Abstract
Collaboration scripts formulate flows of orchestrated groups and learning activities. When these scripts are computationally supported they are called Computer-Supported Collaborative Learning scripts. Several modeling languages have been proposed to computationally represent the scripts so that they can be interpreted by learning environments. In this paper we address how the definition of these scripts can be influenced by the impact of the space characteristics, including the electronic and non-electronic devices available to support the learning activities. The use of portable and electronic devices is increasing the importance of the role of educational spaces, which become an agent able to shape users’ interactions and, therefore, the way collaboration and learning is produced. This paper introduces a model that enables the specification of the space as a conditioning factor in the design and enactment of scripting processes. Two real scenarios and a web-based prototype application for the design of learning spaces illustrate the value of the proposed model.
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Pérez-Sanagustín, M., Hernández-Leo, D., Nieves, R., Blat, J. (2010). Representing the Spaces When Planning Learning Flows. In: Wolpers, M., Kirschner, P.A., Scheffel, M., Lindstaedt, S., Dimitrova, V. (eds) Sustaining TEL: From Innovation to Learning and Practice. EC-TEL 2010. Lecture Notes in Computer Science, vol 6383. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-16020-2_19
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DOI: https://doi.org/10.1007/978-3-642-16020-2_19
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