协同学习系统的协调机制研究
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摘要
信息技术时代下,日益丰富强大的数字化设施、设备,为信息的流动提供了极大的方便,为知识的出版、存储、获取、传播带来极大便利,人们的社会交往也变得空前多样化,普遍百姓也有机会发表意见、出版书籍,这使得人们的工作、生活和学习发生了前所未有的变化。Internet以及信息化基架(Cyberinfrastructure)的发展下,电视网络、广播网络、移动通信网络、卫星网络正呈现的多网合一态势,电脑屏、电视屏、手机屏等正呈现的多屏合一变化,显露了一种可以多渠道、多方式获取知识的时代特征。
在当前信息基础设施日渐完备、数字装备多样与普及的时代下,“上学”“学知识”的概念与以往大不一样。一方面,大众参与的网络活动,使信息的产生和传播、知识的产生和转载变得非常普遍,也由此带来了信息和知识的冗余、错误,这为寻找获取正确、合适的信息和知识带来挑战；另一方面,“文化反哺”现象的出现,说明教育者与被教育者角色的界限,已不再那么分明,学习或教学的社会性特征变得越来越明显、越来越重要。信息时代的这些特征,西门子(Siemens)做过较充分的说明,他指出了信息时代下知道在哪里找到知识比获取知识更重要；很多情况下,学习和生活是重合的。
由此可见,当前的信息时代特征,需要重新认识学习并重新研究如何干预促进学习。
协同学习就是当前时代特征下对学习的新诠释,笔者导师领导的团队已从理论与实践角度论述了协同学习的框架模型和工具套件,但作为一种新时代下的高阶学习,协同学习在理论与实践方面还有较广阔的发展空间,而且,如何实现、促进协同学习,仍是一个亟待解决的问题。
协同学习的教学传通模型就是祝智庭教授为如何实现、促进协同学习,而在理论上提出的一个框架原型,但该模型的实现,以及它与协同学习的内在联系尚需要进一步深入研究。本研究正是对上述问题进行解答。
协同学习以情感场、行动场、价值场、信息场、知识场等五场来统一、解释学习,尤其符合当前数字化装备精良、信息“爆炸”的时代特征。本研究基于五场的理论,进一步深入探讨协同学习五场的组成或属性,提出了协同学习每场的特点、具有的属性,以及用于描述这些属性的场量及其取值。这是对协同学习的继承与发展。
协同学习教学传通模型是实现协同学习的理论框架,但尚缺乏具体的、可操作的方法。本研究就此提出了一整套切实可操作的方法,构成了该模型的协调机制空间。协调空间由八大机制组成,分别是感知、诊断、调配、比较、排序、推送、收集、记录。这些机制将分别与模型中的角色空间、内容资源空间、媒体工具空间进行通信,由此动态地生成学习者工作信息空间,最终实现本研究对该模型赋予的“通”“达”的特征。
在对协同学习教学传通模型的协调机制建设完成后,本研究进一步提出实现这些机制的具体方法,即解决如何干预促进学习的问题。这是通过协同脚本与使能技术来实现的。
协同脚本是国外CSCL脚本的发展和突破,其主要目标在于培养学习者的学习行为,它通过一定强度的“程序化”“处方式”指令来规范学习者学习行为,追求学习者在这种规范下逐渐将学会学习的行为内化在自己的记忆结构中,以使他们在将来的学习中发挥作用。协同脚本是实现协调空间各机制的具体操作方案,而使能技术就是保障这些方案能够顺利实施的技术手段。
使能技术即“使之能”的技术。教学或学习中,人们往往由于各种原因,不会完成自己能够完成的任务,相对应,一些学习技术系统具备众多优秀功能,同样由于各种原因,这些功能并没有被发挥出来。使能技术的目标就是找出这些原因,并提供方法、策略来消除这些原因,以推动人们去完成任务,或者促进系统去实现它本已具备的功能。
在以场的概念诠释了学习,并提出通过教学传通模型的协调机制空间来干预、促进学习,又通过协同脚本与使能技术来实现协调空间的各协调机制的基础上,本研究进一步提出协同脚本与使能技术的设计方法、实现方法、适用场景等完整论述,并通过网络教学模式下和传统教学模式下的三次实证,一方面演示了本研究所提方法的操作过程；另一方面获取了本研究所提方法的实施效果,以为将来的改进打下基础。
Today, the growing wealth of digital infrastructures and equipments make the flow of information easy and smooth, and also make the the knowledge of publish, storage, access and dissemination become much more convenient. The publics also have the opportunities to express their views, to publish their books and so on. That is, people's working, living and learning are undergoing an unprecedented change.
