Difference Between Computer Support Collaboration Scripts

Computer supported collaborative learning (CSCL) is one of the branch of learning science in 1990s concerned with studying how learners learn with the support of information and communication technologies (ICT) such as computers within cooperation and collaboration. (Stahl et al., 2006) Learning may not be effective by assigning a collaborative task without guide or support. Hence, during activities, support for interaction can be fulfilled by using collaboration scripts. Collaboration scripts can be represented by different sciences; computer sciences, cognitive psychology and educational sciences. This paper describes how collaboration scripts affects learning and interaction in CSCL from the perspective of educational sciences and cognitive
Micro scripts have process oriented and psychological perspective. It uses sentence starters and question prompts during interaction process in a short time. A micro script can scaffold more detailed processes and can structure specific learning instructions. It depends on the type and sequence of the learning activities and the role of the participants (Weinberger et al., 2009) On the other side, macro scripts has indirectly influence on the process by looking from the educational perspective. Macro scripts try to constitute and promote productive interactions by engaging in learners into such activities in a longer period of time. (Hakkinen & Siegl, 2007) A macro script can structure and direct the participants, their role and the content in the lecture through face to face interaction or computer mediated environments. (Weinberger et al., 2009) Learning by design is a good example of representing macro scripting within some micro scripting. They also states that CSCL scripts can be formed in a flexible way to guide learners to interact with each other, acquire and share their knowledge in a collaborative
They ask the questions; how the research on collaboration scripts can inform us in developing pedagogical practices and which challenges can be faced with designing and implementing collaboration scripts. According to them, teachers should be informed about the instructional strategies when introducing classroom scripts, their variations and sequences. Additionally, scripts should integrate different activities among individuals and groups in a cooperative and collaborative way. It is very important to be careful about over scripting collaboration while designing an instruction. According to them, to stay in a balanced while structuring collaboration depends on scripts and how it is engaged in productive interaction and learning. They also ask how to facilitate the teachers’ design and use of collaboration scripts. A research team ‘Computer Supported scripting of interaction in collaborative learning environments’ suggest that there should create and develop tools to help in designing collaboration scripts. According to them, other scripts such as external and internal scripts should be taken into consideration in the learning environment. They say that learners can be directed when they need to interact meaningfully and support with each other by using