supported Collaborative Learning (CSCL) scripts are models designed to support collaboration among learners whose actions or interactions are (at least partially) mediated by computers. Scripts aim to enhance the probability that knowledge-generative interactions such as conflict resolution, explanation or mutual regulation occur during the collaboration process [4]. Coarse-grained scripts or macro-scripts orchestrate activities by setting up a given set of conditions and constraints such as sequencing the students' individual and collective tasks, creating roles within groups or constraining the mode of interaction among peers or between groups (micro-scripts are finer-grained scripts, studied at a psychological level and emphasizing individual learners' activities [2]). Technological settings designed to support CSCL scripts typically provide specific or generic communication tools (chat, mail, forum or whiteboard), awareness tools and/or tools related to the tasks, within generic (neutral) or script-specific interfaces. The intrinsic idea of CSCL scripting, that we will take as a standpoint, is that a script defines a reference frame for learners' activity. Following the ergonomic distinction between the notions of task (the prescribed work) and activity (what people actually do), [5] emphasizes the fact that teachers set tasks and learners interpret the task, their activity being a more-or-less rational response to the task. A script is a task-related notion, based on the design by teachers of (1) the script didactic envelope [2], i.e., the pre-activities that allow triggering the script mechanisms and create favorable conditions before interaction begins; (2) the script, i.e., the way groups, roles, tasks, resources, timing or constraints are defined; (3) the technological setting, whose characteristics (functionalities, workflow) are to be studied with respect to the script, and can be used as means to influence the learners' process in a way coherent with the script. Learners' activity is related to this designed situation, but not defined by it. Learners' activity can not be thought of just in terms of "playing the script". Other dimensions play roles: the pedagogical and institutional context; the individual characteristics of learners; the effective motivation(s) of learners (e.g., play the game, please the teacher, solve the problem, interact with peers or gain social status) and the according effective activity/ies as related to their motivation(s); the social issues within the group such as the emergence of a leader or conflicting characters; the script and technological setting perception and appropriation by students; etc. Structuring activity is thus a challenging concept. We will thus rather consider that a script is but a factor from a set of features that influence the learner and conduct him to a given effective activity: the script is a seed and a reference, but other dimensions play a role, and macro-script enactment is unpredictable in its details.
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