Under the new framework of cyberinfrastructure, television network, radio network, mobile communication network and satellite network are expected to become a single network; computer screen, television screen, mobile screen, etc. also are expected to present on a single screen. This situation makes people have multi-channel and multi-method to access and to disseminate knowledge.Under these circumstances, how to explain and how to improve learning are two questions need us to reconsider.
Synergistic Learning Theory (SLT) illustrates a wonderful picture of learning and can be used to answer the first question mentioned above. SLT was created by the group leaded by Prof. Zhu Zhiting. In SLT framework, there are five fields which can describe the learner's learning status completely, Value Field is used to describe the learner's value orientation, Emotion Field is used to describe the learner's emotion when learning is occurred, Activity Field is used to describe the learner's learning behaviors, such as searching behavior, asking behavior, thinking behavior, etc. Information Filed is used to describe the learner's capacity of handling information, Knowledge Field is used to describe the learner's capacity of constructing knowledge. To analyze a learner by these five fields, we can elaborately dig out the deep reasons why the learner enjoys learning or refuses to learn, why some learners acquired knowledge quickly much more than others, and some questions like these. In turn, we can use these five fields to cure the learner accordingly.
A communication model drawn out by Prof. Zhu Zhiting in1996and revised in2006can be used to answer the second question. This communication model consistes of five spaces: the Roles space is the set of people, the Contents space is the set of knowledge, the Tools space is the set of things which can be used as a tool to aid learning, the Coordination space is the set of activities designed to coordinate other spaces, and the Working Information space is the set of learning processes and learning results. This communication model classifies all the factors outside of the learner into three spaces:Roles space, Contents space and Tools space, and use Coordination space to coordinate them and at last generates the Working Information space. Although, how to use Coordination space to coordinate other spaces is still not clear too much, this research is trying to answer this question by using Synergistic Scripts and Enabling Technology.
Synergistic scripts is developed along with scripts and CSCL scripts,its purpose is to cultivate learner's learning behaviors in order that learner can learn by himself without an intented teacher in the future. Considering the effects of the implementation of synergistic scripts, enabling technology is developed to guarantee the synergistic scripts can be implemented rightly.
By using synergistic scripts and enabling technology, a macro-script include eight mechanisms is designed to constitute the Coordinatin space to coordinate learner with the Roles space, the Resource space and the Tools space and finally to generate the Working Information space. Next, some micro-scripts according to each mechanism of the macro-script are designed to implement the mechanisms.
At the end of this paper, three empirical studies based on network model and traditional class model are carried out to verify the effects of using synergistic scripts and enable technology to implement the coordination space, in that, to achieve the goal of synergistic learning.
在当前信息基础设施日渐完备、数字装备多样与普及的时代下,“上学”“学知识”的概念与以往大不一样。一方面,大众参与的网络活动,使信息的产生和传播、知识的产生和转载变得非常普遍,也由此带来了信息和知识的冗余、错误,这为寻找获取正确、合适的信息和知识带来挑战；另一方面,“文化反哺”现象的出现,说明教育者与被教育者角色的界限,已不再那么分明,学习或教学的社会性特征变得越来越明显、越来越重要。信息时代的这些特征,西门子(Siemens)做过较充分的说明,他指出了信息时代下知道在哪里找到知识比获取知识更重要；很多情况下,学习和生活是重合的。
由此可见,当前的信息时代特征,需要重新认识学习并重新研究如何干预促进学习。
协同学习就是当前时代特征下对学习的新诠释,笔者导师领导的团队已从理论与实践角度论述了协同学习的框架模型和工具套件,但作为一种新时代下的高阶学习,协同学习在理论与实践方面还有较广阔的发展空间,而且,如何实现、促进协同学习,仍是一个亟待解决的问题。
