Scaffolding for computer supported writing to learn activities in vocational training

Dual-T project investigates how ICT can support learning activities involving sharing and reflection about professional experience in order to harmonize school learning with practical experience. In this study we tested the effects of low and high scaffolding on collaborative writing activities on professional procedures. We expected longer, more correct texts to emerge from strongly scaffolded activities than from weakly scaffolded activities.

[1]  Mark Torrance,et al.  Writing as a Knowledge-Constituting Process , 1999 .

[2]  Susan M. Land,et al.  A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions , 2004 .

[3]  Sarah Gielen,et al.  Effects of formative peer-assessment on writing performance: What is the most beneficial role of the assessee? , 2007 .

[4]  Bruce W Speck,et al.  Collaborative Writing: An Annotated Bibliography , 1999 .

[5]  Michael Eraut,et al.  Transfer of knowledge between education and workplace settings , 2012 .

[6]  B. Rosenshine,et al.  Teaching Students to Generate Questions: A Review of the Intervention Studies , 1996 .

[7]  Xiaodong Lin,et al.  Supporting Learning of Variable Control in a Computer-Based Biology Environment: Effects of Prompting College Students to Reflect on Their Own Thinking , 1999 .

[8]  Daniel Schneider,et al.  A technology-enhanced learning environment to support learning by sharing professional experience in writing , 2008 .

[9]  Hayes.  identifying the organization of wi iiing processes , 1980 .

[10]  John R. Anderson,et al.  Rules of the Mind , 1993 .

[11]  C. Crook.  Computers and the Collaborative Experience of Learning , 1996 .

[12]  Karen Littleton,et al.  Learning with computers: analysing productive interaction , 1999 .

[13]  Laurent Filliettaz,et al.  « Vos mains sont intelligentes ! » : Interactions en formation professionnelle initiale. , 2008 .

[14]  Sarah Ellen Ransdell,et al.  Working memory constraints on writing quality and fluency. , 2013 .

[15]  P. Robert-Jan Simons,et al.  The affordance of anchored discussion for the collaborative processing of academic texts , 2006, Int. J. Comput. Support. Collab. Learn..

[16]  Bertram C. Bruce.  Computers and the collaborative experience of learning , 1995 .

[17]  Carolyn W. Keys.  An Interpretive Study of Students' Use of Scientific Reasoning during a Collaborative Report Writing Intervention in Ninth Grade General Science. , 2006 .