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Former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, B). He started his research on learning technologies in 1984. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for educational software. He has been director of TECFA, the educational technology unit at the University of Geneva. He joined EPFL in November 2002. His curriculum vitae includes more than 50 publications and 100 conferences worldwide. His current interests concern computer-supported collaborative learning: the role of virtual space in social interaction; the effects of awareness tools on group performance and mutual modeling; the design of mixed-reality learning environments; mobile technologies for learning. P. Dillenbourg has been consultant consulting on training technologies and HCI issues for large companies in Switzerland and Europe. He is the editor of the Kluwer Series "Computer-Supported Collaborative Learning" and President of International Society for Learning Sciences.
P. Dillenbourg (Ed) (1999) Collaborative-learning: Cognitive and Computational Approaches. Oxford: Pergamon
Titel: Collaborative learning
(holdes på engelsk)
Free collaboration does not systematically produce learning. One way to enhance the effectiveness of collaborative learning is to structure interactions by engaging students in well-defined scripts. A collaboration script is a set of instructions prescribing how students should form groups, how they should interact and collaborate and how they should solve the problem. In computer-supported collaborative learning (CSCL), the script is reified in the interface of the learning environment. This contribution dismantles the concept of script. Syntactically, a script is sequence of phases and each phase can be described by five attributes. The grammatical combination of these elements may however produce any kind of pedagogical method, even those that have nothing to do with the idea of collaborative learning. On the one hand, the definition of scripts constitutes a promising convergence between educational engineering and socio-cultural approaches but, on the other hand, it drifts away from the genuine notion of collaborative learning. Will the fun and the richness of group interactions survive to this quest for effectiveness? The answer depends on the semantics of collaborative scripts: what is the design rationale, what is the core mechanism in the script through which the script designer expects to foster productive interactions and learning? |
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