协同学习的教学传通模型就是祝智庭教授为如何实现、促进协同学习,而在理论上提出的一个框架原型,但该模型的实现,以及它与协同学习的内在联系尚需要进一步深入研究。本研究正是对上述问题进行解答。
协同学习以情感场、行动场、价值场、信息场、知识场等五场来统一、解释学习,尤其符合当前数字化装备精良、信息“爆炸”的时代特征。本研究基于五场的理论,进一步深入探讨协同学习五场的组成或属性,提出了协同学习每场的特点、具有的属性,以及用于描述这些属性的场量及其取值。这是对协同学习的继承与发展。
协同学习教学传通模型是实现协同学习的理论框架,但尚缺乏具体的、可操作的方法。本研究就此提出了一整套切实可操作的方法,构成了该模型的协调机制空间。协调空间由八大机制组成,分别是感知、诊断、调配、比较、排序、推送、收集、记录。这些机制将分别与模型中的角色空间、内容资源空间、媒体工具空间进行通信,由此动态地生成学习者工作信息空间,最终实现本研究对该模型赋予的“通”“达”的特征。
在对协同学习教学传通模型的协调机制建设完成后,本研究进一步提出实现这些机制的具体方法,即解决如何干预促进学习的问题。这是通过协同脚本与使能技术来实现的。
协同脚本是国外CSCL脚本的发展和突破,其主要目标在于培养学习者的学习行为,它通过一定强度的“程序化”“处方式”指令来规范学习者学习行为,追求学习者在这种规范下逐渐将学会学习的行为内化在自己的记忆结构中,以使他们在将来的学习中发挥作用。协同脚本是实现协调空间各机制的具体操作方案,而使能技术就是保障这些方案能够顺利实施的技术手段。
使能技术即“使之能”的技术。教学或学习中,人们往往由于各种原因,不会完成自己能够完成的任务,相对应,一些学习技术系统具备众多优秀功能,同样由于各种原因,这些功能并没有被发挥出来。使能技术的目标就是找出这些原因,并提供方法、策略来消除这些原因,以推动人们去完成任务,或者促进系统去实现它本已具备的功能。
在以场的概念诠释了学习,并提出通过教学传通模型的协调机制空间来干预、促进学习,又通过协同脚本与使能技术来实现协调空间的各协调机制的基础上,本研究进一步提出协同脚本与使能技术的设计方法、实现方法、适用场景等完整论述,并通过网络教学模式下和传统教学模式下的三次实证,一方面演示了本研究所提方法的操作过程；另一方面获取了本研究所提方法的实施效果,以为将来的改进打下基础。
Today, the growing wealth of digital infrastructures and equipments make the flow of information easy and smooth, and also make the the knowledge of publish, storage, access and dissemination become much more convenient. The publics also have the opportunities to express their views, to publish their books and so on. That is, people's working, living and learning are undergoing an unprecedented change.
Under the new framework of cyberinfrastructure, television network, radio network, mobile communication network and satellite network are expected to become a single network; computer screen, television screen, mobile screen, etc. also are expected to present on a single screen. This situation makes people have multi-channel and multi-method to access and to disseminate knowledge.Under these circumstances, how to explain and how to improve learning are two questions need us to reconsider.
Synergistic Learning Theory (SLT) illustrates a wonderful picture of learning and can be used to answer the first question mentioned above. SLT was created by the group leaded by Prof. Zhu Zhiting. In SLT framework, there are five fields which can describe the learner's learning status completely, Value Field is used to describe the learner's value orientation, Emotion Field is used to describe the learner's emotion when learning is occurred, Activity Field is used to describe the learner's learning behaviors, such as searching behavior, asking behavior, thinking behavior, etc. Information Filed is used to describe the learner's capacity of handling information, Knowledge Field is used to describe the learner's capacity of constructing knowledge. To analyze a learner by these five fields, we can elaborately dig out the deep reasons why the learner enjoys learning or refuses to learn, why some learners acquired knowledge quickly much more than others, and some questions like these. In turn, we can use these five fields to cure the learner accordingly.
A communication model drawn out by Prof. Zhu Zhiting in1996and revised in2006can be used to answer the second question. This communication model consistes of five spaces: the Roles space is the set of people, the Contents space is the set of knowledge, the Tools space is the set of things which can be used as a tool to aid learning, the Coordination space is the set of activities designed to coordinate other spaces, and the Working Information space is the set of learning processes and learning results. This communication model classifies all the factors outside of the learner into three spaces:Roles space, Contents space and Tools space, and use Coordination space to coordinate them and at last generates the Working Information space. Although, how to use Coordination space to coordinate other spaces is still not clear too much, this research is trying to answer this question by using Synergistic Scripts and Enabling Technology.
