Educational discourse is an important area for impact, which is especially timely given recent attention given to online education. In this talk I will first present a theoretical account of the complex interplay between written or oral discourse, individual cognitive processes, and external guidance in Computer-Supported Collaborative Learning (CSCL) environments. Based on the Script Theory of Guidance I will analyse how cognitive configurations shape discussions, and how participation in discussions may lead to re-configuration of the participating individual student’s cognition. Second, I will give an overview of studies demonstrating the instructional value of specific types of discussion contributions, namely transactive contributions. I will finally elaborate on ways in which transactive contributions to discourse can be facilitated through external guidance, and how technologies may play an important role both in research and in instruction. 

About the speaker

Frank Fischer he has been a full professor of Educational Science and Educational Psychology at the University of Munich since October 2006. He also served as Dean of Faculty. He is the speaker of the Munich Center of the Learning Sciences, an interdisciplinary collaboration of more than 30 research groups focusing on advancing research on learning “from cortex to community”. He holds master’s and doctoral degrees in Psychology. He was an assistant professor for Applied Cognitive Psychology and Media Psychology at the University of Tubingen and held a professorship for Instructional Psychology at the University of Erfurt. He was an associate professor for Research on Learning and Instruction at the University of Tubingen and at the Knowledge Media Research Center.  He was President of the International Society of the Learning Sciences. His research focuses on scaffolding and guidance for collaborative learning, as well as inquiry and simulation-based learning. Central questions are how discussion, cognition, and instruction interact in technology-enhanced learning environments, and how characteristics of the discussion are associated with the advancement of knowledge and skills of collaborative learners. He serves on the editorial board of several scholarly journals, including Learning & Instruction, Journal of the Learning Sciences, and the International Journal of Computer-Supported Collaborative learning. He is an incoming associate editor for the American Educational Research Journal. He has published more than 100 articles and chapters, and co-edited 6 books and special issues of scientific journals.