This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities...

Abstract Despite educational and employment advancements, research indicates that traditional sexual scripts are nevertheless often considered adhered to as related gendered conditioning. This manuscript reviews the script theory, provides application illustrations of theories discusses implications such conditioning, particularly for women.

Background: Attention to several clinical issues simultaneously and timeliness of proper treatment is of prime importance in Emergency Medicine. Simulation Based Training is a growing trend for clinical resident training which has been proposed for enhancing of residents multi-tasking abilities. The Simulation Module for Assessment of Resident’s Targeted Event Response is a methodology which de...

Reactive scripts are designed to get a exible approach for responsive systems; they are based on the reactive/synchronous approach, well suited to real time programming. A reactive script interpretor is a broadcast event-driven interpretor which can react to several commands in parallel. Generating events and waiting for occurrence of events are the basic commands which are composed in several ...

Collaboration scripts are activity programs which aim to foster collaborative learning by structuring interaction between learners. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a specific learning platform and learning context. A standardization of collaboration scripts first requires a specification of collaboration scripts that integrates m...

Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners’ internal scripts concerning collaborative argumentation. 98 students from two secondary schools participa...