Synergistic scripts is developed along with scripts and CSCL scripts,its purpose is to cultivate learner's learning behaviors in order that learner can learn by himself without an intented teacher in the future. Considering the effects of the implementation of synergistic scripts, enabling technology is developed to guarantee the synergistic scripts can be implemented rightly.
By using synergistic scripts and enabling technology, a macro-script include eight mechanisms is designed to constitute the Coordinatin space to coordinate learner with the Roles space, the Resource space and the Tools space and finally to generate the Working Information space. Next, some micro-scripts according to each mechanism of the macro-script are designed to implement the mechanisms.
At the end of this paper, three empirical studies based on network model and traditional class model are carried out to verify the effects of using synergistic scripts and enable technology to implement the coordination space, in that, to achieve the goal of synergistic learning.
引文
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3本数据来自中国期刊全文数据库,检索条件是题名等于表中各关键词,在精确匹配下查找1984-2011全部期刊、数据库,检索时间为2011年3月6日。
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2祝智庭,黄景碧,王觅.(2010).教育技术研究国际动态透视.电化教育研究,8,28-34.
1祝智庭,顾小清,闫寒冰.(2005).现代教育技术--走进信息化教育(修订版).北京：高等教育出版社.
1祝智庭.(2010).数字化教育装备发展动态.浙江教育技术,3,7-10.
1祝智庭,王佑镁,顾小清.(2006)协同学习：而向知识时代的学习技术系统框架.中国电化教育,4,5-9.
2 Zhiting Zhu, Youmei Wang, Hongwei Luo. (2008). Synergistic Learning for Knowledge Age:Theoretical Model, Enabling Technology and Analytical Framework. In H.Leung et al. (Ed.), Advances in Web Based Learning-ICWL 2007, (pp. 207-217). Heidelberg:Springer Berlin.
2江卫华.(2007).协同学习理念指导下的课堂互动设计与评价——交互技术变迁下的应用创新视角.上海：华东师范大学.
4王佑镁.(2009).协同学习系统的建构与应用研究.上海：华东师范大学.
5季隽.(2009).协同学习平台技术的研究——异构消息场的整合方法.上海：华东师范大学.
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2 Dansereau D F. (1988). Cooperative learning strategies. New York:Academic Press.
1祝智庭,黄景碧,王觅.(2010).教育技术研究国际动态透视.电化教育研究,8,28-34.
1比较研究.(2010).访问日期2010年12月1日,来自http://define.cnki.net/WebForms/WebDefines.aspx?searchword=%E6%AF%94%E8%BE%83%E7%A0%94%E7%A9%B6.
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3同1.
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1黑格尔.(1960).精神现象学(上卷).北京：商务印书馆.
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1学习和学习目标分类.(2008).访问日期2010年6月6日.来自http://nqyren001.blog.edu.cn/2008/139896.html.
2马宪春.(2004).学习技术系统设计.上海：华东师范大学.
3与教育学习札记(5)—什么是学习?(2005).访问日期2010年6月5日.来自http://blog.ci123.com/weiyu/entry/10043.
4祝智庭,黄景碧,王觅.(2010).教育技术研究国际动态透视.电化教育研究,8,28-34.
1庞维国.(2010).论学习方式.课程·教材·教法,5,13-19
2学习风格.(2010).访问日期2010年6月6日.来自http://zh.wikipedia.org/zh/%E5%AD%A6%E4%B9%A0%E9%A3%8E%E6%A0%BC.
3同1.
4王本法.(1996).奥苏贝尔学习类型划分的理论及其意义.教育理论与实践,4,57-60.
5同4.
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2邓小瑾.(2001).学习类型与道德教育.华南师范大学学报(社会科学版),2,136-138.
3陈佑清.(2007).适应新的发展取向的学习类型多样化探讨.课程·教材·教法,3,16-21.
4盛群力.(2006).教学事件的扩展与八种学习类型的教学策略.浙江教育学院学报,3,31-38.
5盛群力.(2004).学习类型、认知加工和教学结果.开放教育研究,4,43-45.
6庞维国.(2010).论学习方式.课程·教材·教法,5,13-19.
1蒙雪琴.(2003).中国学习者和美国学习者学习方法之比较.西南民族大学学报·人文社科版,10,243-246.
