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Elaborating new arguments through a CSCL scenario


The CSCL community faces two main challenges with respect to learning and argumentation. The scientific challenge is to understand how argumentation produces learning, that is to discover which cognitive mechanisms, triggered by argumentative interactions, generate new knowledge and in which conditions. The engineering challenge is to determine how to trigger productive argumentation among students. These two challenges are often investigated in parallel, but this contribution focuses on the latter. There are two ways to favour the emergence of argumentation, either pro-actively, by structuring collaboration, or retroactively, by regulating interactions (e.g. a tutor monitors the pair dialogues). Structuring collaboration either means scripting collaborative activities or designing a dedicated communication tool. The features of such argumentation tools constitute a central concern of this book. This contribution addresses both forms of structuring. (http://edu.fss.uu.nl/medewerkers/ja/Confrontations/Ch8.pdf)


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hal-00197372 , version 1 (14-12-2007)


  • HAL Id : hal-00197372 , version 1


Patrick Jermann, Pierre Dillenbourg. Elaborating new arguments through a CSCL scenario. J. Andriessen, M. Baker & D. Suthers. Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning environments. CSCL Series, 2003, vol.1. Amsterdam: Kluwer., Kluwer Academic Publishers, pp.205-226, 2003, Computer-Supported Collaborative Learning Series, vol. 1. ⟨hal-00197372⟩


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