CSCL Definitions

Karen Sichler

Department of Learning Science, Georgia State University

LT 8700 Computer-Supported Collaborative Learning

Dr. Ben Rydal Shapiro

November 19, 2023

1. Acquisition metaphor – Employing a traditional perspective on learning, this model

theorizes learning as process through which an individual learner takes “ownership” of a

particular concept or process. Akin to Freire’s banking model of learning, individual

learners are “filled” with knowledge.

2. Affordance(s) – An object or a process which allows a goal to be achieved. In the realm

of CSCL, technology, in its many manifestations, facilitates the goals of knowledge

acquisition, development, and creation by the participants in a collaborative setting.

3. Artificial Intelligence (AI) – A type of technology taking the form of a software

environment in which the mechanism provides some type of support for learners. AI can

take many different forms including, but not limited to, tutoring, communication

facilitation, and feedback.

4. Co-construction – A complex and demanding form of engagement in which learners

create a communal space for the accomplishment of learning goal. This facet of group

interaction requires more of engaged parties than cooperation as members of group can

work separately and then come together in the final steps of the artifact creation process.

5. Collaborative scripts – A tool within CSCL to aide learners to adapt to the group learning

scenario. As much of the learning a participant has historically encountered can be

considered individualistic in orientation, scripts provide a helpful guide as learner move

into a new learning configuration. An example of collaborative script would be providing

an organizational framework to commence the group learning process.

6. Communication – The process(es) through which individuals share information. Within a

CSCL pedagogical framework, said process concentrates on group interaction rather than

a one-to-many model often present in American classrooms. In addition, the process(es)

 may be channeled through a mixture of media but often have a element of technological

facilitation.

7. Community – The environment in which CSCL should take place. The cohesive spirt

inherent in the concept, however, must be facilitated by an educator as the CSCL

pedagogical approach destabilizes the expected assumptions a learner may have upon

entering a new class/learning experience. It is important as there are many barriers to

learning in community such as racial, gender, and class identities.

8. Community of practice – A way of grouping individuals who coalesce around a particular

topic or activity. Technology has been extremely advantageous in helping individuals

connect regardless of location. An example of community of practice I engage in is the

online sewing community through my membership in multiple Facebook and Patreon

groups as well as strategic use of other social media outlets like Instagram, YouTube, and

Reddit.

9. Computer supported collaborative learning (CSCL) – A pedagogical approach to learning

with an emphasis on thoughtful integration of technology with the goal of connecting

learners while concurrently encouraging self-actualization as part of the learning process.

Often erroneously equated with online or distance learning and a simple digital

translation of content, CSCL centers on group learning regardless of modality.

10. Epistemology – Traditional pedagogy emphasizes the act of knowledge acquisition;

however, CSCL encourages the development of new ways of thinking about information

and its evolution. Using the métier of technology, learners transform the course/learning

content through inter-group interaction.

11. Group cognition – The end of the process in which understanding is only created through

the engagement between members of group. To help to foster this outcome in CSCL, the

designer must understand how learning takes place between participants as well as how

engagement in group occurs.

12. Inter-objective/interobjectivity – A form of engagement in which external observers focus

on mid to macro level dynamics. A CSCL analysis from this perspective will highlight the

engagement and maintenance of social institutions that inform learning.

13. Intersubjectivity – Due to the centrality of group/collaborative learning in CSCL,

educators must foreground how learners’ cognitive perspectives will interact with each

other in the development of a learning intervention. The design needs to have an

understanding of how individuals learn in group settings as well as how learners will

interact with not only each other but with the technology and content as well.

14. Joint tasks – Using a variety of methods and technology(ies), the activity assigned to

learning community. It is one of the central tasks of CSCL to encourage learner

engagement and discussion.

15. Knowledge construction/building – Rather than viewing knowledge as an already-

existing object waiting to be found, learners use the building blocks of content to create a

new understanding of the foundational material. As CSCL emphasizes the creative output

between learners, the innovation is what should be measured as a formative assessment

rather than traditional summative assessments.

16. Learning – The cognitive process(es) of an individual through which knowledge and

understanding of a concept or a process is made part of their already existing mental

 schemata. In addition, different pedagogical practices emphasize different means. For

CSCL, the process is an active one and takes place in an associative context.

17. Legitimate peripheral participation – The means through which a recent addition to a

group can eventually become an active and valued member of a community. As the name

demonstrated, the new addition takes part in activities which help them to become

acclimated to the mores of the new group setting. This is an important part of the

acclimation process and can be facilitated by longer-term members via mentorship or the

sharing of scripts by an educator.

18. Mentors – A group role taken on, or potentially assigned to, a more experience member

of a group. Within CSCL, this role can be undertaken by either a person (living

consciousness) or artificial intelligence (generated consciousness).

19. Participation metaphor – A metaphor for learning in which the process is fulfilled by the

engagement of an individual with a community. Practices are shared through engagement

with the group and can be facilitated by teachers. The emphasis in this model is the

sharing between and development of the community understanding rather than the

individual.

20. Participatory design (PD) – A process for content and intervention creation in which the

individuals who are to be learning from the aforementioned materials are part of the

development. Born out of emancipatory labor movements in Scandinavia, PD may also

be used in other learning environments focusing on a greater diversity of groups to

promote greater access and equity.

21. Practice – A deliberate act an educator takes when creating a CSCL environment for

learners. Said engagement is necessary for the ultimate goals of CSCL which include
 improving the quality of learning for all students and promoting equity within the

learning arena.

22. Shared meaning making – Eschewing the traditional emphasis on individual student

achievement and comprehension in American pedagogy, CSCL endeavors to facilitate

understanding via the engagement across learners. Said understanding occurs due to

individual learners actively sharing insights, concerns, questions, and, potentially,

misunderstandings to achieve a new dialectical understanding.

23. Subjective – Within CSCL, an area of theory concerned with the understandings of the

individual learner. Although the emphasis of CSCL is on group learning, an

understanding of how individual members of the group may approach the collaborative

learning space.

24. Technology – In the arena of CSCL, the instrument which helps foster group learning in

online, hybrid, and face-to-face learning. Although a definitive element of CSCL, it is not

the raison d’être. Instead, it serves as a tool to cultivate knowledge development between

learners.

25. Theory – An abstract, overarching view of a particular body of knowledge. In CSCL, one

can employ a subjective theory, an inter-objective theory, or an inter-subjective theory.

Each of these theories provides a different framework and definitions for learners and

knowledge acquisition.
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