2庞维国.(2010).论学习方式.课程·教材·教法,5,13-19.
3瞿平.(2003).现代中学语文教育的课堂分组学习形式探索.华东师范大学学报(教育科学版),3,91-96.
1蒙雪琴.(2003).中国学习者和美国学习者学习方法之比较.西南民族大学学报·人文社科版,10,243-246.
2张兴贵.(2000).论学习的形式与实质.心理科学,4,484-485.
3孙智昌.(2010).学习方式：理论结构与转变策略.教育学报,6,51-60.
4陈佑清.(2010).关于学习方式类型划分的思考.课程·教材·教法,2,36-40.
5刘电芝,黄希庭.(2002).学习策略研究概述.教育研究,2,78-82.
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1史耀芳.(2001).二十世纪国内外学习策略研究概述.心理科学,5,586-590.
2李润洲,石中英.(2006).人·学习·学习能力——构建学习型社会的哲学思考.教育学报,2,62-67.
3本数据来自中国期刊全文数据库,检索条件是题名等于表中各关键词,在精确匹配下查找1984-2011全部期刊、数据库,检索时间为2011年3月6日。
4张仲明,李红.(2009).学习能力的成分研究.西南大学学报(社会科学版),5,147-153.
1学习风格.(2010).访问日期2010年6月.来自http://zh.wikipedia.org/zh/%E5%AD%A6%E4%B9%A0%E9%A3%8E%E6%A0%BC.
2刘海燕,李浩然,邹文.(1998).学习类型的理论研究简介.心理学动态,2,26-30.
3庞维国.(2010).论学习方式.课程·教材·教法,5,13-19.
4同2.
5陈佑清.(2010).关于学习方式类型划分的思考.课程·教材·教法,2,36-40.
6孙智昌.(2010).学习方式：理论结构与转变策略.教育学报,6,51-60.
1“学习最终都是个人的”这一概念来自与Twente大学的Italo de Diana教授的邮件交谈。
2与教育学习札记(5)—什么是学习?(2005).访问日期2010年6月5日.来自http://blog.ci123.com/weiyu/entry/10043.
3同2.
4同2.
1王佑镁,祝智庭.(2006).从联结主义到联通主义：学习理论的新取向.中国电化教育,3,5-9.
1陈佑清.(2007).适应新的发展取向的学习类型多样化探讨.课程·教材·教法,3,16-21.
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2祝智庭,王佑镁,顾小清.(2006).协同学习：面向知识时代的学习技术系统框架.中国电化教育,4,5-9.
3季隽.(2009).协同学习平台技术的研究——异构消息场的整合方法.上海：华东师范大学.
4王佑镁.(2009)协同学习系统的建构与应用研究.上海：华东师范大学.
5江卫华.(2007).协同学习理念指导下的课堂互动设计与评价—交互技术变迁下的应用创新视角.上海：华东师范大学.
6 Zhiting Zhu. (1996).Cross-Cultural Portability of Educational Software:A Communication-Oriented Approach. Enschede: University of Twente.
7查冲平,顾小清.(2009)CSCL理论研究的新动态.中国电化教育,5,15-20.
8同3.
9祝智庭,王佑镁,顾小清.(2006),协同学习：面向知识时代的学习技术系统框架.中国电化教育,4,5-9.
1祝智庭,王佑镁,顾小清.(2006).协同学习：面向知识时代的学习技术系统框架.中国电化教育,4,5-9.
2 H. Haken. (2005).协同学：大自然成功的奥秘.上海：上海译文出版社.
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1与教育学习札记(5)—什么是学习?(2005).访问日期2010年6月5日.来自http://blog.ci123.com/weiyu/entry/10043.
2祝智庭,王佑镁,顾小清.(2006).协同学习：面向知识时代的学习技术系统框架.中国电化教育,4,5-9.
1罗红卫.(2009).网络英语教学的情感设计研究.上海：华东师范大学.
2钱文忠.(2009).钱文忠解读三字经.北京：民主法制出版社.
1郑军.(2007).心灵简札.上海：华东师范大学出版社.
2 Ernestine G Riggs. (2007). Conation:Cultivating the Will to Succeed Among Middle and High School Students. Retrieved March 12,2012 from forumonpublicpolicy.com/archivesum07/riggs.pdf
3意动心理学.(2012).访问日期：2012年3月.来自http://baike.baidu.com/view/73587.htm.
