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Some pointers illustrating trends in CSCL Research.
Mica (FNS Project 2005 - 2006)
Computer learning environments have evolved from the “computer-based learning” approach, in which resources and activities were presented in a digital format, to the “computer support for learning” approach, in which the interactive and comput-ational potential of computers is used to support the learning process . The originality of the project lies on the integration of two theoretical perspectives in a complementary framework: the impact of metacognitive regulation on learning, and the potential role of traces of the learning activity in supporting the regulatory processes.
Up to now, research that has documented the important role of metacognition in learning has devoted much attention to the regulatory processes. In this view, conscious awareness is generally believed to be a necessary condition of metacognitive activity. However, the processes of regulation, such as monitoring and control, often lack conscious deliberation. We propose a method of confrontation aiming at supporting conscious awareness of regulation. It consists in confronting learners with the traces of another learner’s activity (individually or with a peer-tutoring approach) in order to explicit the procedures they used to realize the learning task and to improve them.
Research on this topic is currently founded by the Swiss National Science Foundation (2005 -2006), in collaboration with Françoise Détienne (INRIA, Rocquencourt, FR) and Ghislaine Chabert (Université de Savoie, FR). Further research project on this topic is in development in collaboration with Alain Mille (LIRIS, Université de Lyon, FR)
Contact persons: Laurence Gagnière and Mireille Betrancourt