1许燕.(1999).北京大学习者价值观研究及教育建议.教育研究,5,33-38.
2同1.
1陈一壮.(2006).信息的哲学定义和信息功能的历史演变.河北学刊,1,92-96.
1陈洪澜.(2007).论知识分类的十大方式.科学学研究,2,26-31.
2脑与教育学习札记(2)——学一点有关脑的基本知识.(2005).访问日期：2011年6月.来自http://blog.ci123.com/weiyu/entry/10032.
1陈崇山.(1999).谈谈人的传播权(上).当代传播,5,18-20.
1 Kreijns K, Kirschner P A, Jochems W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments:a review of the research. Computer in Human Behavior,3,335-353.
1魏义梅.(2010).论高校辅导员角色自我觉知.东北师大学报(哲学社会科学版),6,177-180.
2梁初.(2009).教育需要什么样的专家.文苑,3,59-60.
3李挺伟.(2009).谈专家的内涵、标准与要求——读《专业主义》有感.中国资产评估,12,40-41.
1吴玉琦,王绍海,颜震华,王敏杰.(1986).中国古代教育简史.长春：吉林教育出版社.
2刘捷.(2001).教师职业专业化与我国师范教育.天津师范大学学报(社会科学版),2,75-80.
3周洪宇,但绍彬.(2000).从世界师范教育的发展历程与趋势看未来中国师范教育的发展走向.集美大学教育学报,3,7-12.
4 The ILO/UNESCO Recommendation concerning the Status of Teachers. (1966). Retrieved Dec.2007, from http://portal.unesco.org/en/ev.php-URL_ID=13084&URL_DO=DO_TOPIC&URL_SECTION=201.html
5 Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel. (2006). Retrieved Dec.2007, from http://www.ilo.org/public/english/dialogue/sector/techmeet/ceart/docs.
6同5.
7 Recommendation concerning the Status of Higher-Education Teaching Personnel.(1997). Retrieved Dec.2007, from http://www.unesco.org/education/docs/recom_e.html.
8 Research analysis:Attracting, developing and retaining effective teachers:A global overview of current policies and practices. (2006). Retrieved Dec.2007, from http://unesdoc.unesco.org/images/0015/001516/151685E.pdf.
9顾小清.(2006).面向信息化的教师专业发展——行动学习的实践视角.北京：教育科学出版社.
10顾小清,祝智庭.(2005).教师专业发展的实现模式.中国电化教育,3,5-8.
1 Zhiting, Zhu. (2006). Synergistic Learning:A New Learning Paradigm in Connected Age. Keynotes on Advanced Seminar of 1st Global ET Summit Conference. Shanghai, China.
2钟志贤.(2005).知识建构、学习共同体与互动概念的理解.电化教育研究,11,20-29.
3汪国新.(2010).基于“社区学习共同体”的学习.中国成人教育,12,5-7.
4伏荣超.(2010).学习共同体理论及其对教育的启示.教育探索,7,6-8.
5郑葳,李芒.(2007).学习共同体及其生成.全球教育展望,4,57-62.
1顾小清,查冲平.(2008).信息化协同科研机制及其使能技术研究.电化教育研究,8,9-18.
2肖琼,薛保勤,刘予东,郑丹丹,钞秋玲.(2010).高校辅导员工作的心理学思考.科技与教育,10,84-87.
3辅导员.(2010).访问日期2010年11月.来自http://baike.baidu.com/view/218358.htm.
4李莉.(2010).对专业化发展下高校辅导员角色的思考.黑龙江高教研究,12,13-15.
1Dillenbourg, Pierre. (2007). Scripting Computer-Supported Collaborative Learning. New York:Springer US.
1祝智庭,顾小清,闫寒冰.(2005).现代教育技术--走进信息化教育(修订版)北京：高等教育出版社.
2胡小勇,祝智庭.(2002).学习对象——网络教学技术的新理念.电化教育研究.4,22-28.
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1张浩,祝智庭.(2008).一对一环境下的学习变革.远程教育杂志,4,25-28.
1祝智庭.(2010).数字化教育装备发展动态.浙江教育技术,3,7-10.
2尹俊华.(2002).教育技术学导论(修订版).北京：高等教育出版社.
3同2.
4同1.
5钱冬明,管珏琪,王佑镁,祝智庭.(2010).协同学习技术系统的套具设计.中国电化教育,3,119-122.
6张浩,祝智庭.(2008).一对一环境下的学习变革.远程教育杂志,4,25-28.
1郁晓华,薛耀锋,祝智庭.(2010).多触点技术的教育应用前景分析.中国电化教育,2,107-110.
1祝智庭.(2010).数字化教育装备发展动态.浙江教育技术,3,7-10.
2祝智庭,黄景碧,王觅.(2010).教育技术研究国际动态透视.电化教育研究,8,28-34.
3祝智庭,胡海明,顾小清.(2007).全球人人电脑运动与学习革命新浪潮.中国电化教育,7,1-4.
4张浩,祝智庭.(2008).一对一环境下的学习变革.远程教育杂志,4,25-28.
5胡海明,何超.(2008).活动理论框架下的社会操作系统设计.中国远距离教育,5,31-34.
1祝智庭,胡海明,顾小清,(2007).全球人人电脑运动与学习革命新浪潮.中国电化教育,7,1-4.
1脚本定义.(2011).访问日期2011年9月.来自http://define.cnki.nett/WebForms/WebDefines.aspx?searchword=%e8%84%9a%e6%9c%ac.
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1裴新宁,路新民.(2007).国际视野中的CSCL研究与发展的十个主题—访CSCL研究国际著名专家皮埃尔·狄隆伯格教授.开放教育研究,6,4-11.
1 King A. (2007). Scripting Collaborative Learning Processes:A Cognitive Perspective. In Pierre Dillenbourg (ed.), Scripting Computer-Supported Collaborative Learning (pp.13-37). USA:Springer Science+Business Media.
2 Pierre Dillenbourg (2007). Scripting Computer-Supported Collaborative Learning. USA:Springer Science+Business Media.
3 Fischer F, Kollar I, Haake J, et al. (2007). Perspectives on Collaboration Scripts. In Pierre Dillenbourg (ed.), Scripting Computer-Supported Collaborative Learning. USA:Springer Science+Business Media.
4 Jorg M. Haake', Hans-Rudiger Pfister. FLEXIBLE SCRIPTING IN NET-BASED LEARNING GROUPS. (2007). In Pierre Dillenbourg (ed.), Scripting Computer-Supported Collaborative Learning. USA:Springer Science+Business Media.
1 Dillenbourg P, Hong F. (2008). The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning,1,5-23.
2同1.
3 Kollar I, Fischer F, Slotta J D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction,6,708-721.
1 King A. (2007). Scripting Collaborative Learning Processes:A Cognitive Perspective. In Pierre Dillenbourg (ed.), Scripting Computer-Supported Collaborative Learning (pp.13-37). USA:Springer Science+Business Media.
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3 Rummel N, Spada H. (2007). Can People Learn Computer-Mediated Collaboration by Following A Script?. In Pierre Dillenbourg (ed.), Scripting Computer-Supported Collaborative Learning (pp.39-55). USA:Springer Science+Business Media.
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1顾小清,查冲平.(2008).信息化协同科研机制及其使能技术研究.电化教育研究,8,9-14.
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7同5.
8王佑镁,祝智庭.(2006).从联结主义到联通主义：学习理论的新取向.中国电化教育,3,5-9.
1王佑镁,祝智庭.(2006).从联结主义到联通主义：学习理论的新取向.中国电化教育,3,5-9.
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3 Kreijns K, Kirschner P A, Jochems W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments:a review of the research. Computer in Human Behavior,3,335-353.
4 Koschmann T. (2001). Revisiting the Paradigms of Instructional Technology. Melbourne:The University of Melbourne.
5 Siemens G.(2005). Connectivism:A Learning Theory for the Digital Age. Instructional Technology & Distance Learning,1, 3-9.
1 Kollar I, Fischer F, Slotta J D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction,6,708-721.
1 Martinez-mones A, Dimitriadis Y, Harrer A. (2008). Interaction-aware design for learning applications reflections from the CSCL field. IEEE International Conference on Advanced Learning Technologies (ICALT 2008),539-541.
3 Rummel N, Spada H. (2007). Can People Learn Computer-Mediated Collaboration by Following A Script?. In Pierre Dillenbourg (ed.), Scripting Computer-Supported Collaborative Learning (pp.39-55). USA:Springer Science+Business Media.
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